Note: Presence of a particular initiative on the chart above is not an endorsement!
Rigor & Relevance Framework: What is it?
The Rigor/Relevance Framework is based on two continua, a knowledge taxonomy and an application model. The knowledge taxonomy (familiar to educators who have studied Bloom's Taxonomy of learning) describes the increasingly complex ways in which people think. At the low end is the ability to acquire knowledge and recall or locate that knowledge in a simple manner. The high end of the knowledge taxonomy denotes more complex and abstract cognitive activities. At this level, knowledge is fully integrated into one's mind and can be located and combined in logical and creative ways. Assimilation of knowledge is a good way to describe the activity represented by this high end of the knowledge taxonomy. The assimilation level is often referred to as higher-order thinking skills; individuals performing at this level can solve complex problems and create unique work.
The second continuum, known as the application model, is one of action. Although the knowledge continuum is largely passive, the action continuum describes putting knowledge to use. At the low end, an individual acquires knowledge for its own sake; at the high end, an individual uses that knowledge to solve unpredictable real-world problems.
The Rigor/Relevance Framework is represented by a four-quadrant model. Quadrant A (acquisition) represents gathering, understanding, and storing bits of knowledge for its own sake. Quadrant C (assimilation) represents more complex thinking: students extend and refine their knowledge to use it automatically and routinely to analyze and solve complex problems and create unique solutions, but it is still knowledge for its own sake. Quadrants B (application) and D (adaptation) represent knowledge in action. In Quadrant B, students use acquired knowledge to solve problems and design solutions. The highest level of application is to apply appropriate knowledge to new and unpredictable situations. At the Adaptation level (D), students are able to use their extensive knowledge and skills to create solutions to perplexing problems and take action that further develops their skills and knowledge.
Source for Framework and Supporting Information
Moving from standards to instructional practice Willard R Daggett. National Association of Secondary School Principals. NASSP Bulletin Reston:Dec 2000. Vol. 84, Iss. 620, p. 66-72 (7 pp.)
Matching LOTI to the Rigor/Relevance FrameworkThe Levels of Technology Implementation (LOTI) are already matched to the knowledge taxonomy. As one proceeds from Level 0-Non Use of Technology to Level 4b-Routine Integration of Technology, there is a corresponding increase in the knowledge taxonomy. Levels 4a-Mechanical Integration and 4b-Routine Integration can be placed entirely in Quadrant D-Adaptation where students are able to use knowledge and skills to create solutions to perplexing problems and take action. Technology at Level 4 of LOTI is best described as “the use of technology to identify and solve real life, authentic problems.” Higher levels of LOTI-Levels 5 & 6-focus on expanded student experiences directed at problem solving, issue resolution, and student activism surrounding a major theme or concept, as well as are comfortable with a wide variety of technology tools. A quick overview of the LOTI is shared below...
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