Blending Rigor & Relevance with SAMR and P21
Update: Is SAMR a scam?
For fun, I asked myself, what would a revised Rigor & Relevance chart look like if we included Dr. Ruben Puentedura's SAMR Model and the Partnership for 21st Century Schools (P21.org)? The more I reflect on it, I'm not sure the Rigor & Relevance framework holds up when you throw in SAMR and P21 components.
Let's reflect together and see....
|The LibreOffice Draw version of this document is available.|
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.)
In the figure above, you can see several components:
When I played around with this framework before, I was more focused on comparing LOTI to the Rigor and Relevance Framework:
As you might imagine, things are a bit different. I'm not sure that in the revised framework, that SAMR fits...what do you think?
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.
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Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure