Learning Experiences in the Rigor/Relevance Framework

English Language Arts

Elementary Example

Knowledge Taxonomy / Quadrant C Assimilation / Quadrant D Adaptation
Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create unique solutions. / Students have the competence to think in complex ways and also apply knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.
Quadrant A Acquisition / Quadrant B Application
Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this acquired knowledge. / Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply appropriate knowledge to new and unpredictable situations.
Application Model

Evaluation 6

Synthesis 5

Analysis 4

Application 3

Comprehension 2

Knowledge 1

1 2 3 4 5

Knowledge Apply in Apply across Apply to Apply to

in one discipline disciplines real-world real-world

discipline predictable unpredictable

situations situations


Learning Experiences in the Rigor/Relevance Framework

English Language Arts

Elementary Example

Knowledge / Quadrant C Assimilation / Quadrant D Adaptation
Quadrant A Acquisition / Quadrant B Application
Application


Technical Reading and Writing Example

Write procedures for
installing and troubleshooting
new software.
Recall definitions of various technical terms.
Compare and contrast several technical documents to evaluate purpose, audience, and clarity.
Follow written directions to install new software on a computer.


Learning Experiences in the Rigor/Relevance Framework

English Language Arts

Elementary Example

knowledge / Quadrant C Assimilation / Quadrant D Adaptation
·  Give and seek constructive feedback in order to improve writing.
·  Compare similar words to describe objects.
·  Develop a WebQuest on learning language skills.
·  Brainstorm as many words as possible to describe an object.
·  Create and decipher coded messages.
·  Describe mystery objects to partners to strengthen use of descriptions.
·  Create word puzzles. / ·  Create new words to describe phenomena or objects.
·  Publish a brochure.
·  Design and create objects related to a children’s book.
·  Plan a family vacation.
·  Research an issue and write a letter to the school board, elected official, or local newspaper
Quadrant A Acquisition / Quadrant B Application
·  Create a drawing, picture, sign, or other graphic to represent a word or concept.
·  Put words together in sentence format.
·  Retell stories.
·  Respond to oral directions.
·  Participate in word games.
·  Develop outlines from a nonfiction presentation.
·  Memorize spelling words.
·  Create a list of commonly misspelled words. / ·  Use job-related tools or clothing to stimulate writing and drawing about a career.
·  Read and share content of local newspaper.
·  Present a story through a computer graphics application.
·  Communicate with e-mail pals in another country.
·  Search newspapers for abbreviations and acronyms.
·  Write factual stories about personal experiences.
·  Role-play stories.
·  Write a poem about yourself
Application
Knowledge / Quadrant C Assimilation / Quadrant D Adaptation
Experiences:
·  often complex
·  frequently require students to devise solutions
·  lead to deeper understanding concepts and knowledge / Experiences:
·  high in rigor and relevance
·  require unique solutions to often unpredictable problems
Quadrant A Acquisition / Quadrant B Application
Experiences:
·  focus on recall or discovery of basic knowledge. / Experiences:
·  provide opportunities for application of knowledge to new/unpredictable situations
·  typically real world problems
Application

Learning Experiences in the Rigor/Relevance Framework

English Language Arts

Elementary Example