Rigor and Relevance
Powerwalks
Instructional Rigor
No Observable Instructional Activity or Task: While the observer is in the room, no instructional activity was in progress or started.
Remembering: The memory of facts and knowledge. Listening, watching and copying are Remembering level activities
Understanding: Organizing information to develop meaning. Responding to simple questions, finding answers in provided materials, and short answers are often Understanding level activities.
Applying: Using knowledge to solve problems in a new situation. Multi-step process questions, building, manipulating, and hands on activities are often applying level activities.
Analyzing: Examining and breaking information into parts by identifying motives and causes. Using evidence to support generalizations and inferences.
Evaluating: Using knowledge to defend opinions or judge the quality of work, based on criteria.
Creating: Using and combining components of knowledge to create a new or alternative solution
Instructional Relevance
No Observable Instructional Activity or Task: While the observer is in the room, no instructional activity was in progress or started.
Knowledge in the Content Area: Using content knowledge to solve content problems in the content area. Example: Completing a math worksheet in a math class.
Application in the Content Area: Content specific manipulating, building or creating in the content area.
Knowledge Across Content Area: Use of other content information to address tasks in a content area. Example: Reading a historical account in an English or reading class.
Application Across Content Area: Use of other content knowledge while manipulating, building, or creating in a content area.
Real World Predictable Outcome: Using content knowledge to address real world problems and/or situations that have predictable outcomes or solutions.
Real World Novel Outcome: Using content knowledge to address real world problems and/or situations that have novel or infinite outcomes or solutions.
Activity
Select a concept from an upcoming lesson.
Using this concept, create an example what this concept looks like at three levels of rigor.
Example: Multiplication facts
Remembering: Flash Cards
Understanding : Making a diagram or array of problem
Application: Solving a word problem using manipulatives, diagrams, and equations
Analyzing: Determine which equations would best solve a problem.
Take this same concept and demonstrate what it would like at three areas of relevance.