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.