LESSON 2.1 CREATING GOALS
OVERVIEW
The Rigor/Relevance Framework uses Bloom’s Taxonomy of thinking skills and Daggett’s Application model for relevance to help teachers develop rigorous lessons. The diagram to the right shows the 4 stages of instructional development (Acquisition, Application, Assimilation, Adaptation) that help teachers create student learning objectives.
PREREQUISITES
It is important to be familiar with Bloom’s Taxonomy verbs for developing appropriate goals in each quadrant. If you are not familiar with these verbs or would like a refresher, visit 1 and 2 before moving on to the next part of this lesson.
ACTIVITY 1
Watch a 10 minute video 1 on the Rigor/Relevance Framework. This video will:
- Define Bloom’s Taxonomy of Knowledge,
- Define, explain, and give an example of Daggett’s Application Model of Relevance,
- Explain how rigor and relevance forms the four quadrants of the Rigor/Relevance Framework and show examples
- Give further evidence to support this framework.
After watching this video you should be able to:
- Name the 2 vectors and 4 quadrants of the model
- Explain the function of each quadrant and how it affects knowledge as you move through them
For a written copy of the same information in the video, visit 1
For additional resources on this topic I recommend:
Maye, Dutchess. "Hitting the mark: Strategic planning for academic rigor." Delta Kappa Gamma Bulletin 79, no. 4 (2013): 29-36.
Dr. Daggett’s 13 minute video “Relevance Makes Rigor Possible" 1
ACTIVITY 2 After reviewing the video, it’s time to apply what we’ve learned so far. You will work independently to visit each quadrant of the Rigor/Relevance Framework to form student learning objectives using Bloom’s Knowledge Taxonomy verbs and Daggett’s application stages for a selected topic of your choice. Record your answers on a piece of paper. You will be using these goals for the remainder of the course, so make sure they are complete. A helpful question to ask yourself is ‘what knowledge skills do I want my students to use and how will they apply them? Review the previous video in the assignment 1 and the following example I created to help you better understand how a topic transforms through the quadrants. Bloom’s verbs are in italics.
EXAMPLE
Topic: Environmental Pollution
A (Acquisition) - I want to create goals with low levels of knowledge and low levels of application within the discipline. A teacher might write
-Students define pollution
-Students identify different types of man made environmental pollutants such as garbage, plastics, chemicals, and oils
-Students identify specific types of man made pollutants such as plastic bottles, styrofoam packaging, lawn fertilizer, airborne sulfur dioxide and crude oil.
B (Application) - I want to create goals with low levels of knowledge and high levels of application across disciplines, in predictable situations, and/or in unpredictable situations. A teacher might write:
-Students examine the effects of pollutants on plants, animals, and people in different environments such as chemical runoff into the Hudson River (Local/Regional) (change in the water quality) and the BP oil rig disaster in the Gulf of Mexico (National/International) (coastal marsh contamination and animal deaths due to oil suffocation)
-Students relate personal habits to the waste habit cycles of people, communities, and industries
C (Assimilation) - I want to create goals with high levels of knowledge and low levels of application within the discipline. A teacher might write:
-Students compare and contrast the effectiveness of different waste reduction methods
-Students compose a personal plan to reduce waste habits
D (Adaptation) - I want to create goals with high levels of knowledge and high levels of application across disciplines, in predictable situations, and/or in unpredictable situations. A teacher might write:
-Students must select a position and defend their claim based on data evidence provided in a case study.
-Students predict the possible pollutants produced by a company (research of production processes, shipping procedures, and costs) and recommend possible alternative solutions based on previously researched evidence.
NAVIGATION
Previous Page: Unit 2: Understanding the Rigor/Relevance Framework
Next Lesson: Lesson 2.2: Instructional Strategies