UNIT 3: AN ITERATIVE PROCESS

From KNILT

Lesson 3.1 COLLABORATION AND PRACTICE

Overview

The Rigor/Relevance framework was built on the belief that all students can reach high levels of critical thinking and that relevancy is the key to motivating students towards mastering skills needed for adulthood. Rigor means something different for each classroom. It's important to meet students at their level, but push them appropriately with high expectations. Making work too rigorous will only cause frustration for you and your students. Keeping this in mind, revising lessons often and working with supportive colleagues enhances the learning experiences of students and teachers.

UNIT 3 OBJECTIVES

- Critique the effectiveness of the R/R Framework

- Construct a unit plan with colleagues using the R/R Framework

- Reflect on different ways of making coursework more rigorous in relation to the learner's own discipline

ACTIVITY 1

As your last assignment it’s time to come together as a group and continue working with the Rigor/Relevance Framework. Choose one theme or topic that can be turned into a lesson or series of lessons. Review previous activities for reminders of particular steps.

-What are the objectives?

-What are the assessments to support the objectives?

-What are the instructional strategies to support the objectives and the assessments?


ACTIVITY 2 Answer the following questions:

-What implications would rigor have for YOUR classroom?

-What does it mean for your school?

-What aspects of the R/R Framework would you continue to use? What wouldn't you use?

Good Luck!


NAVIGATION

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Unit 1: Identifying the Characteristics of Rigor

Unit 2: Understanding The Rigor Relevance Framework

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