Rigor, Relevance and Relationships (ICLE and Bill Daggett)
Rigor, Relevance and Relationships: Bill Daggett for the ESOL Classroom Michelle Fidalgo, EdS, Lovejoy High School ESOL Specialist, Clayton County Public Schools What exactly are we looking for when we discuss rigor? An Example of Inquiry-Based Teaching
https://www.teac hingchannel.org/ video/inquiry-bas ed-teaching-disc Rigor and Relevance Framework A - acquisition Students develop a mastery of facts, but their use is not
generalized to other areas. This is not as rigorous, though it is necessary to act as a base for the other stages. One cannot use what he does not acquire. B - application While the low end of the continuum is knowledge acquired for its own sake, the high end signifies action use of that knowledge to solve
complex, real-world problems and create projects, designs, and other works for use in real-world situations. C - assimilation Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems
and create solutions. D - adaptation Students have the competency to perform higher-level tasks in real world situations. Their ability to discuss and analyze problems goes deeper; their thinking is complex and critical. assimilati adaptation
on applicati on Old Blooms Taxonomy on the left of the grid Revised Blooms Taxonomy on the right
Application model at the bottom 1 2 3 5 4
Apply to Apply to Apply Knowledge Apply in Real-worldReal-world across in one discipline Unpredictable Predictable disciplines discipline
situations situations Generalization If students can use the knowledge creatively, they own it in the same way they own may other integral
bits of knowledge and you recall Issues about Relevance Seek out what interests your students what makes them tick? What is going on in the world that keeps students engaged? Can it become a learning
experience? What are the assignment parameters? What is the capacity for differentiation? If the only connection is testing, question the relevance but we all know were mandated to teach the GSE standards, and districts
have curricula that we must adhere to. However, we ESOL teachers are often allowed some creativity in how the standards are Relationships will be your currency at times. There are times when we have to teach
grammar or how to factor trinomials, skills that may not seem transferable to real life. Demo Why relationships are critical When polled, high school students said that they
felt that their social/ professional development had been neglected by the school. They believed that they had not been taught how to adapt, how to get long with others in a professional setting, and how to resolve differences constructively. So social instruction is part of preparing students for the real world, and should be Included with the Rigor and Relevance Framework. Thomas Hoerr, PhDs student success
skills Self-control Integrity Empathy Embracing diversity Grit ELs need grit persistence in the face of frustration more than most. Shorts (et al): The Six Principles
for Exemplary Teaching of English Learners Their second principle is: Create conditions for language learning. Teachers create a classroom culture that will ensure that students feel comfortable in the class. They make decisions regarding the physical environment, the materials, and the social integration of students to promote language learning. (p.8)
Think of it this way Rigor is the what What are we focusing on? Have we challenged our students enough? Are they thinking for themselves? Can they apply the knowledge to atypical problems and solve those problems? Relevance is the why Relevance gives the tasks meaning because it answers the questions, Why are we learning this? What is the further application of this knowledge?
Relationship is the how relationship makes effective, rigorous teaching How does all this apply to the ESOL classroom? Integration of the four domains of language To involve students in rigorous learning means that there is reading, writing, discussing, analyzing, and problem solving going on. In
Deborah Shorts (et al) The Six Principles for Exemplary Teaching of English Learners, two of her six principles are: Design high-quality lessons for language development (learning objectives define the path to critical thinking skills). Adapt lesson delivery as needed (assessing as the teacher is working). Dovetails with the SIOP Protocols
SIOPs conceptual framework encourages the transition to higher level thinking through the provision of background and comprehensible input to start, leading to practice and application. Those in the upper grades and those who score over
three on the WIDA Screener/ ACCESS test should be challenged How does this look in the high school classroom? Many of the skills you have developed as an ESOL teacher prepare you well for
introducing greater rigor and relevancy in your classroom. Remember, frequently we have the closest Gun Control Nothing can/ should be done. There are over 300 million
guns in the country, and over 120,000 semiautomatic rifles. 22% of gun sales are between individuals no background checks by the FBI can be done If you live in a troubled neighborhood, you might need a handgun for selfdefense. We could try this.
Registration of guns, not just owners Tax breaks for alarm systems Elimination of semiautomatic weapons Local police conduct more extensive background checks, not the FBI Gun Control (grades 9-12)
Students were polled at the beginning of the lesson to assist them in delving into their personal beliefs on gun control. I provided background videos and other materials. I compiled their data and returned with it the next day. This led to a rich, complex discussion of the role of guns in America. After reading and discussion, students were given parameters for writing that differentiated expectations for each learner.
Students used Google Docs to write their text. They received two handouts from Results - Articulate opinions were offered, using high- level vocabulary from the handouts and independent research. - Students used textual citations to substantiate claims.
- Numerical data was put to use to support arguments. - Some papers exceeded the length requirements. - Some students changed their minds, indicating independent thought took place. For Information Rigor and Relevance Daggett, W. (2008). Rigor and Relevance from Concept to Reality. ICLE.
http://www.leadered.com/ourphilosophy/rigor-relevance framework.php https://www.pinterest.com/rigorreleva nce/drbill-daggett/?lp=true More Sources Hoerr, T. (2016). The Formative Five: Fostering Grit, Empathy, and other Success Skills Every Student Needs. ACSD. Short, D. and Echevarria, J. (2016). Developing Academic Language with the
SIOP model. Pearson. Short, D. (2018). The Six Principles for Exemplary Teaching of English Learners. Alexandria, VA: TESOL Press. Any questions? Comments? Concerns?
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