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High School Redesign Slideshare
- 1. Maryann Angeroth Judith Griffin Loess Hills AEA13
- 5. “ NCLB Renewal Under Way”
- 17. QUADRANT A A C B D Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this acquired knowledge. Low Rigor – Low Relevance
- 18. QUADRANT B A C B D Students use acquired knowledge to solve real-world problems, design solutions, and complete work. The highest level of application is to apply appropriate knowledge to new and unpredictable situations. Low Rigor – High Relevance
- 19. QUADRANT C A C B D Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and to create unique solutions. High Rigor – Low Relevance
- 20. QUADRANT D A C B D Students have the competence to think in complex ways and also apply knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. High Rigor – High Relevance
Notes de l'éditeur
- Summer class During our presentation, have your lesson/unit in front of you. Keep in mind your lesson. We will give time to look at resources that you think you can use to raise rigor and relevance the last 30 minutes or so. Our intention is to provide the structures and resources to guide your work.