www.nyctecenter.org
Sample Excerpts from the Common Core State Standards Curriculum Matrix – New York Ellen Palazzo
[email protected]
Successful Practices Network
3
4
5
6
New York Curriculum Matrix Summary
Introduction
The Curriculum Matrix data in this resource kit is provided as a guide to help educators in planning curriculum
and instruction. All interpretations of state standards, Common Core State Standards, and state assessment
program data that were needed to construct the correlations in this Matrix were conducted by content area
specialists in each discipline and reviewed by research managers. Where and if necessary, interpretations of the
learning statements used in the correlations were verified by third-party reviewers and/or officials of the state’s
department of education. Every effort has been made to ensure the accuracy of the crosswalk and summary data.
However, some learning outcome statements are, by their nature, subject to interpretation and determination of
intent by content area specialists. Educators should always exercise their own best judgment in determining how
to apply the data.
Care was taken to ensure that all data used in the analyses was current at the time of publication, but all
standards and assessment data remain subject to updates as states revise or update their state standards or
assessment programs. The International Center welcomes your feedback, advice, and suggestions about the data
provided. The Center also eagerly encourages users to help us keep the data current for all educators in their
state by advising us of any such updates. Please address all comments to: International Center for Leadership in
Education, 1587 Route 146, Rexford, NY 12148 or [email protected].
New York Assessment
The New York State Testing Program (NYSTP) administers tests in English language arts (ELA) and
mathematics in grades 3-8 and science in grades 4 and 8. High school students are required to take the Regents
Comprehensive Examination in ELA, mathematics, and science.
English Language Arts
The New York English Language Arts Core Curriculum includes learning standards and performance indicators
assessed by the NYSTP in grades 3-8, as well as through the Regents Examination for Comprehensive English
Language Arts in high school, which tests learning standards and performance indicators for grades 9-11.
Testing Priority Designation
Information necessary to make priority designations relative to assessments was obtained from the New York
State Department of Education website. Test specifications for each assessment are available at this site and
were used to determine testing priority designations. Each test specification reveals the number of test items for
each test-eligible standard. Priority designations were determined by averaging the number of ELA test items
per test-eligible standard for each grade level. Standard deviations (STD) were calculated for each grade level
and subtracted from the mean. This number established the cut-off point between Medium (M) priority
designations and High (H) priority designations. Please note that the NYSTP reveals that each test item is
aligned to one content performance indicator and to one or more process performance indicators. The
assessment of process indicators is subsumed in the content indicator testing process and process indicator test
results are not reported. Therefore, each process performance indicator has been assigned a Low (L) priority
designation. The NYSTP and the Regents Examination for Comprehensive English Language Arts priority
designation results can be found in Table 1.
 2011 International Center for Leadership in Education
7
Table 1. New York English Language Arts Priority Designation Data
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
High School
*
Mean
STD
17.00
19.67
17.00
19.00
19.00
19.00
1.58*
5.62
6.12
4.68
5.92
4.57
4.57
0.66
Mean – STD
11.38
13.55
13.32
13.08
14.43
14.43
0.92
Designations
M = Medium
1-11
1-14
1-12
1-13
1-14
1-14
1
L = Low
0
0
0
0
0
0
0
H = High
>11
>14
>12
>13
>14
>14
>1
Outliers were not used in this calculation.
New York English language arts test designations are presented in Table 2.
Table 2. New York English Language Arts Assessment Data Summary
English Language Arts
Performance
Grade/
Standards
Indicators
Course
115
4
3
116
4
4
101
4
5
121
4
6
113
4
7
94
4
8
102
4
9
4
90
10
4
74
11
926
36
Totals
NY State Assessment
H
M
L
71
77
64
77
67
72
52
51
37
568
30
26
20
28
25
0
10
10
10
159
14
13
17
16
21
22
40
29
27
199
H
1-19
57
64
55
57
67
58
60
51
43
512
NESSi
M
20-38
49
46
40
57
37
31
33
32
27
352
L
39-50
9
6
6
7
9
5
9
7
4
62
Mathematics
The New York Mathematics Core Curriculum includes learning standards and performance indicators assessed
by the NYSTP in grades 3-8, as well as through the Regents Examinations for Integrated Algebra, Geometry,
and Algebra 2/Trigonometry.
Testing Priority Designation
Information necessary to make priority designations relative to assessments was obtained from the New York
State Department of Education website. Test specifications for each assessment are available at this site and
were used to determine testing priority designations. Each test specification reveals the number of test items for
each test-eligible standard. Priority designations were determined by averaging the number of mathematics test
items per test-eligible standard for each grade level. Standard deviations (STD) were calculated for each grade
level and subtracted from the mean. This number established the cut-off point between Medium (M) priority
designations and High (H) priority designations. Please note that the NYSTP reveals that each test item is
aligned to one content performance indicator and to one or more process performance indicators. The
assessment of process indicators is subsumed in the content indicator testing process and process indicator test
results are not reported. Therefore, each process performance indicator has been assigned a Low (L) priority
designation. The NYSTP and Regents Examination for Comprehensive Mathematics priority designation results
can be found in Table 3.
 2011 International Center for Leadership in Education
8
Table 3. New York Mathematics Priority Designation Data
Mean
Grade/Course
3
4
5
6
7
8
Integrated Algebra
Geometry
Algebra 2/Trigonometry
*
5.00*
7.84*
5.33*
9.80
10.00
17.25
8.75
4.20*
3.67*
STD
Mean – STD
0.00
1.66
0.47
4.21
4.10
9.98
6.78
2.56
2.03
5.00
7.84
4.86
5.58
5.90
7.27
1.97
1.64
1.61
L = Low
0
0
0
0
0
0
0
0
0
Designations
M = Medium
1-5
1-8
1-5
1-6
1-6
1-7
1-2
1-2
1-2
H = High
>5
>8
>5
>6
>6
>7
>2
>2
>2
Outliers were not used in this calculation.
New York mathematics test designations are presented in Table 4.
Table 4. New York Mathematics Assessment Data Summary
NY State
Assessment
Mathematics
Grade
/Course
3
4
5
6
7
8
Integrated
Algebra
Geometry
Algebra 2/
Trigonometry
Totals
Strands
10
10
10
10
10
10
Performance Indicators
Process Content Totals
114
62
52
119
63
56
127
60
67
125
61
64
120
56
64
104
56
48
NESS1
62
63
60
61
56
56
H
1-16
75
94
100
96
86
73
M
17-42
36
25
24
29
33
19
L
43-70
3
0
3
0
1
12
H
M
L
27
48
46
55
54
47
25
8
21
9
10
1
10
51
89
140
86
3
51
81
42
17
7
47
74
121
67
7
47
99
14
8
10
51
105
156
103
2
51
73
53
30
87
507
619
1126
533
86
507
777
275
74
Science
The New York Science Core Curriculum includes learning standards and performance indicators assessed by the
NYSTP in grades 4 and 8, as well as through the Regents Examinations for Earth Science, Living Environment,
Chemistry, and Physics.
Testing Priority Designation
Information necessary to make priority designations relative to assessments was obtained from the New York
State Department of Education website. Test specifications for each assessment are available at this site and
were used to determine testing priority designations. Each test specification reveals the number of test items for
each test-eligible standard. Priority designations were determined by averaging the number of science test items
per test-eligible standard for each grade level. Standard deviations (STD) were calculated for each grade level
and subtracted from the mean. This number established the cut-off point between Medium (M) priority
designations and High (H) priority designations. Performance indicators not tested were assigned a Low (L)
priority designation. The NYSTP and Regents Examination for Comprehensive Science priority designation
results can be found in Table 5.
 2011 International Center for Leadership in Education
9
Table 5. New York Science Priority Designation Data
Mean
9.17
Grade 4
12.62
Grade 8
3.61*
Earth Science
8.40*
Living Environment
3.33*
Chemistry
33.20
Physics
*
Outliers were not used in this calculation.
STD
Mean – STD
7.58
8.96
2.85
3.58
2.00
27.10
1.59
3.66
0.76
4.18
1.33
6.12
Designations
M = Medium
1-2
1-4
1
1-4
1
1-6
L = Low
0
0
0
0
0
0
H = High
>2
>4
>1
>4
>1
>6
New York science test designations are presented in Table 6.
Table 6. New York Science Assessment Data Summary
Science
Performance
Standards
Grade
Indicators
5
94
4
5
112
8
5
58
Earth Science
2
30
Living Environment
5
56
Chemistry
5
48
Physics
398
27
Totals
NY State Assessment
H
M
L
23
34
37
28
28
21
171
9
27
18
2
6
3
65
62
51
3
0
22
24
162
H
1-32
92
86
43
26
50
38
335
NESS1
L
M
33-50 51-85
0
2
17
9
8
7
4
0
3
3
6
4
25
38
Totals for English Language Arts, Mathematics, and Science
Table 7 presents the number of state assessed performance indicators compared to the number of state assessed
performance indicators tested. Using this data, the percentage of state assessed performance indicators tested
was calculated.
Table 7. Totals and Percentages for English Language Arts, Mathematics, and Science
% Performance
# Performance
# Performance
Indicators Tested
Indicators Tested
Indicators
926
727
78.51
English Language Arts
1,126
619
54.98
Mathematics
398
236
59.30
Science
64.58
1,582
2,450
Totals
Common Core State Standards (CCSS) to Performance Indicators Alignment Data
International Center content area specialists have crosswalked English language arts and mathematics CCSS to
the New York English language arts and mathematics New York learning standards and performance indicators.
The purpose of this study was to determine the number and percent of the CCSS that are aligned/non-aligned to
the learning standards and core curriculum. The same process was also used to determine the number and
percent of the learning standards and core curriculum that are aligned/non-aligned to the CCSS.
The results that follow provide New York teachers, curriculum planners, and administrators with information
relevant to the status of the New York learning standards and performance indicators compared to the CCSS.
Considerations the New York Department of Education will make include whether to adjust the current
 2011 International Center for Leadership in Education
10
New York
Curriculum Matrix for English Language Arts
New York English Language Arts
Learning Standards/
Performance Indicators
Grade 10
Common Core
English Language Arts Standards
Strands/CCRS/CCSS
Grades 9-10
National Essential Skills Study
(NESS)
National Rankings
Rank
NESS
NY
Regents
Exam
Priority
H
H
H
H
H
H
Reading
• Locate and use school and public library
resources for information and research
- set purpose for reading by asking
questions about what they need to
know for their research
• Use specialized reference sources, such
as glossaries, directories, and abstracts
Writing Standards
Research to Build and Present Knowledge
7. Conduct short as well as more sustained
research projects to answer a question
(including a self-generated question) or
solve a problem; narrow or broaden the
inquiry when appropriate; synthesize
multiple sources on the subject,
demonstrating understanding of the subject
under investigation.
Language Standards
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grades 9–10 reading and
content, choosing flexibly from a range of
strategies.
c. Consult general and specialized reference
materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to
find the pronunciation of a word or
determine or clarify its precise meaning,
its part of speech, or its etymology.
E7
E15
E4
E15
Research information from a
variety of sources and draft a
well-organized, accurate, and
informative report or essay that
engages an audience and
addresses its needs.
Demonstrate ability to select and
use appropriate technology or
media for presenting information
to the target audience for the
specific purpose.
Use resources (dictionary,
grammar books, thesaurus, online
references, etc.) as needed to edit.
Demonstrate ability to select and
use appropriate technology or
media for presenting information
to the target audience for the
specific purpose.
© 2011 International Center for Leadership in Education
11
New York English Language Arts
Learning Standards/
Performance Indicators
Grade 10
Common Core
English Language Arts Standards
Strands/CCRS/CCSS
Grades 9-10
National Essential Skills Study
(NESS)
National Rankings
Rank
NESS
NY
Regents
Exam
Priority
E6
Collect and focus thoughts about
the writing activity
(brainstorming, listing, drafting,
etc.).
H
H
H
E13
Assess the validity, reliability,
authenticity, quality, and
accuracy of an informational or
literary text.
H
H
H
H
H
H
Writing
Standard 1: Students will read, write,
listen, and speak for information and
understanding.
• Select and limit topics for informational
writing
• Analyze data, facts, and ideas to
communicate information
• Take notes and organize information
from written and oral texts, such as
lectures and interviews
Writing Standards
Text Types and Purposes
2. Write informative/explanatory texts to
examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
Writing Standards
Text Types and Purposes
2. Write informative/explanatory texts to
examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization, and analysis of content.
Writing Standards
Research to Build and Present Knowledge
8. Gather relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively; assess the
usefulness of each source in answering the
research question; integrate information into
the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a
standard format for citation.
E6
E16
Collect and focus thoughts about
the writing activity
(brainstorming, listing, drafting,
etc.).
Locate and gather information
such as data, facts, ideas,
concepts, and generalizations
from oral sources.
© 2011 International Center for Leadership in Education
12
New York Mathematics
Strands/Bands/
Performance Indicators
Integrated Algebra
Common Core
Mathematics
Domains/Clusters
High School
National Essential Skills Study
(NESS)
National Rankings
Rank
NESS
NY
Regents
Exam
Priority
H
H
H
Problem Solving Strand
Students will new mathematical
knowledge through problem solving.
A.PS.1 Use a variety of problem solving
strategies to understand new mathematical
content
Number & Quantity: Quantities
Reason quantitatively and use units to solve
problems.
1. Use units as a way to understand problems
and to guide the solution of multi-step
problems; choose and interpret units
consistently in formulas; choose and interpret
the scale and the origin in graphs and data
displays.
Algebra: Reasoning with Equations &
Inequalities
Solve equations and inequalities in one
variable.
3. Solve linear equations and inequalities in
one variable, including equations with
coefficients represented by letters.
4. Solve quadratic equations in one variable.
a. Use the method of completing the square
to transform any quadratic equation in x
into an equation of the form (x – p)2 = q
that has the same solutions. Derive the
quadratic formula from this form.
b. Solve quadratic equations by inspection
(e.g., for x2 = 49), taking square roots,
completing the square, the quadratic
formula and factoring, as appropriate to
the initial form of the equation. Recognize
when the quadratic formula gives complex
solutions and write them as a ± bi for real
numbers a and b.
Understand and apply a
systematic methodology or
procedure (e.g., direct or indirect
measurement, direct or indirect
proof, inductive or deductive
reasoning) to model and solve
problems.
M10
© 2011 International Center for Leadership in Education
13
New York Mathematics
Strands/Bands/
Performance Indicators
Integrated Algebra
A.PS.1 (Continued from previous page)
A.PS.8 Determine information required
to solve a problem, choose methods for
obtaining the information, and define
parameters for acceptable solutions
A.N.2 Simplify radical terms (no variable
in the radicand)
Common Core
Mathematics
Domains/Clusters
High School
National Essential Skills Study
(NESS)
National Rankings
Rank
(Continued from previous page)
Functions: Interpreting Functions
Interpret functions that arise in applications
in terms of the context.
6. Calculate and interpret the average rate of
change of a function (presented symbolically
or as a table) over a specified interval.
Estimate the rate of change from a graph.
There is no New York Mathematics
Performance Indicator–Common Core
alignment.
M10
Number & Quantity: The Real Number
System
Extend the properties of exponents to
rational exponents.
2. Rewrite expressions involving radicals and
rational exponents using the properties of
exponents.
M20
M29
M33
A.N.3 Perform the four arithmetic
operations using like and unlike radical
terms and express the result in simplest
form
Algebra: Reasoning with Equations &
Inequalities
Understand solving equations as a process of
reasoning and explain the reasoning.
2. Solve simple rational and radical equations
in one variable, and give examples showing
how extraneous solutions may arise.
M33
Understand and apply a
systematic methodology or
procedure (e.g., direct or indirect
measurement, direct or indirect
proof, inductive or deductive
reasoning) to model and solve
problems.
Understand and apply the basic
properties and laws of exponents
and scientific notation to solve
problems, including those with
fractional, negative, and zero
exponents.
Factor a composite number into
its prime components and use
least common denominators or
least common multiples to solve
equations.
Perform operations with radicals,
such as addition, subtraction, and
multiplication.
Perform operations with radicals,
such as addition, subtraction, and
multiplication.
NESS
NY
Regents
Exam
Priority
H
H
H
M
H
H
M
H
H
© 2011 International Center for Leadership in Education
14
New York Science
Key Ideas/Performance Indicators
Earth Science – High School
1.3 Access, select, collate, and analyze information obtained
from a wide range of sources such as research data bases,
foundations, organizations, national libraries, and electronic
communications networks, including the Internet.
National Essential Skills Study (NESS)
Rankings
NY Regents
Exam
Priority
H
H
H
H
H
H
H
H
H
H
H
H
M
L
M
H
L
M
M
L
M
Rank
E7
E12
1.4 Receive news reports from abroad and work in groups to
produce newspapers reflecting the perspectives of different
countries.
S12
1.5 Utilize electronic networks to share information.
S12
1.6 Model solutions to a range of problems in mathematics,
science, and technology using computer simulation software.
NESS
S15
Research information from a variety of sources and
draft a well-organized, accurate, and informative report
or essay that engages an audience and addresses its
needs.
Preview (skim) informational text to anticipate content
(title, chapter headings, Internet search results,
illustrations, table of contents, etc.).
Explain, interpret, and classify observations and data in
a logical way. Present information using scientific
vocabulary, mathematical relationships, and technology.
Explain, interpret, and classify observations and data in
a logical way. Present information using scientific
vocabulary, mathematical relationships, and technology.
Plan and apply real or hypothetical models and
constructions to facilitate short- and long-term
investigation, learning, and solutions to practical
problems, including experimental design that
incorporates variables and a method for collecting fair
and adequate data.
Key Idea 2. Knowledge of the impacts and limitations of
information systems is essential to its effective and ethical use.
2.1 Explain the impact and use and abuse of electronically
generated information on individuals and families.
S42
S47
2.2 Evaluate software packages relative to their suitability to a
particular application and their ease of use.
S4
2.3 Discuss the ethical and social issues raised by the use and
abuse of information systems
S42
S47
Identify individual, cultural, and technological
contributions to scientific knowledge that have had an
impact on the history of human society and the quality
of life worldwide.
Know the history and assess the benefits and drawbacks
of modern technologies (e.g., nanotechnology,
biotechnology, and information technology).
Make observations and accurate and precise
measurements using senses, tools, and technology.
Identify individual, cultural, and technological
contributions to scientific knowledge that have had an
impact on the history of human society and the quality
of life worldwide.
Know the history and assess the benefits and drawbacks
of modern technologies (e.g., nanotechnology,
biotechnology, and information technology).
© 2011 International Center for Leadership in Education
15
New York
Career and Technical Education Matrix for English Language Arts
The “9” designations in the columns under each career pathway identify significant opportunities for academic standards-related instruction within the various career-technical
programs. The absence of an “9” should not, however, be interpreted as offering no opportunity for interdisciplinary instruction and teachers should make decisions based on their
own instructional goals, best judgments and student interests.
Agribusiness
Systems
Power, Structural &
Technical Systems
Environmental
Service Systems
Plant Systems
Natural Resource
Systems
Animal Systems
Design/
Pre-Construction
Construction
Maintenance/
Operations
Performing Arts
Visual Arts
Printing Technology
Journalism &
Broadcasting
A/V Technology
& Film
Telecommunications
Arts, A/V Technology
& Communications
Food Products &
Processing Systems
New York English Language Arts
Learning Standards/
Performance Indicators
Grade 10
Architecture
& Construction
NY Regents
Comprehensive
English Exam
Agriculture, Food
& Natural Resources
H
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
H
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
H
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
Reading
Standard 1: Students will read, write, listen,
and speak for information and understanding.
• Locate and use school and public library
resources for information and research
- set purpose for reading by asking
questions about what they need to know
for their research
• Use specialized reference sources, such as
glossaries, directories, and abstracts
• Read and follow written directions and
procedures to solve problems and accomplish
tasks
- use workplace documents
Writing
Standard 1: Students will read, write, listen,
and speak for information and understanding.
• Use both primary and secondary sources of
H
information for research
• Select and limit topics for informational
H
writing
• Analyze data, facts, and ideas to
H
communicate information
• Take notes and organize information from
written and oral texts, such as lectures and
H
interviews
© 2011 International Center for Leadership in Education
16
Standard 2: Students will read, write, listen,
and speak for literary response and
expression.
• Write original literary texts
- use literary devices, such as figurative
language, allegory, irony, symbolism, and
stream of consciousness
- create multiple levels of meaning, with
assistance
- use language and sentence structure
creatively to elicit the reader’s emotional
response
• Write interpretive and responsive essays of
approximately three pages to
- express judgments and support them
through references to the text, using direct
quotations and paraphrase
- explain how the author’s use of literary
devices affects meaning
- examine development and impact of
literary elements, such as character
(protagonist and antagonist), action
(conflict, intrigue, suspense, and climax),
and setting (locale and time period), in
literary texts and performances
- compare and contrast the treatment of
literary elements in different genres and by
more than one author
- engage in a variety of prewriting
experiences, such as using a variety of
visual representations to express
interpretations, feelings, and new insights
H
9
9
H
9
9
© 2011 International Center for Leadership in Education
17
Telecommunications
A/V Technology
& Film
Journalism &
Broadcasting
Printing Technology
Visual Arts
Arts, A/V Technology
& Communications
Performing Arts
Maintenance/
Operations
Construction
Design/
Pre-Construction
Architecture
& Construction
Animal Systems
Natural Resource
Systems
Plant Systems
Environmental
Service Systems
Power, Structural &
Technical Systems
Agribusiness
Systems
Food Products &
Processing Systems
New York English Language Arts
Learning Standards/
Performance Indicators
Grade 10
NY Regents
Comprehensive
English Exam
Agriculture, Food
& Natural Resources
The Next Navigator
While the national focus has been on the shift to the Common Core State
Standards, the larger challenge will be preparing students for success on the
next generation assessments. These new assessments will be fundamentally
different from the current state tests in that they will be performance-based.
Students will need to demonstrate their ability to function in Quadrant D by
thinking in complex ways and applying their skills when confronted with
perplexing, complicated problems.
To bridge the gap between the current state tests and the next generation
assessments, The Next Navigator will show the differences between the two and
support teachers in planning instruction that prepares students for these new
requirements.
The Next Navigator will:
• Provide teachers with an online environment for comparing their state
standards with the Common Core State Standards and state assessment
items with next generation assessment items.
• Provide exemplary performance tasks and scoring guides that will help
prepare students for the rigor of the next generation assessments.
• Improve instruction by aiding teachers in developing and improving
performance tasks and lessons that will prepare students for the next
generation assessments.
• Help teachers move instruction from Quadrant A to D.
The Next Navigator includes, among other things:
• A template and scoring guides used for developing and critiquing
performance tasks
• Knowledge Taxonomy Verb Analyzer helps move lessons to Quadrant D
by replacing verbs often used in Quadrant A, B, and C lessons and
replacing with Quadrant D verbs.
• Real-world Relevance Wizard helps check the relevance of each lesson
and suggests edits to increase the level as necessary.
• Student Work Sorter helps ensure lessons require a variety of different
student work types.
•
Stretch Moments helps differentiate instruction by offering suggestions to
stretch the lesson.
18
www.nyctecenter.org First Time User? Click “First time User?” under the Log In Button. Create a Profile: Complete the required information to register to have access to the complete CTE TAC Website Please note: NickName has to be unique in the data base. “Your First Name” typically would not be a good NickName. Unless you used your first name and your street number after without a space. Be sure to check “I have read and agree with terms of use. Once your registration has been accepted, login for your first time. If you are having challenges logging in, email: [email protected] Or call 518‐723‐2137 Van Meter Secondary School: Rigor and Relevance Model Adaptation
Student
Driven
Knowledge Taxonomy
Compare and discriminate between
ideas
Assess values of theories, presentations
Make choices on reasoned arguments
Verify value of evidence / Recognize
subjectivity
Make judgments/choices based on
criteria/standards/conditions
Use creativity to make something new
Generalize from given facts
Predict or draw conclusion
See patterns/relationships
Recognize of hidden parts
Take ideas/learning apart
Find unique characteristics
4
Observation and recall of information
Knowledge of dates, events, places
Student Thinks and
Works
(Relationships critical!)
A
3
B
Acquisition
Application
Students gather and store bits of
knowledge and information and are
expected to remember or understand this
acquired knowledge.
Students use acquired knowledge to solve
problems, design solutions, and complete
work. The highest level of application is to
apply appropriate knowledge to new and
unpredictable situations.
2
Order, group, infer causes
Interpret facts, compare/contrast
Predict consequences
Teacher Work
Knowledge: “Information gathering”
Teacher
Driven
(Relationships important)
Solve problems using required skills and/or
knowledge
Make use of learning in new or concrete
manner, or to solve problems
Comprehension: “Confirming”
Understand information
Translate knowledge into new context
Grasp meaning of materials learned,
communicate learnings, and interpret
learnings
Adaptation
Students have the competence that, when
confronted with perplexing unknowns, they
are able to use their extensive knowledge
base and skills to create unique solutions
and take action that further develops their
skills and knowledge.
Organize parts
Identify components
Separate into component parts
Application: “Making use of knowledge”
Use of information
Use methods, concepts, theories in new
situations
Assimilation
Student Think
Analysis: “Taking apart”

D
Students extend and refine their
knowledge so that they can use it
automatically and routinely to analyze and
solve problems and create solutions.
5
Synthesis: “Putting together”
Use old ideas to create new ones
Relate knowledge from several areas
Reorganize parts to create new original
thing, idea, concept
C
6
Evaluation: “Judge the outcome”
Mastery of subject matter
Gain specific facts, ideas, vocabulary, etc.
1
Student Work
(Relationship of little
importance)
(Relationships important)
Application Model
Rigor x Relevance x Relationships = Meaningful Learning
If one of these are missing, the equation equals 0
RxRx0=0
Rx0xR=0
0xRxR=0
1
2
3
4
5
Knowledge
in one
discipline
Apply
knowledge
in one
discipline
Apply
knowledge
across
disciplines
Apply
knowledge
to real world,
predictable
situations
Apply
knowledge
to real world,
unpredictable
situations
Classroom
Real Life
JCC July 2007