# data[].attributes.body
My understanding  of relevance has been shifted. I now see relevance as a way for students to engage in rigorous lessons that students can relate to and have an interest.

# data[].attributes.body
Relevance is not just restricted to standards. Relevance opens up the world to students.

# data[].attributes.body
I've been reminded of various ways to create relevant lessons that keep students engaged. When learning is relevant, students WANT to learn more and are truly engaged.

# data[].attributes.body
Relevance is important for students because it allows them to make a connection to what they are learning and the real world.

# data[].attributes.body
Relevance is necessary to increase student engagement and learning by connecting meaningful experiences to students' schema.

# data[].attributes.body
We need to plan with intention to make lessons relevant for our students.

# data[].attributes.body
The way my understanding about relevance has shifted is actually how easy it is to brainstorm ideas to make lessons more relevant to students.

# data[].attributes.headline
My understanding of relevance has shifted - I now have a better understanding of the levels of relevance.  

# data[].attributes.subject
My understanding of relevance has shifted - I now have a better understanding of the levels of relevance.  

# data[].attributes.body
I see now that I need to be finding out more of what the children know already so I know how relevant the
activity I am planning will be and what I need to do to help the relevance become more meaningful.

# data[].attributes.body
I realize that by showing relevance in my lesson, I hook students into being excited about learning. Relevance gives meaning to students and how they can use it to solve problems in their world.

# data[].attributes.body
Relevance in student learning will hopefully create ownership to real world problems

# data[].attributes.body
I originally thought that relevance related more to just the standards. I now know that it's not just about the standards but also student's interest and prior knowledge.

# data[].attributes.body
I am reminded of the importance of making lessons relevant to the students. Increasing relevance allows the students to learn and retain more.

# data[].attributes.body
I have a deeper understanding about the different levels of relevance.

# data[].attributes.body
My understanding of relevance has shifted because I know now that is is more than just making the information relevant to the students lives it is also about making it relevant to the students learning and allowing the students to take ownership of their learning.

# data[].attributes.body
I now know that the  level of relevance is very important to the learning process.  If students can take what they have learned, discuss it with others and apply it to many different types of situations they will be better problem solvers.

# data[].attributes.body
Adding relevance in lessons allows students to be more in charge of the learning especially when they can relate to real-world situations.

# data[].attributes.body
I have reaffirmed my beliefs that relevance is an important component of learning. Making content applicable and meaningful is important for student learning and engagement.

# data[].attributes.body
I originally thought that relevance was just about making a lesson meaningful.  Now I understand that there are different levels of relevance that can be applied to lessons.

# data[].attributes.body
Establishing relevance doesn't just mean something our students can relate to. I now know it means creating real world problems with more than one answer that students can solve.

# data[].attributes.body
I originally thought relevance was about what the students enjoyed or had experienced, but relevance also includes bringing in those real world experiences to the classroom.

# data[].attributes.body
I realized how easy it is to add relevance and authenticity to a lesson. I think considering the predictability or unpredictability of answers or a product really helps create relevant tasks.

# data[].attributes.body
The Rigor/Relevance Framework made me realize that there are different degrees of relevance along a continuum. It is more than simply if the learning is relevant or not - I now understand how to increase relevance, while maintaining rigor, up to a level 5 on the Application Model.

# data[].attributes.body
Lessons that are relevant to students are more meaningful.

# data[].attributes.headline
Robyn D.                                   My thinking about relevance has been enhanced by learning about the various levels instead of just thinking of relevance as a whole. There is way more to it than just making lessons meaningful.

# data[].attributes.subject
Robyn D.                                   My thinking about relevance has been enhanced by learning about the various levels instead of just thinking of relevance as a whole. There is way more to it than just making lessons meaningful.

# data[].attributes.body
Real World applications and connects can always help increase relevance, especially when students are able to respond in unpredictable ways.

# data[].attributes.body
Using real-life experiences and more hands-on activities increases relevance to the students. Loved the chocolate milk writing, creating a playground for special needs, etc...

# data[].attributes.headline
I know understand there are levels of relevance.

# data[].attributes.subject
I know understand there are levels of relevance.

# data[].attributes.body
When the Common Core Standards came out, I remember thinking that rigor was another keyword that we would hear over and over. Now, I know that it was not about it being a "catch word", it is about seeing the importance of deeper learning to meet the needs of all students.

# data[].attributes.body
This activity affirms my understanding of rigor to mean application and analysis.

# data[].attributes.body
I used to think rigor could mostly be applied to higher achieving students, but now I understand that rigor can be applied to all students, but tiered differently.

# data[].attributes.body
I used to think of rigor meant harder work. I now know that rigor means giving students opportunities to use critical thinking and apply their knowledge to solve problems.

# data[].attributes.body
I used to think rigor was harder, but now I understand that it is more complex, in-depth tasks that require more complex thought processes through scaffolded support.

# data[].attributes.body
I used to think of rigor as harder work....now I know that rigor is productive struggle during the learning process that leads to deeper understanding and application and extension on basic knowledge.

# data[].attributes.body
I used to think rigor

# data[].attributes.body
I used to think of rigor as level of difficulty but now I think of it as the process and engagment we are asking of students and providing for them.

# data[].attributes.body
I have affirmed that rigor involves instructional scaffolding.

# data[].attributes.body
I used to think of rigor as more challenging and harder work/assignments,  But now I understand rigor is much more.  Rigor involves real- word problem solving and application.  Rigor prepares students for the future!

# data[].attributes.body
I used to think of rigor as a means for students to show understanding, but now I understand rigor to be a mind set shift that teachers have to adopt in order to expect it in their classroom.

# data[].attributes.body
I used to think

# data[].attributes.body
I used to think of rigor as just harder work but now I understand it to be more challenging thinking at any level.

# data[].attributes.body
I use to think rigor meant hard, but now I understand rigor to be more in depth application of prior knowledge.

# data[].attributes.body
I used to think of rigor as harder work; perhaps more work. Now I think of it as a way of thinking, learning and applying knowledge.

# data[].attributes.headline
Robyn D                                            I used to think of rigor as the level of work difficulty but now I think of it as the process of providing challenging, relevant, and meaningful learning experiences that are scaffolded as needed for all learners. 

# data[].attributes.subject
Robyn D                                            I used to think of rigor as the level of work difficulty but now I think of it as the process of providing challenging, relevant, and meaningful learning experiences that are scaffolded as needed for all learners. 

# data[].attributes.body
I used to think of rigor as "more or harder",  but now I understand rigor as encouraging students to use those higher order thinking skills.

# data[].attributes.body
I used to think of rigor as harder work, but now I understand rigor to be working harder, scaffolding!

# data[].attributes.body
I used to think of rigor as working harder, but now I know its using higher level thinking skills to create, collaborate, and problem solve.

# data[].attributes.body
I used to think rigor as harder work but now I understand rigor as a way of learning not necessarily harder. It allows the students to think out of the box and engage in higher level thinking.

# data[].attributes.body
I use to think rigor was 'hard' work.  Now I think of it as a way for students to apply what they know at a deeper level.

# data[].attributes.body
I used to think of rigor as more challenging work but now I think rigor is the ability to cognitively solve more complex problems through scaffolding instruction and allowing students to solve real world problems.

# data[].attributes.body
I used to think of rigor as harder and more challenging work, but now I understand rigor to be more complex and the addition of real world problem solving.

# data[].attributes.body
I use to think of rigor as providing harder work but now I understand rigor to be challenging students to develop a deeper knowledge of information.

# data[].attributes.body
I used to think of rigor as more challenging work, but now I understand there is more to that definition. Rigor is about getting students to work and think in the higher end of the knowledge taxonomy.

# data[].attributes.headline
My understanding of relationships has been affirmed. Building an environment where students are comfortable and loved is the first foundation to opening doors to being a successful learner.

# data[].attributes.subject
My understanding of relationships has been affirmed. Building an environment where students are comfortable and loved is the first foundation to opening doors to being a successful learner.

# data[].attributes.body
Reminds me that taking time to get to know my students and parents and the beginning of the year sets my classroom up for a success for the entire year.

# data[].attributes.body
This has reminded me of how impactful relationships with students are. I learned new ideas of how I can connect with students and now teachers and that this should be a priority.

# data[].attributes.body
Building relationships is the foundation of a safe learning environment

# data[].attributes.headline
Building relationships with students is the building blocks of allowing them to achieve academically and emotionally. They have to trust that you value them as a person in order to respect you as an educator. 

# data[].attributes.subject
Building relationships with students is the building blocks of allowing them to achieve academically and emotionally. They have to trust that you value them as a person in order to respect you as an educator. 

# data[].attributes.body
The rigor Relevance Framework has affirmed the importance of respecting all students and building relationships.  They won't care what we know until they know that we care.

# data[].attributes.body
Everything we do with students in built on our relationship with them. Building a community of trust in the classroom opens the door to communication and learning.

# data[].attributes.body
This has refreshed and reaffirmed my belief that the first key to success in your classroom is creating a positive learning environment through building relationships with students!

# data[].attributes.headline
It has affirmed my understanding of building relationships. The most important thing you can do for your students is build a relationship with them. When they trust you they are willing to work hard for you and try things they normally would not! 

# data[].attributes.subject
It has affirmed my understanding of building relationships. The most important thing you can do for your students is build a relationship with them. When they trust you they are willing to work hard for you and try things they normally would not! 

# data[].attributes.body
It has affirmed my understanding of relationships by providing

# data[].attributes.body
Its refreshing to know that there is value in the small conversations that I have with my students.

# data[].attributes.body
...are the building blocks for learning to take place.

# data[].attributes.headline
Relationships are the foundation to any and all academic success in the classroom

# data[].attributes.subject
Relationships are the foundation to any and all academic success in the classroom

# data[].attributes.headline
I always believed in the importance of relationships in the classroom and now I have not only that affirmation but new ways to try when I return to school!

# data[].attributes.subject
I always believed in the importance of relationships in the classroom and now I have not only that affirmation but new ways to try when I return to school!

# data[].attributes.headline
Strong relationships with your students is one of the most important factors in students being successful academically and emotionally.

# data[].attributes.subject
Strong relationships with your students is one of the most important factors in students being successful academically and emotionally.

# data[].attributes.headline
The Rigor/Relevance Framework has affirmed my understanding that relationships are key to student success...the work that we did, however, made me realize that there is still more to be done to build stronger relationships with students. Relationships are the foundations necessary for any and all learning to occur within a classroom.

# data[].attributes.subject
The Rigor/Relevance Framework has affirmed my understanding that relationships are key to student success...the work that we did, however, made me realize that there is still more to be done to build stronger relationships with students. Relationships are the foundations necessary for any and all learning to occur within a classroom.

# data[].attributes.body
This has been a great reminder of how important relationships with students are in order to build trust and understanding.

# data[].attributes.body
You know, I would say that I always worked hard to build great relationships with my students, but that would be a lie.  I didn't work at it at all.  It was quite easy.  I loved being with them, spending time with them, laughing with them, and taking pleasure in just being with them.  They became a part of my extended family from the moment they walked into my class.  THAT is why I did what I did - for them.

# data[].attributes.headline
Relationships with students is crucial for student learning to occur

# data[].attributes.subject
Relationships with students is crucial for student learning to occur

# data[].attributes.headline
Relationships are the outside puzzle pieces.  It's easier to get the puzzle finished with the foundation pieces in place.  

# data[].attributes.subject
Relationships are the outside puzzle pieces.  It's easier to get the puzzle finished with the foundation pieces in place.  

# data[].attributes.body
This has affirmed my understanding of relationships. I always viewed them as important, but it is always good to reflect on it and remember how important it is.

# data[].attributes.body
This has affirmed my belief that is is OKAY to take the extra five minutes to talk to kiddos or have that classroom discussion that was not part of your lesson. It is OKAY to take time from the standards to have fun and enjoy your students. Let students see that side of you

# data[].attributes.body
Sentence starter: I used to think of rigor as . . . ., but now I understand rigor to be . . .