1. What do you know about the Rigor/Relevance framework?
Edited from a PLS presentation for Middle School in Vinton, Iowa

2. Why Rigor & Relevance?
Many Iowa schools have adopted this model as a tool to improve instruction because it . . .
Engages all teachers in school-wide efforts,
Focuses on instruction,
Provides a common vocabulary with which to discuss teaching and learning.

3. Rigor 6. Evaluation 5. Synthesis 4. Analysis 3. Application
New Bloom’s Taxonomy
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Knowledge/ Awareness
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

4. When is a Task Rigorous? Students… think deeply about a problem
analyze new situations
interpret and synthesize knowledge
bring ideas together in a new or creative way
develop and justify their own criteria for evaluation
are intellectually challenged

5. Relevance
Knowledge is less connected to realistic situations and has less apparent value beyond school
Knowledge is clearly connected to realistic situations and has value beyond school
Knowledge in one discipline
Apply in one discipline
Apply across disciplines
Apply to real-world predictable situations
Apply to real-world unpredictable situations

6. When is a Task Relevant? Value beyond school
Addresses an actual problem of contemporary significance
Builds on students’ real-life experiences
Has students communicate knowledge beyond the classroom
Students recognize the connection between classroom knowledge and situations outside the classroom

7. C D A B Adaptation High Rigor – Low Relevance
High Rigor – High Relevance
Adaptation A
Low Rigor – Low Relevance B
Low Rigor – High Relevance

8. Quadrant A
Represents simple recall & basic understanding of knowledge for its own sake.
Students gather and store bits of knowledge and information.
Students are primarily expected to remember or understand this acquired knowledge.
Low Rigor – Low Relevance C D A B 8

9. Quadrant B
Students use acquired knowledge to complete tasks with a connection outside school.
Activities or tasks involve lifelike situations.
Does not require higher order thinking.
Low Rigor – High Relevance C D A B 9

10. Quadrant C
Students are thinking deeply about a problem in the discipline.
Represents more complex thinking but has less clear value outside of school.
Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze, solve problems and create unique solutions.
High Rigor – Low Relevance C D A B 10

11. Quadrant D
Students are thinking deeply and there is a connection to lifelike situations.
Even when confronted with unknowns, students are able to use extensive knowledge and skills to create solutions and take action that further develops their skills & knowledge.
High Rigor – High Relevance C D A B 11

12. Student-Teacher Engagement
In the Rigor/Relevance Framework there are different degrees of student engagement.
In the following slide there is a description of student engagement. Decide in which quadrant it would fit best.

13. Students are thinking deeply about teacher-directed questions
Students are thinking deeply about teacher-directed questions. Which quadrant? C D A B A B C D 13

14. Teacher is doing the working and the thinking. Which quadrant?B A B C D 14

15. Students are working on teacher-directed, real-life problems
Students are working on teacher-directed, real-life problems. Which quadrant? C D A B A B C D 15

16. Students are working and thinking. Teacher is working & thinking.
Rigor & Relevance: Student – Teacher Engagement C
Students are working and thinking. D
Teacher is working & thinking. A B R I
GOR
RELEVANCE