Edited from a PLS presentation for Middle School in Vinton, Iowa

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

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

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

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

7. C DAdaptation
High Rigor – Low High Rigor – High Relevance
Relevance
A B
Low Rigor – Low Relevance 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. C D
 Low Rigor – Low Relevance A B

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

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
C D
and create unique solutions.
A B
 High Rigor – Low Relevance

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

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. Which
quadrant?
C D
1. A
A B
2. B
3. C
4. D 0% 0% 0% 0%
A
B
C
D

14. Teacher is doing the working and the
thinking. Which quadrant?
C D
1. A
A B
2. B
3. C
4. D 0% 0% 0% 0%
A
B
C
D

15. Students are working on teacher-
directed, real-life problems.
Which quadrant?
C D
1. A
A B
2. B
3. C
4. D 0% 0% 0% 0%
A
B
C
D

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