“In years to come, your
students may forget
what you taught them.
But they will always
remember how you
made them feel.”
International Center for
Leadership in Education, Inc.
STRATEGIES FOR
RIGOR AND
RELEVANCE
Successful Training…
What worked best?
What were/are your
challenges?
International Center for
Leadership in Education, Inc.
Rigor/Relevance
Framework
Rigor/Relevant Framework
Knowledge
1. Awareness
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Application
1.
2.
3.
4.
Knowledge of one discipline
Application within discipline
Application across disciplines
Application to real world
predictable situations
5. Application to real world
unpredictable situations
Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
C
D
A
B
APPLI CATI O N
Memorable Learning
_
_
_
Think – pair – share
Recall a “memorable” learning
experience you have had in your life.
What made it memorable?
Old Version - 1956
New Version – 1990s
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
RIGOR - Bloom’s Taxonomy
RIGOR - New Bloom’s Taxonomy
_
Creating – generating new products or ideas or
points of view
Evaluating – justifying a decision or choice
Analyzing – breaking into component parts
Applying – using information in a new setting
Understanding – explaining idea or concept
Remembering – recalling information
_
Use this taxonomy as a way to define rigor.
_
_
_
_
_
RIGOR - New Bloom’s Taxonomy
_
Creating – generating new products or ideas or
points of view
Evaluating – justifying a decision or choice
Analyzing – breaking into component parts
Applying – using information in a new setting
Understanding – explaining idea or concept
Remembering – recalling information
_
Use this taxonomy as a way to define rigor.
_
_
_
_
_
RELEVANCE – Do the learners…
_
_
_
_
…understand how this information or skill has some
application in their lives?
…recognize this as work that people do in real life?
…have the opportunity to follow their own process rather
than just learn the facts?
…learn NOT just content and skills, but learn how they
learn?
International Center for Leadership in Education. http://www.leadered.com/rrr.html
Rigor/Relevance Framework ™
Rigor/Relevance Framework ™
Assimilation
Rigor
Acquisition
Adaptation
C D
A B
Relevance
Application
Rigor/Relevance Framework ™
Knowledge
Apply knowledge and skills
automatically & routinely to
analyze and solve schoolbased problems under
direction of teacher.
Gather and store
bits of knowledge
and info. Expected to
remember.
Apply
knowledge and skills in
complex ways to analyze and
solve real-world problems &
create solutions.
C D
A B
Application
Apply
knowledge in
real-life
situations.
Rigor/Relevance Framework
Teacher/Student Roles
C
R
I
G
O
R
High
D
Student
Think
B
A
Low
Student
Think & Work
Teacher
Work
Student
Work
Low
High
RELEVANCE
Rigor/Relevance Framework
Did Students Get it Right?
C
R
I
G
O
R
High
D
Rational
Answer
B
A
Low
Right
Questions
Right
Answer
Right
Procedure
Low
High
RELEVANCE
Rigor/Relevance Framework
Reflective Thought
K
N
O
W
L
E
D
G
E
D
C
Reflection to
Analyze
Reflection to Create,
Design, or Develop
B
A
No Reflection
Only the Right
Answer
Reflection to Follow
Right Steps
APPLI CAT I O N
Rigor/Relevance Framework
Relationships
K
N
O
W
L
E
D
G
E
D
C
Requires relationships
where students receive
assistance as needed
Requires relationships at
high levels and with
multiple people
B
A
Relationships have
little influence on
learning
Requires relationships
where students work
effectively with others
APPLI CAT I O N
Why Rigor and Relevance?








Changing Nature of Work
International Comparisons
Changing Youth
Way to Focus on Student Learning
Tool for School Alignment
Explain What is Important
It is what is on THE test
Increase Student Motivation
Ways to Increase Rigor and
Relevance










Challenging Assessments
Interdisciplinary Instruction
Reading in the Content Area
Communicating with Parents
Use of Technology
New Teaching Ideas
Peer Teaching Observations
Peer Learning Experience Review
Action Research
Continuous Professional Development
Benefits of Using Rigor and
Relevance?






Better prepare students for future work
Way to focus student learning on priority
standards
Ensure student achieve standards
Align curriculum, instruction and assessment
Prepare for state tests
Increase student interest and motivation
Instructional Strategies:
How to Teach for Rigor
and Relevance
“Teaching is only as
good as the learning
that takes place.”
International Center for
Leadership in Education, Inc.
Instructional
Strategies:
How to Teach for Rigor
and Relevance
ACTIVITY
Matching
Strategies to
R & R Framework
Strategies








Brainstorming
Cooperative Learning
Demonstration
Guided Practice
Inquiry
Instructional
Technology
Lecture
Note-taking/Graphic
Organizers









Memorization
Presentations/Exhibitions
Research
Problem-based learning
Project Design
Simulation/Role-playing
Socratic Seminar
Teacher Questions
Work-based Learning
Research
When to Use Strategy
Based on
Rigor/Relevance
Framework
Selection of
Strategies
Based on
Rigor/
Relevance
Framework
Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
Problems
C
D
Projects
Activities
A
B
APPLI CAT I O N
Correlation
With
Assessments
ACTIVITY
MATCHING
1. List four types of assessment.
2. Match an ideal strategy to
each assessment.
Example: Multiple Choice—
Lecture
Rigorous and Relevant Instruction
Types of Assessment








Multiple Choice
Constructed Response
Extended Response
Process Performance
Product Performance
Portfolio
Interview
Self Reflection
p. 21
Self Reflection
Interview
Portfolio
Product
Performance
Process
Performance
Extended
Response
Constructed
Response
Multiple Choice
Matching
Strategies to
Forms
of Student
Assessment
Staying on the Cutting Edge




Recognize the need for
change
Focus on the real goals
Keep yourself learning
Share with others
Are you still making all
of the decisions?
Center Web Site
http://www.LeaderEd.com
Conference Web Site
/msc05handouts.html