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RIGOR-RELEVANCE

INTRODUCING THE RIGOR/RELEVANCE FRAMEWORK

The Rigor/Relevance Framework® is a tool developed by the International Center for Leadership in Education to examine curriculum, instruction, and assessment. The Rigor/Relevance Framework is based on the two dimensions of higher standards and student achievement.

First, a continuum of knowledge describes the increasingly complex ways in which we think. This Knowledge Taxonomy is based on the six levels of Bloom’s Taxonomy: (1) knowledge/awareness, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation.

The low end of this continuum involves acquiring knowledge and being able to recall or locate that knowledge in a simple manner. Just as a computer completes a word search in a word processing program, a competent person at this level can scan thousands of bits of information in the brain to locate that desired knowledge.

The high end of the Knowledge Taxonomy labels more complex ways in which individuals use knowledge. At this level, knowledge is fully integrated into one’s mind, and individuals can do much more than locate information — they can take several pieces of knowledge and combine them in both logical and creative ways. Assimilation of knowledge is a good way to describe this high level of the thinking continuum. Assimilation is often referred to as a higher order thinking skill: at this level, the student can solve multi-step problems, create unique work, and devise solutions.

The second continuum, created by Willard Daggett, is known as the Application Model. The five levels of this continuum are: (1) knowledge in one discipline, (2) apply in discipline, (3) apply across disciplines, (4) apply to real-world predictable situations, and (5) apply to real-world unpredictable situations. While the low end is knowledge acquire for its own sake, the high end signifies action- Use of that knowledge to solve complex real-world problems and create projects, designs and other works for use in real-world situation.

Instructional Activities

Quadrant A – Acquisition (Low Rigor/Low Relevance)

Yes	No	Use verbs synonymous with recall and understanding
Yes	No	Call for the explanation of knowledge or skill and not application
Yes	No	Focus is primarily on the teacher
Yes	No	Require all students to complete the same work, usually at same time and speed

Quadrant B – Application (Low Rigor/High Relevance)

Yes	No	Use verbs synonymous with recall, understanding, or application
Yes	No	Call for the application of knowledge to real-world problems
Yes	No	Allow students to work at independent speed
Yes	No	Require all students to complete the same work

Quadrant C – Assimilation (High Rigor/Low Relevance)

Yes	No	Use verbs synonymous with analysis, synthesis, or evaluation
Yes	No	Call for explanation of knowledge or skill, but not real-world application
Yes	No	Focus primarily on the student
Yes	No	Require original student work

Quadrant D – Adaptation (High Rigor/High Relevance)

Yes	No	Use verbs synonymous with analysis, synthesis, or evaluation
Yes	No	Call for the application of knowledge to real-world problems
Yes	No	Require original student work
Yes	No	Are complex tasks requiring students to work independently of the teacher

PROFESSIONAL DEVELOPMENT

IDK Educational Consulting works with School District to improve the overall performance of schools by helping:

		To understand and acquire fundamental pedagogical skills.
		To differentiate instruction in foreign language and other subjects.
		To understand Principle of Second Language acquisition.
		To implement efficient Language Immersion Program and Bilingual Program.

IDK Educational Consulting helps school, Foreign Associate Language Teachers to implement good instructional practice which can lead to efficient learning of Foreign Language:

		Classroom Observation Methodology.
		Curriculum Development ( Elementary, Secondary, Higher Education).
		Organize seminars which will equip faculty with skills to design Foreign language curriculum.

CONTENT COACHING

IDK Educational Consulting Supports and coaches teachers in their work and focus on teacher specific instructional improvement.

		Assessments.
		Classroom Demonstration lessons.
		Department/School workshops.
		Individual teacher coaching support.
		Model effective Classroom leadership.
		Classroom management practices.