Rigor/Relevance:Integrated Instruction & Student Engagement

Liholiho GroupData Coaches & STEM RTs

KNOWLEDGE

Evaluation 6.

Synthesis 5.

Analysis 4.

Application 3.

Comprehension 2.

Awareness 1.

Application

1 2 3 4 5

Knowledge in one

discipline

Apply knowledge

in one discipline

Apply knowledge

across disciplines

Apply knowledge to

real-world predictable situations

Apply knowledge to

real-world unpredictable

situations

QUADRANT A

A

C

B

D

Students gather and store bits of

knowledge and information. Students are

primarily expected to remember or understand this

acquired knowledge.

Low Rigor – Low Relevance

QUADRANT B

A

C

B

D

Students use acquired knowledge to solve real-world problems, design solutions, and complete work. The highest level of application is to apply appropriate knowledge to

new and unpredictable situations.

Low Rigor – High Relevance

QUADRANT C

A

CB

D

Students extend and refine their acquired knowledge to be able

to use that knowledge

automatically and routinely to analyze and solve problems

and to create unique solutions.

High Rigor – Low Relevance

QUADRANT D

A

C

B

D

Students have the competence to think in complex ways and

also apply knowledge and skills they have acquired. Even when confronted with

perplexing unknowns, students are able to use extensive

knowledge and skill to create solutions and take action that further develops their skills

and knowledge.High Rigor – High Relevance

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Teacher Teacher WorkWork

Teacher/Student RolesTeacher/Student Roles

Student Student ThinkThink

Student Think Student Think & Work& Work

Student Student WorkWork

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

TeacherTeacherControlledControlled

ControlControl

TeacherTeacherDirectedDirected

StudentStudentControlledControlled

ExternallyExternallyControlledControlled

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

RightRightAnswerAnswer

Assessing if Students Get it Right?Assessing if Students Get it Right?

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedureProcedure

High

HighLow

Low

BB

DDCC

AA

RIGOR

RELEVANCE

Rigor/Relevance Rigor/Relevance FrameworkFramework

High

HighLow

Low

RelationshipsRelationships

Relationships of Little Importance

Relationships EssentialRelationships

Important

RelationshipsImportant