A Model by Willard R. Daggett, Ed.D.
Studies have shown that students understand and retain knowledge best when
they have applied it in a practical, relevant setting.
A teacher who relies on lecturing does not provide students with optimal
learning opportunities.
Instead, students go to school to watch the teacher work.
All educators can use Daggett’s Rigor/Relevance Framework to set their own
standards of excellence as well as to plan the objectives they wish to achieve.
This versatile Framework applies to standards, curriculum, instruction, and
assessment.
Source: http://www.leadered.com/pdf/academicexcellence.pdf
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
Relevance
Knowledge is less connected to
realistic situations and has less
apparent value beyond school
Knowledge
in one
discipline
Apply in
one
discipline
Knowledge is clearly connected to
realistic situations and has value
beyond school
Apply
across
disciplines
Apply to realworld predictable
situations
Apply to real-world
unpredictable
situations
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
Think
about
Content
DOK
2/3/4
Base
Knowledge
DOK 1
C
D
Student
Think
Student
Think & Work
A
B
Teacher
Work
Student Work
Create New
Concept
with
Knowledge
DOK 4
Apply
Knowledge
DOK 2/3
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
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
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
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
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.
Students are thinking deeply about teacherdirected questions. Which quadrant?
0%
0%
0%
0%
D
B
C
A
B
A
B
C
D
D
A
1.
2.
3.
4.
C
Teacher is doing the working and the
thinking. Which quadrant?
0%
0%
0%
0%
D
B
C
A
B
A
B
C
D
D
A
1.
2.
3.
4.
C
Students are working on teacher-directed,
real-life problems.
Which quadrant?
0%
0%
0%
0%
D
B
C
A
B
A
B
C
D
D
A
1.
2.
3.
4.
C
Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
C
Problems
D
Projects
Activities
A
APPLICATION
B
Let’s try an elementary example..
ELACC1.RF.1.2: Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
Evaluation
C
Synthesis
Analysis
Application
Comprehension
Knowledge/
Awareness
Acquisition: In a passage read
by the teacher, identify short
vowel sounds in single-syllable
words (e.g., cat, sit, hop) as well
as long vowel sounds in singlesyllable words (e.g., train, mine,
soap).
Knowledge in
one discipline
Apply in
discipline
Apply across
disciplines
D
B
Apply to real
world predictable
situations
Apply to real
world unpredictable
situations
ELACC1.RF.1.2: Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
Evaluation
C
D
Acquisition: In a passage read
by the teacher, identify short
vowel sounds in single-syllable
words (e.g., cat, sit, hop) as well
as long vowel sounds in singlesyllable words (e.g., train, mine,
soap).
Application: Using magnetic letters,
create at least three single-syllable words
with the short vowel sound and three
single-syllable words with the long vowel
sound. Demonstrate your knowledge of
single syllable words through tapping
each sound in the word and identifying
the number of taps.
Synthesis
Analysis
Application
Comprehension
Knowledge/
Awareness
Knowledge in
one discipline
Apply in
discipline
Apply across
disciplines
Apply to real
world predictable
situations
Apply to real
world unpredictable
situations
ELACC1.RF.1.2: Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
Evaluation
Synthesis
Analysis
Assimilation: Write sentences in
your journal that I dictate to you,
applying the rules that you have
learned (e.g., “The rat is mad.”).
Distinguish between short and long
vowels. Segment single syllable
words.
D
Acquisition: In a passage read
by the teacher, identify short
vowel sounds in single-syllable
words (e.g., cat, sit, hop) as well
as long vowel sounds in singlesyllable words (e.g., train, mine,
soap).
Application: Using magnetic letters,
create at least three single-syllable words
with the short vowel sound and three
single-syllable words with the long vowel
sound. Demonstrate your knowledge of
single syllable words through tapping
each sound in the word and identifying
the number of taps.
Application
Comprehension
Knowledge/
Awareness
Knowledge in
one discipline
Apply in
discipline
Apply across
disciplines
Apply to real
world predictable
situations
Apply to real
world unpredictable
situations
ELACC1.RF.1.2: Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).
Evaluation
Synthesis
Analysis
Assimilation: Write sentences in
your journal that I dictate to you,
applying the rules that you have
learned (e.g., “The rat is mad.”).
Distinguish between short and long
vowels. Segment single syllable
words.
Adaptation: Create letter-shaped
mini books that contain one syllable
short- or long-vowel sound words.
Write words that contain the vowel
sound in the pattern’s name (e.g., an
a-shaped “Cat Book” with examples
of short-a words; a long-a “Train
Book” containing long-a words).
Application
Comprehension
Knowledge/
Awareness
Acquisition: In a passage read by
the teacher, identify short vowel
sounds in single-syllable words
(e.g., cat, sit, hop) as well as long
vowel sounds in single-syllable
words (e.g., train, mine, soap).
Knowledge in
one discipline
Apply in
discipline
Application: Using magnetic letters,
create at least three single-syllable words
with the short vowel sound and three
single-syllable words with the long vowel
sound. Demonstrate your knowledge of
single syllable words through tapping
each sound in the word and identifying
the number of taps.
Apply across
disciplines
Apply to real
world predictable
situations
Apply to real
world unpredictable
situations
ELACC8W7, ELACC8W8, ELACC8W9: Research to Build and Present Knowledge
Evaluation
C
Synthesis
Analysis
Application
Comprehension
Knowledge/
Awareness
Acquisition: Receive three
informational topics, sample
questions, and sample texts. In the
media center, explore the topics,
focusing on how to judge a source and
how to collect relevant evidence.
Practice paraphrasing, inserting
quotations, and citing the source.
Knowledge in
one discipline
Apply in
discipline
Apply across
disciplines
D
B
Apply to real
world predictable
situations
Apply to real
world unpredictable
situations
ELACC8W7, ELACC8W8, ELACC8W9: Research to Build and Present Knowledge
C
D
Acquisition: Receive three
informational topics, sample
questions, and sample texts. In the
media center, explore the topics,
focusing on how to judge a source and
how to collect relevant evidence.
Practice paraphrasing, inserting
quotations, and citing the source.
Application: Choose an informational
reading based on the appropriate grade
level text complexity expectation.
Formulate the topic, conduct research on
the topic, and then formulate questions
that you want to use in analysis and
reflection. Gather information based on
your questions; paraphrase that
information, select quotations that
support the analysis, and cite the
information appropriately.
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge/
Awareness
Knowledge in
one discipline
Apply in
discipline
Apply across
disciplines
Apply to real
world predictable
situations
Apply to real
world unpredictable
situations
ELACC8W7, ELACC8W8, ELACC8W9: Research to Build and Present Knowledge
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge/
Awareness
Assimilation: Based on the skills gained through
the acquisition and application lessons, evaluate
the informational text as well as the author’s
purpose, message, evidence, claims, and
credibility. Determine for which audience the
text is most appropriate for information.
Participate in small group discussions about the
importance of reliable evidence and why faulty
evidence may deliver a bias or unsound message.
Connect to unreliable evidence or ideas you have
seen on television, in advertisements, or in any
other media.
Acquisition: Receive three
informational topics, sample questions,
and sample texts. In the media center,
explore the topics, focusing on how to
judge a source and how to collect
relevant evidence. Practice
paraphrasing, inserting quotations, and
citing the source.
Knowledge in
one discipline
Apply in
discipline
D
Application: Choose an informational
reading based on the appropriate grade
level text complexity expectation.
Formulate the topic, conduct research on
the topic, and then formulate questions
that you want to use in analysis and
reflection. Gather information based on
your questions; paraphrase that
information, select quotations that support
the analysis, and cite the information
appropriately.
Apply across
disciplines
Apply to real
world predictable
situations
Apply to real
world unpredictable
situations
ELACC8W7, ELACC8W8, ELACC8W9: Research to Build and Present Knowledge
Assimilation: Based on the skills gained through
the acquisition and application lessons, evaluate
the informational text as well as the author’s
purpose, message, evidence, claims, and
credibility. Determine for which audience the
text is most appropriate for information.
Participate in small group discussions about the
importance of reliable evidence and why faulty
evidence may deliver a bias or unsound message.
Connect to unreliable evidence or ideas you have
seen on television, in advertisements, or in any
other media.
Adaptation: Create a lesson plan for
a group of 5th graders on how to
research informational topics and
readings. Prepare for students who
have not been exposed to
informational reading and research,
for students who have been exposed
somewhat, and for students who have
used research tools effectively.
Acquisition: Receive three
informational topics, sample
questions, and sample texts. In the
Comprehension media center, explore the topics,
focusing on how to judge a source
and how to collect relevant evidence.
Knowledge/
Practice paraphrasing, inserting
quotations, and citing the source.
Awareness
Application: Choose an informational
reading based on the appropriate grade
level text complexity expectation.
Formulate the topic, conduct research on
the topic, and then formulate questions
that you want to use in analysis and
reflection. Gather information based on
your questions; paraphrase that
information, select quotations that support
the analysis, and cite the information
appropriately.
Evaluation
Synthesis
Analysis
Application
Knowledge in
one discipline
Apply in
discipline
Apply across
disciplines
Apply to real
world predictable
situations
Apply to real
world unpredictable
situations
ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
• Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
• Analyze nuances in the meaning of words with similar denotations.
Evaluation
C
Synthesis
Analysis
Application
Comprehension
Knowledge/
Awareness
Acquisition: In a teacherassigned passage, identify
each figure of speech and
analyze its meaning in the
passage.
Knowledge in
one discipline
Apply in
discipline
Apply across
disciplines
D
B
Apply to real
world predictable
situations
Apply to real
world unpredictable
situations
ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
• Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
• Analyze nuances in the meaning of words with similar denotations.
Evaluation
C
Synthesis
Analysis
Application
Comprehension
D
Acquisition: In a teacherassigned passage, identify
each figure of speech and
analyze its meaning in the
passage.
Knowledge/
Awareness
Application: Create a list of at least
eight words that have similar
meanings (e.g., walk, saunter, stroll;
fat, pudgy, cherubic). In a chart,
explain how each word differs in
meaning and intent. Use the words
in carefully crafted sentences that
highlight the change in meaning as
well as the figurative use of the
words.
Knowledge in
one discipline
Apply in
discipline
Apply across
disciplines
Apply to real
world predictable
situations
Apply to real
world unpredictable
situations
ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
• Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
• Analyze nuances in the meaning of words with similar denotations.
Evaluation
Synthesis
Analysis
Application
Comprehension
Assimilation: In a teacher-assigned
passage, study the diction and identify
each figure of speech. Analyze the
effectiveness of both diction and
figurative language in creating the
tone of the passage. Now, change the
tone of the passage by changing the
diction and the figures of speech.
Acquisition: In a teacherassigned passage, identify
each figure of speech and
analyze its meaning in the
passage.
Knowledge/
Awareness
D
Application: Create a list of at least
eight words that have similar
meanings (e.g., walk, saunter, stroll;
fat, pudgy, cherubic). In a chart,
explain how each word differs in
meaning and intent. Use the words
in carefully crafted sentences that
highlight the change in meaning as
well as the figurative use of the
words.
Knowledge in
one discipline
Apply in
discipline
Apply across
disciplines
Apply to real
world predictable
situations
Apply to real
world unpredictable
situations
ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
• Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
• Analyze nuances in the meaning of words with similar denotations.
Evaluation
Synthesis
Analysis
Application
Comprehension
Assimilation: In a teacher-assigned
passage, study the diction and identify
each figure of speech. Analyze the
effectiveness of both diction and
figurative language in creating the
tone of the passage. Now, change the
tone of the passage by changing the
diction and the figures of speech.
Adaptation: Choose a current-events photo
that tells a story. Research the photo to
uncover the story behind the photo. Find at
least two sources that explain the behindthe-scenes story. Cite all three sources.
Write a 150-word editorial for a newspaper
praising the activities in the picture. Next,
using the same details, write a 150-word
editorial for a newspaper, condemning the
activities in the picture.
Acquisition: In a teacherassigned passage, identify
each figure of speech and
analyze its meaning in the
passage.
Application: Create a list of at least
eight words that have similar
meanings (e.g., walk, saunter, stroll;
fat, pudgy, cherubic). In a chart,
explain how each word differs in
meaning and intent. Use the words
in carefully crafted sentences that
highlight the change in meaning as
well as the figurative use of the
Knowledge/
Awareness
words.
Knowledge in
one discipline
Apply in
discipline
Apply across
disciplines
Apply to real
world predictable
situations
Apply to real
world unpredictable
situations
!
Creating Instructional Expectations
Questions to ask:
1.
What information will students need to acquire in order to master
the skill level of the standard and my instructional expectations?
2.
How will I ask students to apply what they acquire?
3.
What instructional expectation(s) will ensure that the student can
routinely own and use this knowledge and skill level to address
other situations?
4.
What can students do with this knowledge to help them solve
problems, create original solutions, handle unpredictable
situations, and adapt that knowledge to new ideas?
Let’s Check-in!
1. Why do we need to be aware of Daggett’s Rigor and
Relevance Framework?
2. How might instruction look differently if we embed this
framework into our practice?
3. What is the connection to CCGPS?
As educators we must encourage
students to APPLY knowledge
rather than to focus exclusively on
acquiring knowledge.