Just read this post (which is a bit old, but current in the topic). Here's an excerpt from the post:
These terms are found when discussing curriculum for the gifted. How do they apply? For the gifted, relevance must precede rigor. When the task is relevant, rigor ensues. Students learn what their purpose for learning is.
Hmmm..don't disagree, but once again, I find the conversation limiting. Here's my response:
I agree, but would broaden your argument. First, I believe you simply can’t discuss rigor without addressing two interrelated concepts: student motivation and student engagement. Students must be motivated, and they are intrinsically motivated by value. I believe relevance is a subset of value, but at times, students are motivated by the relationship with the teacher, or their interest in a subject or type of classroom. The second intrinsic motivation characteristic is success. Students are more motivated when they are successful or believe they can be successful. And I taught gifted students who were more worried about success than struggling learners. Each student may need a different type of support, but that is also integral to a successful, rigorous classroom.