When we look at the future of instruction our ultimate goal in education is to develop new learning agents. They are not learning agents at all but teachers as designers of learning. When approaching the idea of teachers as designers of learning, new thoughts become apparent as we begin to associate disruptive innovations in teaching as applied to a new kind of learning environment; a learning environment extending knowledge acquisition beyond the classroom, in effect classrooms without walls. There are three identiable disruptive innovations associated with the teacher as a designer of learning. DISRUPTIVE INNOVATIONS IN INSTRUCTION Cognitive Development The rst disruptive innovation came from Benjamin Bloom who gave education the initial ideas in the importance of applying elements of cognitive development when constructing learning tasks. Bloom and his co-workers from 1948 to 1953, devised a six step stairway of learning levels becoming signicant in history by developing instructional awareness to cognitive development. Today, these six steps to cognitive development have evolved into a new rigor and relevance framework designed to examine curriculum, instruction, and assessments. Rigor the (y axis) of the framework in the traditional sense means the complexity of the written task and how these tasks relate to a depth of knowledge most commonly referred to as DOK. Rigor is essentially the use of verbs which determine the taxonomy level (order of competencies) described in the task. Relevance the (y axis) of the framework is on the ip side of the rigor dichotomy, providing a description of complexity of the task as it relates to application to real world problem solving. Relevance extends the learning beyond the classroom by teaching students to apply what they are learning to real world situations. A thinking objective cannot be embedded into the mastery objective when the terms within the learning goal specifies a particular thinking skill for students and goes beyond mastery of content. The thinking objective includes prerequisite observable skill sets of mastery but expands the application of knowledge as it aims to develop a particular thinking skill.