INSTRUCTIONAL STRATEGIES: How to Teach for Rigor and Relevance _________________________________.

Slides:



Advertisements
Similar presentations
Rigor/Relevance: Integrated Instruction & Student Engagement Liholiho Group Data Coaches & STEM RTs.
Advertisements

International Center for Leadership in Education, Inc. INSTRUCTIONAL STRATEGIES: How to Teach for Rigor and Relevance Helen M.
Welcome to the Successful Practices Network Dale Eggebraaten, Senior Associate International Center for Leadership in Education International Center for.
International Center for Leadership in Education Dr. Willard R. Daggett Rigor and Relevance.
The Rigor and Relevance Framework: A lesson
International Center for Leadership in Education, Inc. INSTRUCTIONAL STRATEGIES: How to Teach for Rigor and Relevance Helen M.
The 21st Century Context for
School Board Workshop January 11, 2006 Rigorous and Relevant Questions/Assignments? Alison Adler and Rosemarie Backhus The Department of Safe Schools Secondary.
In Your Walkthroughs… Do You See Rigorous and Relevant Questions/Assignments? High School Learning Team Meeting October 26, 2005.
Rigor/Relevance/Relationships Working in Quadrant D.
Modesto Common Core Reading October 11, Todays agenda Focus for the day – Reading AM Session 1. Understanding Rigor/Relevance Framework 2. Exploring.
Learning Styles Workshop Meg Sargent Adam Goldberg
All you ever wanted to know and MORE!. At the end of our session, I can...  Evaluate the concept of “Living in Quad D”  Rate my classroom rigor and.
How to engage students through Rigor, Relevance & Relationships
Education exists in the larger context of society.
Bloom’s Taxonomy
Rigor/Relevance Framework Overview
Using Rigor/Relevance Framework to Drive Instructional Change
Creating Rigor and Relevance in Garden City Public Schools Refining Instruction and Assessment.
“In years to come, your students may forget what you taught them
Student Work Products by Quadrant
Rigor, Relevance, Relationships, & Results
1 Implementing the standards cannot simply mean informing teachers about what the designers of the standards intended or providing them with videos of.
J. “Moms” Mabley If you always do what you always did, you will always get what you always got.
Highly Effective Learning and the Rigor and Relevance Model
The 5 E Instructional Model
1 1*. 2 After studying and practicing with the Rigor & Relevance Framework tools, teachers will be able to write lesson plans and develop learning experiences.
Where the Rubber Hits the Road – Next Generation Assessments Susan Gendron, Senior Fellow International Center for Leadership in Education October 3, 2011.
RIGOR, RELEVANCE, RELATIONSHIPS, & RESULTS Presented By: Kim Powell and Kim Dye November 10 th, 2012.
LEAP into Effective instruction
International Center for Leadership in Education Richard Jones.
Routes to Rigor and Relevance presented by Dr. Richard Jones, SPN Coach and ICLE Senior Consultant To hear this webinar you will need to choose your audio.
Transitioning to Common Core One Step At A Time. Introductions Patty Sweet (Cell)
Teaching for Rigor and Relevance Why, What, How? Dr. Kelly Gillespie SWPRSC.
1. Read a description of a science experiment and list the necessary materials to perform the experiment. 2. Locate and read a current article on stem.
International Center for Leadership in Education
Welcome to the Successful Practices Network Tom Venezio, Vice President & Director, Successful Practices Network International Center for Leadership in.
Hebrew proverb Do not confine your children to your own learning, for they were born in another time.
“In years to come, your students may forget what you taught them
International Center for Leadership in Education, Inc. INSTRUCTIONAL STRATEGIES: How to Teach for Rigor and Relevance Helen M.
International Center for Leadership in Education, Inc. Teaching for Rigor and Relevance.
2005 Model Schools Conference Pre-conference Teaching for Rigor and Relevance Teaching for Rigor and Relevance.
Project Based Learning Learning Through Discovery.
Supervising Instruction for Rigor and Relevance 2005 Model Schools Conference.
Engaging Students through Rigorous and Relevant Instruction.
Wilkes County Schools Tracee McManus & Nikki Patrick.
EEPD 2009: The Collaborative Inquiry Process Farmington High School November 3, 2009.
Today’s Theme is… RigorRelevance Relationships. Look into the future through the eyes of a child?
Writing Lessons for Rigorous and Relevant Instruction Jim Miles Achieving Academic Excellence for All Students.
Placentia Yorba Linda USD January Hebrew proverb Do not confine your children to your own learning, for they were born in another time.
C ollaborating O nline for R igor and R elevance Online Professional Opportunities Available Through the Successful Practices Network Collaborating Online.
J. “Moms” Mabley If you always do what you always did, you will always get what you always got.
IST_Seminar II CHAPTER 12 Instructional Methods. Objectives: Students will: Explain the role of all teachers in the development of critical thinking skills.
Creating, Collaborating, Competing, Reflecting, Awakening, Analyzing, Evaluating, Problem-solving, Synthesizing: Thinking Skills of the 21 st Century.
International Center for Leadership in Education Common Core Rigor and Relevance.
St. Louis Area Curriculum Coordinator’s Association.
Considering the 21 st Century Learner Joe Ferrara Director of Science, FWISD.
Recognizing these in the classroom
Teaching for Rigor and Relevance Why, What, How? Dr. Kelly Gillespie SWPRSC.
Building in the Three R’s An Introduction to Rigor, Relevance, and Relationship Edited from a PLS presentation for Lenoir County Public Schools Presented.
Is Your Lesson Rigorous and Relevant?  Exploring the Rigor and Relevant Framework  Exploring Questioning.
Classroom Management: Teaching for Rigor and Relevance.
Building a System-Wide Focus On Student Achievement Joe Shannon September 30, 2011.
Rigor/Relevance For All Students Common CORE January, 2013
Rigor and Relevance: A Must for 21st Century Learners
If you always do what you always did, you will always get what you always got. J. “Moms” Mabley.
Assessing Standards at the Right Level of Difficulty
EXPLICIT DIRECT INSTRUCTION
Presentation transcript:

INSTRUCTIONAL STRATEGIES: How to Teach for Rigor and Relevance _________________________________

“Teaching is only as good as the learning that takes place.”

Learning Results from:  Effective Teaching  Right Content  Best Strategy  Appropriate Timing

Rigor/Relevance Framework

Assimilation of knowledge Acquisition Thinking Continuum

1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Knowledge Taxonomy

EXAMPLE A: Managing Resources 1 Identify money resources 2 Explain values 3 Buy item within budget 4 Match expenses to budget 5 Set goals based on budget 6Evaluate spending habits of spouse/significant other

Acquisition of knowledge Application Action Continuum

Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

EXAMPLE B: Map Skills 1 Label symbols on a map 2 Use map in class to locate state capitals 3 Calculate mileage between cities 4 Plan a trip via the shortest route 5 Find a way home if you are lost

12345 Application Knowledge Rigor/Relevance Framework

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C AcquisitionApplication AdaptationAssimilation Rigor/Relevance Framework

Skill Identify, collect or sort pertinent information while reading.

Quadrant A Read a science experiment and identify the necessary materials to perform the experiment

Quadrant B Read and follow directions for experiment on DNA extraction

Quadrant C Read and analyze a biotech editorial for scientific accuracy

Quadrant D Using your research, debate a proposal related to genetic engineering with community leaders as judges

Application Model 1.Awareness 2.Comprehension 3. Application 4.Analysis 5.Synthesis 6.Evaluation 1. Knowledge of one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations Bloom’sApplication

Strategies --pgs Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Technology Instructional Technology Lecture Lecture Note-taking/Graphic Organizers Note-taking/Graphic Organizers Memorization Memorization Presentations/Exhibitions Presentations/Exhibitions Research Research Problem-based learning Problem-based learning Project Design Project Design Simulation/Role-playing Simulation/Role-playing Socratic Seminar Socratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning

Matching Strategies to R & R Framework p. 17

Research When to Use Strategy Based on Rigor/Relevance Framework

Selection of Strategies Based on Rigor/ Relevance Framework pgs

Brainstorming

Cooperative Learning

Demonstration

Guided Practice Homework Computer-based Drill and Practice Worksheets

Inquiry Elements

Instructional Technology

Lecture

Memorization

Note-taking/ Graphic Organizers

Presentations/ Exhibitions

Problem-based Learning

Project Design

Research

Simulation/Role-playing

Socratic Seminar

Teacher Questions

Work-based Learning

Learning Style Activity

Which do you prefer? Activity Using Outlines Observing Others in role playing Picture/Graphics Working w/ Hands Discussion Using Narratives Participating in role playing Description/Words Working w/ Head CA OR

Which do you prefer? Following Directions Following Others Precision Logical Lists Working Independently Creating your own path Approximation Creative Graphic Organizers SR OR

Learning Styles CS Concrete Sequential AS Abstract Sequential CR Concrete Random AR Abstract Random

Matching Strategies to Learning Styles p. 19

CorrelationWithAssessments

Types of Assessment  Multiple Choice  Constructed Response  Extended Response  Process Performance  Product Performance  Portfolio  Interview  Self Reflection Rigorous and Relevant Instruction

Matching Strategies to Forms of Student Assessment p. 21 Multiple Choice Constructed Response Extended Response Process Performance Product Performance Portfolio Interview Self Reflection

What assessment strategies do you see in this video clip?

STRATEGIES & TECHNOLOGY APPLICATIONS pp

1. Description of lesson you taught – what and how 2. What R/R quadrant(s) are currently addressed? 3. What R/R quadrant(s) would you teach it now? 4. What strategies would you use and why? Lesson Reflection

Adapted from a presentation for the International Center for Leadership in Education, Inc. by: Helen M. Branigan Senior Consultant ctionalStrategies%20-%20Branigan.ppt