International Center for Leadership in Education, Inc. INSTRUCTIONAL STRATEGIES: How to Teach for Rigor and Relevance Helen M. _________________________________

ICLE Philosophy Rigor Relevance Relationships All Students

Rigor

Relevance My only skill is taking tests.

All Students

Rigor/Relevance Framework

Instruction RIGOR RELEVANCE

A B D C Rigor/Relevance Framework Knowledge Application

Assimilation of knowledge Acquisition Thinking Continuum

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

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

12345 Application Knowledge Rigor/Relevance Framework

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

1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 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 KnowledgeApplication Low High

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 Locate and read current articles on biotech.

Quadrant C Read and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.

Quadrant D Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.

Rigor & Relevance Framework pp. 1-5

RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY. KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

A LESSON WITH RIGOR ASKS STUDENTS TO: EXAMINEPRODUCE CLASSIFYDEDUCE GENERATEASSESS CREATE PRIORITIZE SCRUTINIZEDECIDE

RELEVANCE IS THE PURPOSE OF THE LEARNING: ACQUIRE KNOWLEDGE APPLY KNOWLEDGE INTERDISCIPLINARY REAL WORLD PREDICTABLE REAL WORLD UNPREDICTABLE

A LESSON WITH RELEVANCE ASKS STUDENTS TO: USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTION.

Teaching is only as good as the learning that takes place. Instructional Strategies: How to Teach for Rigor and Relevance

Learning Results Effective Teaching Effective Teaching Right Content Right Content Best Strategy Best Strategy Appropriate Timing Appropriate Timing

ACTIVITY Brainstorm Instructional Strategies

Strategies --pp. 7-8 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

ACTIVITY Matching Strategies to R & R Framework p. 6

Research When to Use Strategy Based on Rigor/Relevance Framework

Selection of Strategies Based on Rigor/ Relevance Framework pp pp. 9-10

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

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

Strategies that Work, p. 17 Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Robert Marzano, 2001

Strategies that Work Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers Robert Marzano, 2001

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. 11 p. 11

CorrelationWithAssessments

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

Matching Strategies to Forms of Student Assessment p. 12 p. 12 Multiple Choice Constructed Response Extended Response Process Performance Product Performance Portfolio Interview Self Reflection

STRATEGIES & TECHNOLOGY APPLICATIONS pp

CHANGING ROLES Teacher/Student pp

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

International Center for Leadership in Education, Inc. Instructional Strategies: How to Teach for Rigor and Relevance

Strategies 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

CONTENTS Overview Overview Focus on Learning Focus on Learning Using Instructional Strategies Using Instructional Strategies Professional Development Resources Professional Development Resources Making a Difference with Professional Development Making a Difference with Professional Development Techniques for Improving Instruction Techniques for Improving Instruction Additional Resources Additional Resources

REFLECTION What will you do in your classroom/school as a result of todays session?

Lovers never send form letters.

Look into the future through the eyes of a child?

Jonathan Winters I couldnt wait for success… So I went on without it.

International Center for Leadership in Education, Inc. Helen M. Branigan Senior Consultant 1587 Route 146 Rexford, NY Phone (518) Fax (518)