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

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

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

5. Rigor/Relevance Framework

6. Assimilation of knowledge Acquisition Thinking Continuum

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

8. 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

9. Acquisition of knowledge Application Action Continuum

10. 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

11. 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

12. 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework

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

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

15. Skill Identify, collect or sort pertinent information while reading.

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

17. Quadrant B Read and follow directions for experiment on DNA extraction

18. Quadrant C Read and analyze a biotech editorial for scientific accuracy

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

20. 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

21. Strategies --pgs. 9-13 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

22. Matching Strategies to R & R Framework p. 17

23. Research When to Use Strategy Based on Rigor/Relevance Framework

24. Selection of Strategies Based on Rigor/ Relevance Framework pgs. 16-17

25. Brainstorming

26. Cooperative Learning

27. Demonstration

28. Guided Practice Homework Computer-based Drill and Practice Worksheets

29. Inquiry Elements

30. Instructional Technology

31. Lecture

32. Memorization

33. Note-taking/ Graphic Organizers

34. Presentations/ Exhibitions

35. Problem-based Learning

36. Project Design

37. Research

38. Simulation/Role-playing

39. Socratic Seminar

40. Teacher Questions

41. Work-based Learning

42. Learning Style Activity

43. 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

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

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

46. Matching Strategies to Learning Styles p. 19

47. CorrelationWithAssessments

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

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

50. What assessment strategies do you see in this video clip?

51. STRATEGIES & TECHNOLOGY APPLICATIONS pp. 22-23

52. 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

53. Adapted from a presentation for the International Center for Leadership in Education, Inc. by: Helen M. Branigan Senior Consultant www.leadered.com/msc08/PowerPointsHandouts/Resource/Powerpoints/Instru ctionalStrategies%20-%20Branigan.ppt