1. International Center for Leadership in Education, Inc. INSTRUCTIONAL STRATEGIES: How to Teach for Rigor and Relevance Helen M. Branigan--Hbranigan@aol.com _________________________________

2. ICLE Philosophy Rigor Relevance Relationships All Students

3. Rigor

4. Relevance My only skill is taking tests.

5. All Students

6. Rigor/Relevance Framework

7. Instruction RIGOR RELEVANCE

8. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Knowledge Application

9. Assimilation of knowledge Acquisition Thinking Continuum

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

11. Acquisition of knowledge Application Action Continuum

12. 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

13. 12345 Application Knowledge 1 2 3 4 5 6 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

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

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

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

19. Quadrant B Locate and read current articles on biotech.

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

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

22. Rigor & Relevance Framework pp. 1-5

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

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

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

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

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

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

29. ACTIVITY Brainstorm Instructional Strategies

30. 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

31. ACTIVITY Matching Strategies to R & R Framework p. 6

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

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

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

35. Brainstorming

36. Cooperative Learning

37. Demonstration

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

39. Inquiry Elements

40. Instructional Technology

41. Lecture

42. Memorization

43. Note-taking/ Graphic Organizers

44. Presentations/ Exhibitions

45. Problem-based Learning

46. Project Design

47. Research

48. Simulation/Role-playing

49. Socratic Seminar

50. Teacher Questions

51. Work-based Learning

52. 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

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

54. Learning Style Activity

55. 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

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

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

58. Matching Strategies to Learning Styles p. 11 p. 11

59. CorrelationWithAssessments

60. 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

61. 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

62. STRATEGIES & TECHNOLOGY APPLICATIONS pp. 13-14

63. CHANGING ROLES Teacher/Student pp. 15-16

64. 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

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

68. 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

69. 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

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

71. Lovers never send form letters.

72. Look into the future through the eyes of a child?

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

74. International Center for Leadership in Education, Inc. Helen M. Branigan Senior Consultant 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 www.LeaderEd.com hbranigan@aol.com