1. “In years to come, your students may forget what you taught them
“In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

2. STRATEGIES FOR RIGOR AND RELEVANCE
International Center for Leadership in Education, Inc.
STRATEGIES FOR RIGOR AND RELEVANCE

3. Successful Training… What worked best? What were/are your challenges?

4. Rigor/Relevance Framework
International Center for Leadership in Education, Inc.
Rigor/Relevance Framework

5. Rigor/Relevant Framework
Knowledge
Application
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
1. Awareness
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

6. Rigor/Relevance Framework
KNOWLEDGE D C A B
A P P L I C A T I O N

7. D C B A Rigor/Relevance Framework Difficult RIGOR High Low Low High
Solve quadratic equations
Determine cost efficent heating for new home design
RIGOR
High A B
Describe function of gas
spectrophotometer
Troubleshoot lawnmower that doesn’t start
Low
Low
High
RELEVANCE

8. D C B A Rigor/Relevance Framework Easy RIGOR High Low Low High
Compare captialism and socialism
RIGOR
High
Write a letter to the editor A B
Make change as cashier without working register
Low
Count by 5s to 100
Low
High
RELEVANCE

9. Teacher/Student Roles
Rigor/Relevance Framework
Teacher/Student Roles D C
Student
Think
Student
Think & Work
RIGOR
High A B
Teacher
Work
Student
Work
Low
Low
High
RELEVANCE

10. Did Students Get it Right?
Rigor/Relevance Framework
Did Students Get it Right? D C
Rational
Answer
Right
Questions
RIGOR
High A B
Right
Answer
Right
Procedure
Low
Low
High
RELEVANCE

11. D C B A Rigor/Relevance Framework Reflective Thought KNOWLEDGE
Reflection to Analyze
Reflection to Create, Design, or Develop A B
No Reflection
Only the Right
Answer
Reflection to Follow Right Steps
A P P L I C A T I O N

12. D C B A Rigor/Relevance Framework Relationships KNOWLEDGE
Requires relationships where students receive assistance as needed
Requires relationships at high levels and with multiple people A B
Relationships have little influence on learning
Requires relationships where students work effectively with others
A P P L I C A T I O N

13. Why Rigor and Relevance?
Changing Nature of Work
International Comparisons
Changing Youth
Way to Focus on Student Learning
Tool for School Alignment
Explain What is Important
It is what is on THE test
Increase Student Motivation

14. Ways to Increase Rigor and Relevance
Challenging Assessments
Interdisciplinary Instruction
Reading in the Content Area
Communicating with Parents
Use of Technology
New Teaching Ideas
Peer Teaching Observations
Peer Learning Experience Review
Action Research
Continuous Professional Development

15. Benefits of Using Rigor and Relevance?
Better prepare students for future work
Way to focus student learning on priority standards
Ensure student achieve standards
Align curriculum, instruction and assessment
Prepare for state tests
Increase student interest and motivation

16. VIDEO

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

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

19. Matching Strategies to
ACTIVITY
Matching Strategies to
R & R Framework

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

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

22. Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant A - Acquisition
Guided Practice
Lecture
Memorization

23. Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant B - Application
Cooperative Learning
Demonstration
Instructional Technology
Problem-based Learning
Project Design
Simulation/Role Playing
Work-based Learning

24. Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant C - Assimilation
Brainstorming
Inquiry
Instructional Technology
Research
Socratic Seminar
Teacher Questions

25. Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant D - Adaptation
Brainstorming
Cooperative Learning
Inquiry
Instructional Technology
Presentations/ Exhibitions
Problem-based Learning
Project Design
Research
Simulation/Role-playing
Socratic Seminar
Teacher Questions
Work-based Learning

26. Selection of Strategies Based on
Rigor/
Relevance Framework

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

28. Correlation
With
Assessments

29. ACTIVITY MATCHING 1. List four types of assessment.
2. Match an ideal strategy to
each assessment.
Example: Multiple Choice—
Lecture

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

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

32. TECHNOLOGY APPLICATIONS
STRATEGIES
&
TECHNOLOGY APPLICATIONS pp

33. CHANGING ROLES Teacher/Student
pp. 8-9 Handout

34. Instructional Strategies: How to Teach for Rigor and Relevance

35. EXAMPLE(S) FROM PRACTICE
STRATEGY
WHAT?
EXAMPLE(S) FROM PRACTICE

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

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

38. Learning Style Activity

39. Which do you prefer? C A 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 OR C A

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

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

42. Matching Strategies to Learning Styles
Best Strategies for Concrete-Sequential Learners
Demonstration
Guided Practice
Lecture
Memorization
Teacher Questions

43. Matching Strategies to Learning Styles
Best Strategies for Abstract-Sequential Learners
Cooperative Learning
Problem-based Learning
Research
Socratic Seminar

44. Matching Strategies to Learning Styles
Best Strategies for Concrete-Random Learners
Instructional Technology
Problem-based Learning
Project Design
Work-based Learning

45. Matching Strategies to Learning Styles
Best Strategies for Abstract-Random Learners
Brainstorming
Inquiry
Presentations/Exhibitions
Simulations/Role-playing

46. Matching Strategies to Learning
Style
p. 19

47. Note-taking/ Graphic Organizers

48. Note-taking/ Graphic Organizers
When to Use Strategy
Based on
Rigor/Relevance
Framework

49. Describing
Types of Graphic
Organizers
Making
Meaning
Solving
Problems

51. Graphic Organizers
Brainstorming Web

52. Graphic Organizers
Clustering Web

53. Graphic Organizers
Character Web

54. Graphic Organizers
Hierarchy

55. Graphic Organizers
Continuum
Time Line

56. Graphic Organizers
Spider Map

58. Graphic Organizers
Affinity Diagram

59. Graphic Organizers
Cause and Effect/Fishbone Map

60. Graphic Organizers
Media Plan

61. Graphic Organizers
Decision Matrix

63. Graphic Organizers
Concept Map

64. Graphic Organizers
Cycle

65. Graphic Organizers
Interaction Outline

66. Graphic Organizers
KWL Chart

67. Graphic Organizers
T-Graph

68. Graphic Organizers
Venn Diagram

69. Graphic Organizers Helping Students Design Graphic Organizers
Explain and Show Graphic Organizers and Their Use
Provide Examples
Use Graphic Organizers As You Teach
Provide Templates of the Graphic Organizers
Have Students Work in Small Groups to Complete Graphic Organizers
Have Students Create Their Own
Have Students Present Their Organizers to the Class

70. READING
STRATEGIES

71. LEXILE

72. Activity
Checklist
p. 10 Handout

73. Lesson Reflection Description of lesson you taught – what and how
What R/R quadrant(s)
What R/R quadrant(s) would you teach it now
What assessment would you use and why
What instructional strategies would you use now and why?

74. Activity
R S V P

75. Activity
ACTION PLAN

76. Staying on the Cutting Edge
Recognize the need for change

78. Staying on the Cutting Edge
Recognize the need for change
Focus on the real goals

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

80. Staying on the Cutting Edge
Recognize the need for change
Focus on the real goals
Keep yourself learning

81. Sometimes, I feel like I know less today than I did yesterday.

82. Staying on the Cutting Edge
Recognize the need for change
Focus on the real goals
Keep yourself learning
Share with others

83. Are you still making all of the decisions?

84. Staying on the Cutting Edge
Recognize the need for change
Focus on the real goals
Keep yourself learning
Share with others
Don’t follow others blindly

85. Lovers never send form letters.

86. http://www.LeaderEd.com /msc05handouts.html
Center Web Site
/msc05handouts.html
Conference Web Site