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

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

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

4. Rigor/Relevance Framework

5. Instruction RIGOR RELEVANCE

6. Assimilation of knowledge Acquisition Thinking Continuum

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

8. Managing Resources 1 Identify money 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. 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 BloomsApplication

21. Rigor & Relevance Framework pp. 1 - 5

23. Rigor/ Relevance Handbook

24. ACTIVITY Brainstorm Instructional Strategies

25. 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

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

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

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

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

30. Brainstorming

31. Cooperative Learning

32. Demonstration

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

34. Inquiry Elements

35. Instructional Technology

36. Lecture

37. Memorization

38. Note-taking/ Graphic Organizers

39. Presentations/ Exhibitions

40. Problem-based Learning

41. Project Design

42. Research

43. Simulation/Role-playing

44. Socratic Seminar

45. Teacher Questions

46. Work-based Learning

47. 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

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

49. Learning Style Activity

50. 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

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

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

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

54. CorrelationWithAssessments

55. 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

56. 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

57. STRATEGIES & TECHNOLOGY APPLICATIONS pp. 13-14

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

59. 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

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

63. 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

64. 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

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

66. Lovers never send form letters.

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

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

69. 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