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  Right Content  Best Strategy  Appropriate Timing

4. ACTIVITY Brainstorm Instructional Strategies

5. 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

6. ACTIVITY Matching Strategies to R & R Framework

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

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

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

10. Brainstorming

11. Cooperative Learning

12. Demonstration

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

14. Inquiry Elements

15. Instructional Technology

16. Lecture

17. Memorization

18. Note-taking/ Graphic Organizers

19. Presentations/ Exhibitions

20. Problem-based Learning

21. Project Design

22. Research

23. Simulation/Role-playing

24. Socratic Seminar

25. Teacher Questions

26. Work-based Learning

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

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

29. Learning Style Activity

30. 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

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

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

33. Matching Strategies to Learning Styles

34. CorrelationWithAssessments

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

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

37. STRATEGIES & TECHNOLOGY APPLICATIONS

38. CHANGING ROLES Teacher/Student

39. Strategy: Learn Three examples of how you might use it Correlate to Quadrant Explain to others in group Instructional Strategies

40. Activity—Day 2 Building Learning Relationships

41. Activity Student Profiles

42. _ Read the description of each student. _ Which student were you most like? _ What strategies could be used to reach out to this student? Could have been used to reach out to you?