INSTRUCTIONAL STRATEGIES: How to Teach for Rigor and Relevance

1. INSTRUCTIONALSTRATEGIES: How toTeach for Rigor and Relevance International Center for Leadership in Education, Inc. _________________________________ 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. Rigor/Relevance Framework 6 Knowledge D C 5 4 3 A B 2 1 Application 1 2 3 4 5

9. Assimilation of knowledge Thinking Continuum Acquisition of knowledge

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

11. Action Continuum Acquisition of knowledge Application of knowledge

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

14. Rigor/Relevance Framework KNOWLEDGE Assimilation Adaptation D C Acquisition Application B A A P P L I C A T I O N

16. Low High Rigor/Relevance 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. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

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

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

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 foropposition to US entry into the war.

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

22. Rigor & Relevance Framework pp. 1-5

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

24. A LESSON WITH RIGOR ASKS STUDENTS TO: EXAMINE PRODUCE CLASSIFY DEDUCE GENERATE ASSESS PRIORITIZE CREATE SCRUTINIZE DECIDE

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

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

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

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

29. ACTIVITY Brainstorm Instructional Strategies

30. Strategies--pp. 7-8 • Brainstorming • Cooperative Learning • Demonstration • Guided Practice • Inquiry • Instructional Technology • Lecture • Note-taking/Graphic Organizers • Memorization • Presentations/Exhibitions • Research • Problem-based learning • Project Design • Simulation/Role-playing • Socratic Seminar • Teacher Questions • 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

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

35. 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

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

37. Learning Style Activity

38. 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 Which do you prefer? OR C A

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

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

41. Matching Strategies to Learning Styles p. 11

42. Correlation With Assessments

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

44. Multiple Choice Self Reflection Performance Performance Constructed Interview Response Response Extended Portfolio Product Process Matching Strategies to Forms of Student Assessment p. 12

45. STRATEGIES & TECHNOLOGY APPLICATIONS pp. 13-14

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

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

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

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