International Center for Leadership in Education, Inc'

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INSTRUCTIONALSTRATEGIES How to Teach for Rigor
and Relevance

• International Center for Leadership in Education,
  Inc.

_________________________________
Helen M. Branigan--Hbranigan_at_aol.com
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ICLE Philosophy

• Rigor
• Relevance
• Relationships
• All Students

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Rigor
4
Relevance
My only skill is taking tests.
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All Students
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Rigor/Relevance Framework
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Instruction
RIGOR
RELEVANCE
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Rigor/Relevance Framework
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Knowledge
D
C
5
4
3
A
B
2
1
Application
1
2
3
4
5
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Knowledge Taxonomy

• 1. Awareness
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation

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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

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Rigor/Relevance Framework
Knowledge
Application
1
2
3
4
5
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Rigor/Relevance Framework
KNOWLEDGE
Adaptation
Assimilation
D
C
Acquisition
Application
B
A
A P P L I C A T I O N
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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

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Skill

• Identify, collect or sort pertinent information
  while reading.

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Quadrant A

• Read a science experiment and identify the
  necessary materials to perform the experiment.

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Quadrant B

• Locate and read current articles on biotech.

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Quadrant C

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

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Quadrant D

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

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Rigor Relevance Framework

• pp. 1-5

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RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF
THE KNOWLEDGE TAXONOMY.
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
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A LESSON WITH RIGOR ASKS STUDENTS TO
EXAMINE
PRODUCE
CLASSIFY
DEDUCE
GENERATE
ASSESS
PRIORITIZE
CREATE
SCRUTINIZE
DECIDE
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RELEVANCE IS THE PURPOSE OF THE LEARNING
ACQUIRE KNOWLEDGE
APPLY KNOWLEDGE
INTERDISCIPLINARY
REAL WORLD PREDICTABLE
REAL WORLD UNPREDICTABLE
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A LESSON WITH RELEVANCE ASKS STUDENTS TO
USE THEIR KNOWLEDGE TO TACKLE
REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE
SOLUTION.
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Teaching is only as good as the learning that
takes place.
Instructional Strategies How to Teach for Rigor
and Relevance
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Learning Results

• Effective Teaching
• Right Content
• Best Strategy
• Appropriate Timing

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ACTIVITY
Brainstorm Instructional Strategies
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Strategies--pp. 7-8

• Memorization
• 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

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ACTIVITY
Matching Strategies to R R Framework p. 6
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Research
When to Use Strategy Based on Rigor/Relevance Fra
mework
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Selection of Strategies Based on
Rigor/ Relevance Framework pp. 9-10
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Rigor/Relevance Framework
KNOWLEDGE
Problems
D
C
Projects
Activities
B
A
A P P L I C A T I O N
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Brainstorming
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Cooperative Learning
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Demonstration
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Guided Practice
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Inquiry
Elements
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Instructional Technology
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Lecture
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Memorization
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Note-taking/Graphic Organizers
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Presentations/Exhibitions
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Problem-based Learning
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Project Design
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Research
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Simulation/Role-playing
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Socratic Seminar
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Teacher Questions
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Work-based Learning
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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
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Strategies that Work

• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypotheses
• Cues, Questions, and Advance Organizers

Robert Marzano, 2001
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Learning Style Activity
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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

OR
C
A
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Which do you prefer?

• Following Directions
• Following Others
• Precision
• Logical
• Lists

• Working Independently
• Creating your own path
• Approximation
• Creative
• Graphic Organizers

OR
S
R
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Learning Styles

• CS Concrete Sequential
• AS Abstract Sequential
• CR Concrete Random
• AR Abstract Random

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Matching Strategies to Learning Styles p. 11

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Correlation With Assessments
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Types of Assessment
Rigorous and Relevant Instruction

• Multiple Choice
• Constructed Response
• Extended Response
• Process Performance
• Product Performance
• Portfolio
• Interview
• Self-Reflection

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Matching Strategies to Forms of Student
Assessment p. 12
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STRATEGIES TECHNOLOGY APPLICATIONS
pp. 13-14
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CHANGING ROLES Teacher/Student pp. 15-16
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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 strategies would you use and why.

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Instructional StrategiesHow to Teach for Rigor
and Relevance

• International Center for Leadership in Education,
  Inc.

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(No Transcript)
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Instructional Strategies How to Teach for Rigor
and Relevance
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Strategies

• Memorization
• 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

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CONTENTS

• Overview
• Focus on Learning
• Using Instructional Strategies
• Professional Development Resources
• Making a Difference with Professional Development
• Techniques for Improving Instruction
• Additional Resources

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

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Lovers never send form letters.
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Look into the future through the eyes of a child?
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Jonathan Winters

• I couldnt wait for success
• So I went on without it.

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International Center for Leadership in
Education, Inc.

• Helen M. Branigan
• Senior Consultant
• 1587 Route 146
• Rexford, NY 12148
• Phone [phone]
• Fax [phone]
• www.LeaderEd.com
• hbranigan_at_aol.com