International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
INSTRUCTIONALINSTRUCTIONALSTRATEGIES: STRATEGIES: How toHow to Teach for Rigor and Teach for Rigor and RelevanceRelevance
Helen M. [email protected]
_________________________________
ICLE Philosophy
RigorRelevanceRelationshipsAll Students
RigorRigor
RelevanceRelevance
My only skill is taking tests.
All StudentsAll Students
Rigor/Relevance Rigor/Relevance FrameworkFramework
Instruction
RIGOR
RELEVANCE
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance Framework
KnowledgeKnowledge
ApplicationApplication
AssimilationAssimilationof knowledgeof knowledge
Acquisition Acquisition of knowledgeof knowledge
Thinking Thinking ContinuumContinuum
1.1. AwarenessAwareness
2.2. Comprehension Comprehension
3.3. ApplicationApplication
4.4. AnalysisAnalysis
5.5. Synthesis Synthesis
6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
AcquisitionAcquisitionof knowledgeof knowledge
ApplicationApplicationof knowledgeof knowledge
Action ContinuumAction Continuum
Application ModelApplication Model
1. Knowledge in one discipline1. Knowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across 3. Application across disciplinesdisciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
AcquisitionAcquisition ApplicationApplication
AdaptationAdaptationAssimilationAssimilation
Rigor/Relevance FrameworkRigor/Relevance Framework
Rigor/Relevance Framework
1. Recall Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation
1. 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
KnowledgeKnowledge ApplicationApplication
LoLoww
HighHigh
SkillIdentify, collect or sort pertinent information while reading.
Quadrant ARead a science experiment and identify the necessary materials to perform the experiment.
Quadrant BLocate and read current articles on biotech.
Quadrant CRead and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.
Quadrant DRead pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.
Rigor & Relevance Rigor & Relevance FrameworkFramework
pp. 1-5
RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY.
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
A LESSON WITH RIGOR ASKS STUDENTS TO:
EXAMINE PRODUCE
CLASSIFY DEDUCE
GENERATE ASSESS
CREATE PRIORITIZE
SCRUTINIZE DECIDE
RELEVANCE IS THE PURPOSE OF THE LEARNING:
ACQUIRE KNOWLEDGE
APPLY KNOWLEDGE
INTERDISCIPLINARY
REAL WORLD PREDICTABLEREAL WORLD UNPREDICTABLE
A LESSON WITH RELEVANCE ASKS STUDENTS TO:
USE THEIR KNOWLEDGE TO TACKLE
REAL-WORLD PROBLEMS THAT HAVE MORE THAN
ONE SOLUTION.
“Teaching is only as good as the learning
that takes place.”
Instructional Strategies: Instructional Strategies: How to Teach for Rigor How to Teach for Rigor and Relevanceand Relevance
Learning ResultsLearning Results
Effective TeachingEffective TeachingRight ContentRight ContentBest StrategyBest StrategyAppropriate TimingAppropriate Timing
ACTIVITY
Brainstorm Instructional
Strategies
StrategiesStrategies--pp. 7-8--pp. 7-8
Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Instructional
TechnologyTechnology LectureLecture Note-taking/Graphic Note-taking/Graphic
Organizers Organizers
MemorizationMemorization Presentations/ExhibitionsPresentations/Exhibitions Research Research Problem-based learningProblem-based learning Project DesignProject Design Simulation/Role-playing Simulation/Role-playing Socratic SeminarSocratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning
ACTIVITY
Matching Strategies to
R & R Frameworkp. 6
ResearchResearch
When to Use StrategyBased on
Rigor/RelevanceFramework
Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework pp. 9-10pp. 9-10
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Activities
Projects
Problems
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
Strategies that Work Cooperative Learning Setting Objectives and Providing
Feedback Generating and Testing
Hypotheses Cues, Questions, and Advance
Organizers Robert Marzano, 2001
Learning Learning Style Style
ActivityActivity
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
C A
OR
Which do you prefer?
Following Directions
Following Others
Precision
Logical
Lists
Working Independently
Creating your own path
ApproximationCreativeGraphic
Organizers
S R
OR
Learning Styles
CS Concrete Sequential
AS Abstract Sequential
CR Concrete Random
AR Abstract Random
Matching Matching Strategies Strategies to Learning to Learning StylesStyles p. 11p. 11
CorrelationCorrelationWithWith
AssessmentsAssessments
Types of AssessmentTypes of Assessment
Multiple ChoiceMultiple Choice Constructed ResponseConstructed Response Extended ResponseExtended Response Process PerformanceProcess Performance Product PerformanceProduct Performance PortfolioPortfolio InterviewInterview Self-ReflectionSelf-Reflection
Rigorous and Relevant Instruction
Matching Matching Strategies to Strategies to Forms Forms of Student of Student AssessmentAssessment p. 12p. 12
Multiple Choice
Constructed
Response
Extended
Response
Process
Performance
Product
Performance
Portfolio
Interview
Self Reflection
STRATEGIES &
TECHNOLOGY APPLICATIONS pp. 13-14
CHANGING CHANGING ROLESROLES
Teacher/StudentTeacher/Student
pp. 15-16pp. 15-16
International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
Instructional Strategies:Instructional Strategies:How to Teach for Rigor and How to Teach for Rigor and RelevanceRelevance
Instructional Instructional Strategies: Strategies:
How to Teach How to Teach for Rigor and for Rigor and
RelevanceRelevance
StrategiesStrategies
Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Instructional
TechnologyTechnology LectureLecture Note-taking/Graphic Note-taking/Graphic
Organizers Organizers
MemorizationMemorization Presentations/ExhibitionsPresentations/Exhibitions Research Research Problem-based learningProblem-based learning Project DesignProject Design Simulation/Role-playing Simulation/Role-playing Socratic SeminarSocratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning
CONTENTSCONTENTSOverviewOverviewFocus on LearningFocus on LearningUsing Instructional StrategiesUsing Instructional StrategiesProfessional Development ResourcesProfessional Development ResourcesMaking a Difference with Professional Making a Difference with Professional
DevelopmentDevelopmentTechniques for Improving InstructionTechniques for Improving InstructionAdditional ResourcesAdditional Resources
REFLECTION
What will you do in your classroom/school as a result of today’s
session?
Lovers never send form letters.
Look into the future through the eyes of a child?
Jonathan Winters
I couldn’t wait for success…
So I went on without it.
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