instructional strategies for rigor and relevance...instructional strategies for rigor and relevance...

Instructional Strategies for

Rigor and Relevance

A Guidebook for Facilitators

Successful Practices Network 1585 Route 146 ● Rexford, NY 12148

Phone (518) 723-2063

Successful Practices Network

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CONTENTS

Introduction 3 How to Create a Group 4 Role of the Facilitator 4 Overview of Modules 5 Getting Started 6 Navigating the Course 7 Course Completion 13 Graduate Credit 13 Checklist of Assignments 14


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Introduction The Successful Practices Network has developed a series of online courses to serve as professional development tools around the concepts of the Rigor/Relevance Framework®. Collectively, the courses are referred to as Collaborating Online for Rigor and Relevance (CORR). Each course is designed to be a 15 hour course commitment. The courses currently available through CORR are:

• Effective Methods for Building Relationships • Using the Rigor/Relevance Framework • Quadrant D Lesson Development • Instructional Strategies for Rigor and Relevance

Each group of teachers will be guided through the online experience by a facilitator. This guide was developed to describe the roles and responsibilities of the facilitator. Overview The purpose of CORR is to have teachers work together in an asynchronous mode to collaborate and share ideas and practices. CORR allows teachers to work together at convenient times through the use of an online management system called MoodleTM. For information on any of the courses and how to implement them in your school or district, please contact your SPN coach or SPN staff by calling 518-723-2063.

Effective Methods

for Building Relationships

Using the Rigor/Relevance

Framework

Quadrant D Lesson

Development Instructional Strategies for Rigor and Relevance

Module 1

Setting up a classroom Why R/R? Student Learning Learning and Teaching

Styles

Module 2

Teacher- Home Communication

Rigor Relevance Framework

Performance Tasks

Ideal Instructional Strategies for the Concrete

Sequential Learner

Module 3

Beyond Management: Building Learning

Relationships Raising the Level Scoring Guides

Ideal Instructional Strategies for the Abstract

Sequential Learner

Module 4

Setting High Expectations for

learning

Interdisciplinary Instruction Essential Skills

Ideal Instructional Strategies for the Concrete

Random Learner

Module 5

Sustaining Your Professional Learning

Teaching for High Rigor Relevance Gold Seal Lesson

Ideal Instructional Strategies for the Abstract

Random Learner


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How to Create a Group Starting a new group in any of the Collaborating Online for Rigor and Relevance (CORR) courses is a great professional development opportunity for staff. You’ve agreed to facilitate a group (or groups) through a 15-hour online staff development experience. This guide will provide you with a clear understanding of how to get started as well as define your role and responsibilities. 1. Identify a group of teachers to participate. These teachers should be aware that the course is set up as an online 15 hour professional development activities. As the facilitator you will have to set clear expectations for completion and level of work. 2. Send list of participants to Network. Send an electronic list of first name, last name, and email address to the Network to be registered for a course. Please be sure to note what course you are registering your group for in the email. If anyone else will assist in the role of facilitation, please note that. Emails should be directed to [email protected]. Please note, it may take approximately one week to enroll a new group. 3. Share login information with participants. Once SPN provides login information, share the usernames and passwords with all those participating along with a copy of the participant guide book. Although the course is online, this initial step is a good opportunity to have a face-to-face meeting with participants to get started. Role of the Facilitator As the facilitator of a CORR group, your main role is to assist those participating with technical issues, content questions, and adhering to a timeline of implementation. Before beginning a CORR course, facilitators should consider:

• Are you comfortable working in the online environment? • Are you familiar and comfortable with the Rigor Relevance Framework®? • Are you comfortable providing feedback and constructive criticism to your peers?

The facilitator will also have to complete the following tasks:

• Provide names and information to SPN to register group • Set timelines based on individual group or school needs • Review work of participants • Provide timely and helpful feedback to participants • Send notice to SPN when group has completed the course


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Overview of Modules Each course follows the same instructional path. There are five modules. Each module contains five sections. Simple formative assessments are included for participants to check their understanding at key points in the learning. Additional resources are available in modules for extended learning. The modules in Instructional Strategies for Rigor and Relevance are:

• Overview of Instructional Strategies: Matching Teaching Styles to Learning Styles provides an overview of all the learning styles and helps the teacher to determine their own personal teaching style.

• Instructional Strategies for Students with a Concrete Sequential Learning Style includes information on the particular learning style and strategies that fit best, such as demonstration, guided practice and lecture.

• Instructional Strategies for Students with an Abstract Sequential Learning Style includes information on the particular learning style and strategies that fit best, such as cooperative learning, research, and Socratic seminar.

• Instructional Strategies for Students with a Concrete Random Learning Style includes information on the particular learning style and strategies that fit best, such as instructional technology, problem based learning, and project design.

• Instructional Strategies for Students with an Abstract Random Learning Style includes information on the particular learning style and strategies that fit best, such as brainstorming, inquiry, and presentations.

The subtopics in each module are:

Connect stimulates interest and connects the teacher with the current topic.

Explore provides background information that teachers can read or listen to. The section includes articles, links to Web sites, video, and audio.

Share is a discussion section that starts with a question related to the topic. Teachers contribute to the online discussion and share ideas to shape each others perspective.

Apply is the section in which teachers will apply what they have learned. These are engaging activities that allow teachers to play a little and reinforce their knowledge.

Develop is the section in which teachers will create a product or project required in each respective topic. Each topic will end with something specific that teachers will develop.


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How to Login 1. Web site. The Web site address is: http://rigor-relevance.com. It is highly recommended that you bookmark this page. (This is different from the Successful Practices Network’s www.successfulpractices.org and International Center’s www.leadered.com websites.)

2. Get Access. To obtain your username and password, please contact Grace Demand at [email protected]. 3. Log on to the site. You will see the username and password field on the left side toward the bottom of the page. Both are case sensitive. The first time you log on, it is advised that you change your password. If you forget your password, you can use the “lost password?” feature on the rigor-relevance.com landing page or contact Grace so she can reset it for you. 4. Access the Course. Click on the title of the course, “Instructional Strategies.”


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Modules

5. Your Profile. A profile was created for you to include your name, email address and location. You may edit your profile information at any time. The only piece of your profile that you may not edit is your username. To have changes made to your username, please contact [email protected]. The tabs at the top of this page will allow you to edit your information. Please update your location as necessary and check for spelling errors in your email address. If you have a small image of yourself you’d like to include (instead of the default silhouette, you may also include this).

Email reminders: If you would like to email your group every time you post a discussion board message, select email activated: ENABLE. If you DO NOT want to have emails automatically sent to group members, every time you post to the discussion, select DISABLED on the “Edit Profile” page. Disabled is the default set by the Network. 6. Review the Topic Outline. You’ll see the words, “Topic outline” near the top of the page. Scroll down to see the list of all five module topics. Each topic includes five components: Connect, Explore, Share, Apply, and Develop and an occasional Self Check test.


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Navigating the Course Once logged in to the course, you’ll want to first review to the Topic Outline. This outline includes all of the sections to complete the course and serves as a guide towards completion. 1. When starting out any module, the first item listed is a Checklist. It is recommended that you print or save this checklist to your computer and use it as a guide for where you left off in the course and what you have completed. All the Checklists are included at the end of the guidebook. 2. From the checklist and any subtopic you can navigate to any other subtopic within that module by clicking on the top icons or the links at the bottom of the page. The arrow on the checklist indicates which subtopic you are currently working in.

3. You may also navigate to any part of the course by using the “Jump to” feature in the top right hand corner of the CORR website. By clicking in the field next to “Jump to” you’ll be provided with a list of all the modules and subtopics. The section you are currently in will not be listed. 4. You can also navigate through the course by using the “breadcrumbs” across the top of the page. Clicking on “IS” will bring you back to the topic outline.

Connect and Explore The Connect section starts out the module by offering readings, videos, or websites to investigate. At the bottom of the Connect page is a text field to “Process and Reflect” in a journal entry. These journal entries are shared with the group facilitator so that they may monitor ongoing progress. You may only submit a journal entry once.


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The Explore section follows the same format with videos, readings and journal entries but provides for a more in depth analysis of the topic. Journal entries are saved for review by the facilitator. Although they are not graded, they allow for facilitators to gauge participants understanding and knowledge of the topic. This will provide the facilitator with any opportunity to provide any feedback to the participant directly and assist them in continuing the course. To read any journal entry submitted by participants in your group, return to the Topic Outline. Within each module you will see the list of subtopics and if there are any journal entries within that module you will see at the bottom of the subtopics list lightly shaded subtopics that indicate there is a journal entry in that section. Click on the lightly shaded sub topic and you will be brought to a page where you may read the original journal prompt. In the top corner of the page it will indicate how many responses, if any, have been submitted.


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By clicking on the button “All Responses – View XX” you will be presented with a summary of all responses. To look at any individual response by participant click on the button “View by Response” – you may also download responses to a text document.

Share Each Share page offers the opportunity for discussion around a central topic or idea. The topics are already provided in the module and each participant can respond to the topic individually and/or reply to the responses of their peers. To reply to the topic:

a. Click the “Add a new discussion topic” button. b. Include a subject line and a message. c. If you are sending an image you must include a message, otherwise the

message will not post. Click the “Browse” button near the bottom of the discussion message box to locate and upload the image. (optional)

d. Click “Post to Forum” button

At this point, each participant may also choose to subscribe to the forum. When a person is subscribed to a forum it means that they will be sent email copies of every post in that forum (posts are sent about 60 minutes after the post was first written). This is useful for participants who may not check the course on a regular basis.


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Accessing the Discussion. Once a message is posted to the forum, you will see a link to the message. Click on the subject text (in this case, “My Thoughts”). If you click on the name of the person, you will see his/her profile information. You also will be reminded of the group number/name, number of replies, and number of messages unread.

Replying to the Discussion Messages. As the facilitator, you should monitor the discussion board and provide your own insights as well. It is expected that, a few times a week, you will read and reply to the posted messages. You do not need to reply to every participant, although it’s important to make your presence known. A good rule is to respond to at least two other people, and to always answer those who have reached out to you. Discussion Format. A format problem may arise when reading discussion messages. In the format shown above, the replies are in “nested” format. To view the discussion differently, click on the drop-down menu for a list of choices.

Apply Each apply section allows for participants to apply the knowledge learned within that module by participating in an activity or journal reflection. The journal entries follow the same format as in Connect or Explore. The activities are designed to provide hands on application of material learned. The activities may include Flash applications for participants to complete. Please be sure you have Adobe Shockwave Flash player installed on the computer from which you will access CORR. The responses to a Flash application completed in the Apply section are not saved for later viewing. You may always print a copy of your responses if you would like to save it for your files. Develop The develop section offers participants the opportunity to create tangible resources to use immediately in their own classrooms. The resource may be completed in an offline format through the use of a template downloaded from the course. It is the responsibility of each participant to share this with their facilitators. By allowing participants to work on Develop resources offline it allows for continued access to the work, even once the course has been completed. Additionally, participants will not see the Develop resources of their peers, but they should be shared with facilitators to ensure completion.


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If a participant is applying to receive graduate credit select resources may be requested by SPN. Self Check The self check section includes a short quiz to test the knowledge learned and acquired in each particular module. The check typically includes some multiple choice questions and short answer. This area can be saved and revisited at a later date prior to submitting. The answers to this section are shared with the group facilitator but not posted for all participants in a group to see.

To see results of the Self Check, start at the Topic Outline and click on the Self Check subtopic within the particular module. The landing page will allow the facilitator to preview the questions and look at the results of participants. To see the work of participants, click on the Results tab.

Once on the results page all participants’ responses will be organized in a chart like the one below. This chart identifies who has completed the self check, how long it took them, how many times they’ve attempted it, and their overall score and score for individual questions.

To see the responses of a participant you can click on the overall grade or to see only the response to one question click on the grade assigned to that question.


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Course Completion Once you have completed all five modules and the work or assignments in each of the subtopics you have completed the course. Congratulations! Each participant should check in with their group facilitator to ensure all components are completed at a satisfactory level and if there are any additional next steps. At this time, you may also request a certificate of completion from SPN by emailing [email protected]. A certificate will be sent to you electronically. Graduate Credit Each course is available for graduate credit through the University of Sioux Falls. The course may be completed at anytime in the year. SPN works with the University to assign grades and process transcripts on a rolling basis. For more information on graduate credit, costs, and credits assigned please visit http://www.successfulpractices.org/spn/page/Graduate-Credit. For Assistance If you need assistance with your username and/or password please contact Grace Demand at [email protected] If you need any assistance with technical aspects of the course layout, functionality or general questions please contact Ashley Terwilliger at [email protected]. You may also always call the office at 518-723-2063 during our office hours: Monday – Friday 8 am – 5 pm (EST).


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Checklist of Assignments Module 1 – Overview of Instructional Strategies: Matching Teaching Styles to Learning Styles Overview Activities

View a teacher's style and discover your own.

Read and explore resources related to the four learning styles.

Share which learner style your teaching style matches best and least.

Apply what you know about learning styles to brain-based learning.

Develop an action plan to improve your teaching to better meet the needs of ALL the learning styles in your classroom.


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Module 2 – Instructional Strategies for Students with a Concrete Sequential Learning Style

Overview Activities

Examine your current instruction in relation to the instructional strategies that are ideal for the concrete sequential learner.

Explore resources to learn about the five instructional strategies ideal for the concrete sequential learner.

Discuss and brainstorm ideas to enhance the instructional strategies in this topic.

Reinforce your knowledge of the instructional strategies and apply ideas for enhancing the strategies.

Teach a lesson that incorporates one or more of the instructional strategies for concrete sequential learners.


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Module 3 - Instructional Strategies for Students with an Abstract Sequential Learning Style

Overview Activities

Examine your current instruction in relation to the instructional strategies that are ideal for the abstract sequential learner.

Explore resources to learn about the four instructional strategies ideal for the abstract sequential learner.

Discuss the relationship between assessment and instructional strategies.

Apply your knowledge of the instructional strategies as they related to the abstract sequential learners.

Plan and teach a lesson that incorporates one or more of the instructional strategies.


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Module 4 – Instructional Strategies for Students with a Concrete Random Learner

Overview Activities

Examine your current instruction in relation to the instructional strategies that are ideal for the concrete random learner.

Explore resources to learn about the four instructional strategies ideal for the concrete random learner.

Share with your colleagues your thoughts on using games in teaching and learning.

Apply your knowledge of the instructional strategies as they related to the concrete random learner.

Plan and teach a lesson that incorporates one or more of the instructional strategies.


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Module 5 – Instructional Strategies for Students with a Abstract Random Learner Overview Activities

Examine your current instruction in relation to the instructional strategies that are ideal for the abstract random learner.

Explore resources to learn about the four instructional strategies ideal for the abstract random learner.

Discuss and brainstorm ideas to enhance the instructional strategies in this topic.

Reinforce your knowledge of the instructional strategies and apply ideas for enhancing the strategies.

Write an instructional evaluation of a class and analyze the implementation of the instructional strategies you learned in this course.

instructional strategies for rigor and relevance...instructional strategies for rigor and relevance...

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