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. Branigan--Hbranigan@aol.com

_________________________________

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

hbranigan@aol.com