Rigor& Relevance

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Rigor& Relevance

  1. 1. International Center for Leadership in Education, Inc. Instructional Strategies: How to Teach for Rigor and Relevance
  2. 2. Assimilation of knowledge Thinking Continuum Acquisition of knowledge
  3. 3. Action Continuum Acquisition Application of knowledge of knowledge
  4. 4. Rigor/Relevance Framework 6 Knowledge 5 4 3 2 Application 1 1 2 3 4 5
  5. 5. Rigor/Relevance Framework K N O W C D L E D G E A B APPLI CAT I O N
  6. 6. Rigor/Relevance Framework K N Assimilation Adaptation O W C D L E D Acquisition Application G E A B APPLI CAT I O N
  7. 7. 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
  8. 8. Knowledge Taxonomy 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
  9. 9. Rigor/Relevance Framework Application Knowledge Model Taxonomy 1. Knowledge in one discipline 1. Awareness 2. Application within discipline 2. Comprehension 3. Application across disciplines 3. Application 4. Application to real-world 4. Analysis predictable situations 5. Synthesis 5. Application to real-world 6. Evaluation unpredictable situations
  10. 10. Learning Activity Retention Amount of Transfer Teach Others/Use Learning 90% Practice & Real Application 75% Discussion Group 50% Demonstration 30% Audio Visual 20% Reading 10% Lecture 5% William Glasser, The Quality School
  11. 11. Traditional Planning Curriculum Instruction Assessment
  12. 12. Go od Ass Factors in Planning ess ment Prac Effec tice tive I s nstru ction Content Knowled ge Curriculum Standards Planning Steps wled ge Student Kno n s pec tatio x ity E mun Com e edg owl f Kn Sel
  13. 13. Performance Planning Model Assessment Curriculum Planning Feedback/ Steps Evaluation Instruction
  14. 14. Rigorous and Relevant Instruction Planning Steps
  15. 15. Rigorous and Relevant Instruction Planning Steps  Definition of instructional unit
  16. 16. Rigorous and Relevant Instruction Planning Steps  Definition of instructional unit  Levels of expected student knowledge and performance
  17. 17. Rigorous and Relevant Instruction Planning Steps  Definition of instructional unit  Levels of expected student knowledge and performance  Student work
  18. 18. Rigorous and Relevant Instruction Planning Steps  Definition of instructional unit  Levels of expected student knowledge and performance  Student work  Content knowledge
  19. 19. Rigorous and Relevant Instruction Planning Steps  Definition of instructional unit  Levels of expected student knowledge and performance  Student work  Content knowledge  Essential questions / concepts
  20. 20. Rigorous and Relevant Instruction Planning Steps  Definition of instructional unit  Levels of expected student knowledge and performance  Student work  Content knowledge  Essential questions / concepts  Assessment and instruction
  21. 21. Rigorous and Relevant Instruction Key Questions
  22. 22. Rigorous and Relevant Instruction Key Questions  What is the focus of the instructional unit (topic, area, theme, setting or concepts)? What are the important connections (standards, other disciplines)?
  23. 23. Rigorous and Relevant Instruction Key Questions  What is the focus of the instructional unit (topic, area, theme, setting or concepts)? What are the important connections (standards, other disciplines)?  What are students expected to know and be able to do (knowledge and application level)?
  24. 24. Rigorous and Relevant Instruction Key Questions  What is the focus of the instructional unit (topic, area, theme, setting or concepts)? What are the important connections (standards, other disciplines)?  What are students expected to know and be able to do (knowledge and application level)?  What student work will be used to measure achievement?
  25. 25. Rigorous and Relevant Instruction Key Questions  What is the focus of the instructional unit (topic, area, theme, setting or concepts)? What are the important connections (standards, other disciplines)?  What are students expected to know and be able to do (knowledge and application level)?  What student work will be used to measure achievement?  What content will students need?
  26. 26. Rigorous and Relevant Instruction Key Questions  What is the focus of the instructional unit (topic, area, theme, setting or concepts)? What are the important connections (standards, other disciplines)?  What are students expected to know and be able to do (knowledge and application level)?  What student work will be used to measure achievement?  What content will students need?  What key questions and/or concepts will trigger student interest?
  27. 27. Rigorous and Relevant Instruction Key Questions  What is the focus of the instructional unit (topic, area, theme, setting or concepts)? What are the important connections (standards, other disciplines)?  What are students expected to know and be able to do (knowledge and application level)?  What student work will be used to measure achievement?  What content will students need?  What key questions and/or concepts will trigger student interest?  What assessment and instruction will be effective?
  28. 28. Strategies  Brainstorming  Memorization  Cooperative Learning  Presentations/Exhibitions  Demonstration  Research  Guided Practice  Problem-based learning  Inquiry  Project Design  Instructional  Simulation/Role-playing Technology  Socratic Seminar  Lecture  Teacher Questions  Note-taking/Graphic  Work-based Learning Organizers
  29. 29. Selection of Strategies Based on Rigor/ Relevance Framework
  30. 30. Selecting Strategies on Rigor/Relevance Best Strategies for Quadrant A - Acquisition  Guided Practice  Lecture  Memorization
  31. 31. Selecting Strategies on Rigor/Relevance Best Strategies for Quadrant B - Application  Cooperative Learning  Demonstration  Instructional Technology  Problem-based Learning  Project Design  Simulation/Role Playing  Work-based Learning
  32. 32. Selecting Strategies on Rigor/Relevance Best Strategies for Quadrant C - Assimilation  Brainstorming  Inquiry  Instructional Technology  Research  SocraticSeminar  Teacher Questions
  33. 33. Selecting Strategies on Rigor/Relevance Best Strategies for Quadrant D - Adaptation  Brainstorming  Project Design  Cooperative Learning  Research  Inquiry  Simulation/Role-  Instructional playing Technology  Socratic Seminar  Presentations/  Teacher Questions Exhibitions  Work-based  Problem-based Learning Learning
  34. 34. Matching Strategies to Learning Style
  35. 35. Matching Strategies to Learning Styles Best Strategies for Concrete-Sequential Learners  Demonstration  Guided Practice  Lecture  Memorization  Teacher Questions
  36. 36. Matching Strategies to Learning Styles Best Strategies for Abstract-Sequential Learners  Cooperative Learning  Problem-based Learning  Research  Socratic Seminar
  37. 37. Matching Strategies to Learning Styles Best Strategies for Concrete-Random Learners  InstructionalTechnology  Problem-based Learning  Project Design  Work-based Learning
  38. 38. Matching Strategies to Learning Styles Best Strategies for Abstract-Random Learners  Brainstorming  Inquiry  Presentations/Exhibitions  Simulations/Role-playing
  39. 39. Forms Matching of Student Assessment Strategies to Multiple Choice Constructed Response Extended Response Process Performance Product Performance Portfolio Interview Self Reflection

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