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Instructional Strategies_ How to Teach for Rigor and Relevance

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					Instructional
  Strategies
         International Center for
       Leadership in Education, Inc.

   INSTRUCTIONAL
   STRATEGIES: How to
   Teach for Rigor and
   Relevance
_________________________________
  Helen M. Branigan--Hbranigan@aol.com
ICLE Philosophy
 Rigor
 Relevance
 Relationships
 All Students
Rigor
Relevance



  My only
  skill is
   taking
    tests.
All Students
Rigor/Relevance
  Framework
    pp. 1-5
        Instruction


RIGOR




        RELEVANCE
  Rigor/Relevance Framework
Knowledge                  Application
1. Recall Knowledge
          Low
2. Comprehension
3. Application
                      1.
                      2.
                         Knowledge of one discipline
                         Application within discipline
                      3. Application across disciplines
4. Analysis           4. Application to real world
5. Synthesis                predictable situations

           High
6. Evaluation         5. Application to real world
                            unpredictable situations
Instructional Strategies:
How to Teach for Rigor
and Relevance



       “Teaching is only as
       good as the learning
        that takes place.”
Does This Look Familiar?
Learning Results
   EffectiveTeaching
   Right Content
   Best Strategy
   Appropriate Timing
Instructional Strategies

Tools for Teachers
      ACTIVITY


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

    Matching
   Strategies to
R & R Framework
       p. 6
 Research


When to Use Strategy
    Based on
 Rigor/Relevance
   Framework
Selection of
Strategies
Based on
Rigor/
Relevance
Framework
  pp. 9-10
Selecting Strategies on Rigor/Relevance

  Best Strategies for Quadrant A
            Acquisition

     Guided         Practice
     Lecture
     Memorization
Selecting Strategies on Rigor/Relevance

  Best Strategies for Quadrant B -
            Application
       Demonstration
       InstructionalTechnology
       Problem-based Learning
       Cooperative Learning
       Project Design
       Simulation/Role Playing
       Work-based Learning
Selecting Strategies on Rigor/Relevance

 Best Strategies for Quadrant C -
           Assimilation
     Brainstorming
     Inquiry
     Instructional Technology
     Research
     Socratic Seminar
     Teacher Questions
Selecting Strategies on Rigor/Relevance
       Best Strategies for Quadrant D -
                  Adaptation

     Brainstorming                 Project Design
     Cooperative Learning          Research
     Inquiry                       Simulation/Role-playing
     Instructional Technology      Socratic Seminar
     Presentations/ Exhibitions    Teacher Questions
     Problem-based Learning        Work-based Learning
    Rigor/Relevance Framework
K                       Problems
N
O
W
         C                    D
L            Projects
E
D    Activities
G
E       A                     B
            APPLI CATI O N
Brainstorming
Cooperative Learning

                    Individual       Group



     Independence                            Interaction




                                 I
                                 n
                                 t
                                 e
                                 r
                                 p
                                 e
                                 r
                                 s
                                 o
                                 n
                                 a
                                 l
Demonstration
Guided Practice



       Homework           Worksheets




              Computer-based
              Drill and Practice
                 Intriguing
Inquiry        Investigations
           Create initial experiences to
           trigger student interest and
                      wonder.




Elements    Student Discourse
           Promote thoughtful student
            discussions by preparing
            students, planning topics
              and coaching groups.



                  Thoughtful
                  Reflection
                Encourage reflection
           through thought, writing and
               conversation and bring
            closure to understandings.
Instructional Technology

                    Virtual
                                            3-Dimensional
                    Reality




                                Instructional               Student
     Multimedia
                                 Technology                 Directed




                  Interactive                   No Limits
Lecture
Memorization
Note-taking/
Graphic Organizers
Presentations/
Exhibitions
Problem-based Learning

         Observations          Hypotheses


     Learn by
      Doing                              Authentic


                        PBL
    Solutions                              Case
                                          Studies

            Group
                              Engaging
            Work
Project Design
Research
                            Inte rv ie ws
                                              Surv e ys
             Community


                                                          Inte rne t
     Books
                                Scie ntfic



               Social           Re se arch
                                              Analytical



                            De scriptiv e

     Data Analysis                                     Expe rime nts

                Obse rv ation                Library
                                  Pe ople
Simulation/Role-playing
Socratic Seminar

                 Seated in              Required
                   Circle               Reading


    Follow-up                                      Question

                             Socratic
                             Seminar
     Listening                                     Leader



            Rigorous
                                    Participants
            Discussion
Teacher Questions

                       Information




        Imaginative                      Analytical



              1. Open-Ended Questions
              2. Wait Time
              3. Postive Feedback




          Opinion                      Follow-up




                      Conversational
Work-based Learning
What the Research
    Tells Us
                 We learn...   of what we read
                10%

                20%            of what we hear


                30%
                               of what we see

                50%
                               of what we see & hear
                60%
                               of what we discuss with others
                               of what we personally
                80%               experience

                                of what we TEACH
                95%               to someone else
From: William Glasser
Matching Classroom Instruction that Works
   to the Instructional Strategies for R and R

_   Three major meta studies
    on instructional strategies:
     – Marzano and MCREL
     – Walberg in Cawelti
     – McTighe and the
       Maryland Department of
       Education
Some of the Research Says…
 Classroom    Cooperative    Concept     Multiple
 Climate to   Learning       Development Intelligences
 Support                                 and/or
 Thinking                                Learning
                                         Styles

 Creative     Direct         Graphic       Meta-
 Problem      Teaching of    Organizers    cognition
 Solving      Thinking




  Jay McTighe, Maryland State Department of Education
                                          46
_   Parent involvement
_   Require and grade high quality homework
_   Aligned time on task
_   Direct teaching
_   Graphic organizers
_   Teaching of learning strategies to students
_   Tutoring                              The Handbook on
_   Master learning
_   Cooperative learning
                                          Instruction for
_   Adaptive education                    Student Success

    From Educational Research Services, Walberg in Cawelti
                                              47
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
  Style
Activity
Which do you prefer?
Activity              Discussion
Using Outlines        Using Narratives
Observing Others      Participating in
 in role playing   OR  role playing
Picture/Graphics      Description/Words
Working w/ Hands      Working w/ Head

      C                      A
Which do you prefer?
 Following        Working
  Directions       Independently
 Following        Creating your own
  Others           path
               OR
                  Approximation
 Precision
                  Creative
 Logical
                  Graphic
 Lists             Organizers
       S                 R
Learning Styles

    CS Concrete Sequential
    AS Abstract Sequential
    CR Concrete Random
    AR Abstract Random
Student Learning Styles
1.   Concrete-Sequential – students respond to well
     organized instruction that requires them to recall
     and construct correct responses.
2.   Abstract-Sequential – learners respond to more
     collaborative instruction that requires them to
     analyze information and explain answers.
3.   Concrete-Random- learners respond to
     opportunities to be creative and design products
     and individual responses.
4.   Abstract-Random – learners respond to creative
     learning activities.
Matching
Strategies
to Learning
Styles
  p. 11
Correlation
   With
Assessments
Rigorous and Relevant Instruction

         Types of Assessment
   Multiple Choice
   Constructed Response
   Extended Response
   Process Performance
   Product Performance
   Portfolio
   Interview
   Self-Reflection
Forms


   p. 12
Matching


of Student
Assessment
Strategies to




           Multiple Choice

           Constructed
           Response

           Extended
           Response

           Process
           Performance

           Product
           Performance

           Portfolio


           Interview

           Self Reflection
 STRATEGIES
       &
TECHNOLOGY
APPLICATIONS
   pp. 13-14
 CHANGING
   ROLES

Teacher/Student
   pp. 15-16
       International Center for
     Leadership in Education, Inc.




Instructional Strategies:
How to Teach for Rigor and
Relevance
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
             CONTENTS
Overview
Focus on Learning
Using Instructional Strategies
Professional Development Resources
Making a Difference with Professional
 Development
Techniques for Improving Instruction
Additional Resources
Instructional
 Strategies:
How to Teach
for Rigor and
  Relevance
  REFLECTION

What will you do next
     year in your
classroom/school as a
   result of today’s
       session?
I couldn’t wait for
  success…
So I went on without it.


            Jonathan Winters
Educational Partnerships for Improving
Student Achievement

  • Leaders in sustainable school improvement
  • A partner to districts across the country
  • 20 YR legacy of successful school reform


         Visit Consulting Services Table
         www.LeaderEd.com | info@LeaderEd.com
International Center for Leadership
 in Education
 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
Further Information

         ICLE

          at

  www.LeaderEd.com
Further Information

  Handouts & Power Point


      www.modelschools
conference.com/handouts10.html

         p. 4 Program

				
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posted:10/15/2012
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