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

_________________________________

“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

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 Framework

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

BrainstormingBrainstorming

Cooperative LearningCooperative Learning

InteractionIndependence

Individual Group

Interpersonal

DemonstrationDemonstration

Guided PracticeGuided Practice

Homework

Computer-basedDrill and Practice

Worksheets

InquiryInquiry IntriguingInvestigations

Create initial experiences to trigger student interest and

wonder.

Student DiscoursePromote 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.

Elements

Instructional TechnologyInstructional Technology

InstructionalTechnology

VirtualReality

3-Dimensional

StudentDirected

No Limits

Multimedia

Interactive

LectureLecture

MemorizationMemorization

Note-taking/Note-taking/Graphic OrganizersGraphic Organizers

Presentations/Presentations/ExhibitionsExhibitions

Problem-based LearningProblem-based Learning

PBL

Authentic

Observations Hypotheses

Learn by Doing

EngagingGroupWork

Case Studies

Solutions

Project DesignProject Design

ResearchResearch

Research

Scientfic

AnalyticalSocial

Descriptive

Books

Community

Interviews

Surveys

Internet

Experiments

LibraryObservation

Data Analysis

People

Simulation/Role-playingSimulation/Role-playing

Socratic SeminarSocratic Seminar

Socratic Seminar

Question

Seated in Circle

Required Reading

Follow-up

ParticipantsRigorousDiscussion

LeaderListening

Teacher QuestionsTeacher Questions

Conversational

Information

AnalyticalImaginative

Follow-upOpinion

1. Open-Ended Questions2. Wait Time3. Postive Feedback

Work-based LearningWork-based Learning

Strategies that Work 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

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

Mu

ltip

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hoic

e

Con

str

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dR

esp

on

se

Exte

nd

ed

Resp

on

se

Pro

cess

Perf

orm

an

ce

Pro

du

ct

Perf

orm

an

ce

Port

foli

o

Inte

rvie

w

Self

Refl

ecti

on

STRATEGIES &

TECHNOLOGY APPLICATIONS

CHANGING CHANGING ROLESROLES

Teacher/StudentTeacher/Student

Strategy:

Learn

Three examples of how you might use it

Correlate to Quadrant

Explain to others in group

Instructional Strategies

Activity—Day 2

Building Learning Relationships

Activity

Student Profiles

Student Profiles_ Read the description of each student.

_ Which student were you most like?

_ What strategies could be used to reach out to this student? Could have been used to reach out to you?