International Center for Leadership in Education, Inc.

Instructional Strategies:How to Teach for Rigor and Relevance

Assimilationof knowledge

Acquisition of knowledge

Thinking Continuum

Acquisitionof knowledge

Applicationof knowledge

Action Continuum

1 2 3 4 5

Application

Knowledge

1

23

456

Rigor/Relevance Framework

KNOWLEDGE

A P P L I C A T I O N

A B

DCRigor/Relevance Framework

KNOWLEDGE

A P P L I C A T I O N

A B

DC

Acquisition Application

AdaptationAssimilation

Rigor/Relevance Framework

Application Model

1. Knowledge in one discipline2. Application within discipline3. Application across

disciplines4. Application to real-world

predictable situations5. Application to real-world

unpredictable situations

1. Awareness2. Comprehension 3. Application4. Analysis5. Synthesis 6. Evaluation

Knowledge Taxonomy

Rigor/Relevance Framework

1. Awareness2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

1. Knowledge in one discipline2. Application within discipline3. Application across disciplines4. Application to real-world

predictable situations5. Application to real-world

unpredictable situations

KnowledgeTaxonomy

Application Model

Amount of Transfer

Teach Others/Use Learning

Practice & Real Application

Discussion Group

Demonstration

Audio Visual

Reading

Lecture

90%

75%

50%

30%

20%

10%

5%

Learning Activity Retention

William Glasser, The Quality School

AssessmentCurriculum Instruction

Traditional Planning

Factors in Planning

Content Knowledge

Effective Instruction

Good Assessment Practices

Student Knowledge

Community Expectations

Self Knowledge

Curriculum Standards PlanningSteps

AssessmentCurriculum

PlanningSteps

Feedback/Evaluation

Performance Planning Model

Instruction

Planning StepsRigorous and Relevant Instruction

Planning Steps

Definition of instructional unit

Rigorous and Relevant Instruction

Planning Steps

Definition of instructional unit Levels of expected student

knowledge and performance

Rigorous and Relevant Instruction

Planning Steps

Definition of instructional unit Levels of expected student

knowledge and performance Student work

Rigorous and Relevant Instruction

Planning Steps

Definition of instructional unit Levels of expected student

knowledge and performance Student work Content knowledge

Rigorous and Relevant Instruction

Planning Steps

Definition of instructional unit Levels of expected student

knowledge and performance Student work Content knowledge Essential questions / concepts

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

Rigorous and Relevant Instruction

Key QuestionsRigorous and Relevant Instruction

Key QuestionsWhat is the focus of the instructional unit (topic,

area, theme, setting or concepts)? What are the important connections (standards, other disciplines)?

Rigorous and Relevant Instruction

Key QuestionsWhat 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)?

Rigorous and Relevant Instruction

Key QuestionsWhat 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?

Rigorous and Relevant Instruction

Key QuestionsWhat 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?

Rigorous and Relevant Instruction

Key QuestionsWhat 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?

Rigorous and Relevant Instruction

Key QuestionsWhat 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?

Rigorous and Relevant Instruction

Strategies Brainstorming Cooperative Learning Demonstration Guided Practice Inquiry Instructional

Technology Lecture Note-taking/Graphic

Organizers

Memorization Presentations/Exhibitions Research Problem-based learning Project Design Simulation/Role-playing Socratic Seminar Teacher Questions Work-based Learning

Selection of Strategies Based on Rigor/Relevance Framework

Selecting Strategies on Rigor/Relevance

Guided PracticeLectureMemorization

Best Strategies for Quadrant A - Acquisition

Selecting Strategies on Rigor/Relevance

Cooperative LearningDemonstration Instructional TechnologyProblem-based LearningProject DesignSimulation/Role PlayingWork-based Learning

Best Strategies for Quadrant B - Application

Selecting Strategies on Rigor/Relevance

Brainstorming Inquiry Instructional TechnologyResearchSocratic SeminarTeacher Questions

Best Strategies for Quadrant C - Assimilation

Selecting Strategies on Rigor/Relevance

BrainstormingCooperative Learning Inquiry Instructional

TechnologyPresentations/

ExhibitionsProblem-based

Learning

Best Strategies for Quadrant D - Adaptation

Project DesignResearchSimulation/Role-

playingSocratic SeminarTeacher QuestionsWork-based

Learning

Matching Strategies to Learning Style

Matching Strategies to Learning Styles

DemonstrationGuided PracticeLectureMemorizationTeacher Questions

Best Strategies for Concrete-Sequential Learners

Matching Strategies to Learning Styles

Cooperative LearningProblem-based LearningResearchSocratic Seminar

Best Strategies for Abstract-Sequential Learners

Matching Strategies to Learning Styles

Instructional TechnologyProblem-based LearningProject DesignWork-based Learning

Best Strategies for Concrete-Random Learners

Matching Strategies to Learning Styles

Brainstorming InquiryPresentations/ExhibitionsSimulations/Role-playing

Best Strategies for Abstract-Random Learners

Matching Strategies to Forms of Student Assessment

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