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Transcript of “In years to come, your students may forget what you taught them. But they will always remember...
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“In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”
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International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
STRATEGIES FORSTRATEGIES FORRIGOR ANDRIGOR ANDRELEVANCERELEVANCE
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Successful Training…
What worked best?What were/are your
challenges?
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International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
Rigor/Relevance Rigor/Relevance FrameworkFramework
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Rigor/Relevant Framework
1. Awareness2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation
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
Knowledge Application
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Describe function Describe function of gasof gas
spectrophotometerspectrophotometer
DifficultDifficult
Solve quadratic Solve quadratic equationsequations
Determine cost efficent Determine cost efficent heating for new home heating for new home
designdesign
Troubleshoot Troubleshoot lawnmower that lawnmower that
doesn’t startdoesn’t start
High
HighLow
Low
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Count by 5s to 100Count by 5s to 100
EasyEasy
Compare Compare captialism and captialism and
socialismsocialismWrite a letter to the Write a letter to the
editoreditor
Make change as Make change as cashier without cashier without working registerworking register
High
HighLow
Low
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherTeacherWorkWork
Teacher/Student RolesTeacher/Student Roles
StudentStudentThinkThink
StudentStudentThink & WorkThink & Work
StudentStudentWorkWork
High
HighLow
Low
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RightRightAnswerAnswer
Did Students Get it Right?Did Students Get it Right?
RationalRationalAnswerAnswer
RightRightQuestionsQuestions
RightRightProcedureProcedure
High
HighLow
Low
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
No Reflection Only the Right
Answer
Reflective Thought
Reflection to Analyze
Reflection to Create, Design, or Develop
Reflection to Follow Right Steps
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
Relationships have little influence on
learning
Relationships
Requires relationships where students receive
assistance as needed
Requires relationships at high levels and with
multiple people
Requires relationships where students work effectively with others
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Why Rigor and Relevance? Changing Nature of Work International Comparisons Changing Youth Way to Focus on Student Learning Tool for School Alignment Explain What is Important It is what is on THE test Increase Student Motivation
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Ways to Increase Rigor and Relevance
Challenging Assessments Interdisciplinary Instruction Reading in the Content Area Communicating with Parents Use of Technology New Teaching Ideas Peer Teaching Observations Peer Learning Experience Review Action Research Continuous Professional Development
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Benefits of Using Rigor and Relevance?
Better prepare students for future work Way to focus student learning on priority
standards Ensure student achieve standards Align curriculum, instruction and assessment Prepare for state tests Increase student interest and motivation
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VIDEO
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“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
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International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
Instructional Instructional Strategies:Strategies:How to Teach for Rigor How to Teach for Rigor and Relevanceand Relevance
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ACTIVITY
Matching Strategies to
R & R Framework
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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
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ResearchResearch
When to Use StrategyBased on
Rigor/RelevanceFramework
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Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Activities
Projects
Problems
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CorrelationCorrelationWithWith
AssessmentsAssessments
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ACTIVITY
MATCHING
1. List four types of assessment.
2. Match an ideal strategy to
each assessment.Example: Multiple Choice—Lecture
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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
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Matching Matching Strategies to Strategies to Forms Forms of Student of Student AssessmentAssessment
p. 21p. 21M
ult
iple
Ch
oic
e
Con
str
ucte
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
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STRATEGIES &
TECHNOLOGY APPLICATIONS
pp. 23-24
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CHANGING CHANGING ROLESROLES
Teacher/StudentTeacher/Studentpp. 8-9 Handoutpp. 8-9 Handout
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Instructional Strategies: How to Teach for Rigor and Relevance
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STRATEGY
WHAT?EXAMPLE(S) FROM
PRACTICE
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Strategies that Work Identifying Similarities and
Differences Summarizing and Note Taking Reinforcing Effort and Providing
Recognition Homework and Practice Nonlinguistic Representations
Robert Marzano, 2001
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Strategies that Work Cooperative Learning Setting Objectives and Providing
Feedback Generating and Testing
Hypotheses Cues, Questions, and Advance
Organizers Robert Marzano, 2001
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Learning Learning Style Style
ActivityActivity
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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
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Which do you prefer?
Following Directions
Following Others
Precision
Logical
Lists
Working Independently
Creating your own path
ApproximationCreativeGraphic
Organizers
S R
OR
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Learning Styles
CS Concrete Sequential
AS Abstract Sequential
CR Concrete Random
AR Abstract Random
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Matching Strategies to Learning StylesMatching Strategies to Learning Styles
DemonstrationDemonstrationGuided PracticeGuided PracticeLectureLectureMemorizationMemorizationTeacher QuestionsTeacher Questions
Best Strategies for Concrete-Sequential Learners
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Matching Strategies to Learning StylesMatching Strategies to Learning Styles
Cooperative LearningCooperative LearningProblem-based LearningProblem-based LearningResearchResearchSocratic SeminarSocratic Seminar
Best Strategies for Abstract-Sequential Learners
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Matching Strategies to Learning StylesMatching Strategies to Learning Styles
Instructional TechnologyInstructional TechnologyProblem-based LearningProblem-based LearningProject DesignProject DesignWork-based LearningWork-based Learning
Best Strategies for Concrete-Random Learners
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Matching Strategies to Learning StylesMatching Strategies to Learning Styles
BrainstormingBrainstormingInquiryInquiryPresentations/ExhibitionsPresentations/ExhibitionsSimulations/Role-playingSimulations/Role-playing
Best Strategies for Abstract-Random Learners
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Matching Matching Strategies Strategies to Learning to Learning StyleStyle
p. 19p. 19
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Note-taking/Note-taking/Graphic OrganizersGraphic Organizers
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Note-taking/Note-taking/Graphic OrganizersGraphic Organizers
When to Use StrategyBased on
Rigor/RelevanceFramework
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Types of Graphic
Organizers
Describing
Making
Meaning
Solving
Problems
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Brainstorming Web
Graphic OrganizersGraphic Organizers
MAYANCivilization
Use hieroglyphics
Advanced math
Astronomy
Calendar that measures time in
millennia
Carvings in jade and obsidian
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Clustering Web
Graphic OrganizersGraphic Organizers
Main Idea
B
A C Idea
Idea
Idea
Idea
Idea Idea
Idea
Idea
Idea
Idea
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Character Web
Graphic OrganizersGraphic Organizers
Name of Character
________
One thing the person says or
does
Word to describe the
person
One thing the person says or
does
Word to describe the
person
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Hierarchy
Graphic OrganizersGraphic Organizers
Top Level
Level 1 Level 1 Level1
Level 2A
Level 2A
Level 2A
Level 2A
Level 2A
Level 2A
Level 2A
Level 2A
Level 2A
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Continuum
Graphic OrganizersGraphic Organizers
Radio TV PC WWW
1900 1950 2000
TimelineTime Line
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Spider Map
Graphic OrganizersGraphic Organizers
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Affinity Diagram
Graphic OrganizersGraphic Organizers
What are the Issues Involved in Successfully Marketing our
Holographic Phone?
Marketing Materials Needed
Internal Systems
Preparation
Pinpoint Product
Definition
Critical Information
Needed
Advance Production
Requirements
Overall Product Launch
Campaign
Announce product at annual communications
trade show
When to public ize product?
Market promotions to
distributors and dealers in
advance of release
New box design
Video to explain product to distributors
Video to explain product to consumers
Brochures
TV Ad 30 second and 60 second spots
Newspaper Ads
Dealer training materials
Train Customer Service
Representatives
New product information for
database
New product numbering scheme
Refine potential market
Define advantages over existing
products
Finish market research
Analyze pric ing structure
How much are customers willing to
pay?
What is competition doing in this area?
What is the initial market size?
Need replacement
units for warranty returns
Full production of prototypes
Need sales forecasts for initial
manufacturing run
Need Patent materials finished
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Cause and Effect/Fishbone Map
Graphic OrganizersGraphic Organizers
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Media Plan
Graphic OrganizersGraphic Organizers
Opening Scene 1
Ending
Scene 2 Scene 3
Scene 4 Scene 5 Scene 6
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Decision Matrix
Graphic OrganizersGraphic Organizers
Main Idea
Idea 1
Idea 2
Idea 3
Idea 4
Criteria A Criteria B Criteria C
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Concept Map
Graphic OrganizersGraphic Organizers
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Cycle
Graphic OrganizersGraphic Organizers
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Interaction Outline
Graphic OrganizersGraphic Organizers
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KWL Chart
Graphic OrganizersGraphic OrganizersTopic
________________________________
K nowWhat I know I know
W ant to KnowWhat I want to know
LearnedWhat I learned
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T-Graph
Graphic OrganizersGraphic Organizers
Analogy Organizer
New Concept Familiar Concept
Similarities
1. __________
2. __________
3. __________
4. __________
Differences
Categories
1. __________
2. __________
3. __________
4. __________
1. ________ 2. ________ 3. ________
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Venn Diagram
Graphic OrganizersGraphic Organizers
A B
C
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Helping Students Design Graphic Organizers
• Explain and Show Graphic Organizers and Explain and Show Graphic Organizers and Their UseTheir Use
• Provide ExamplesProvide Examples• Use Graphic Organizers As You TeachUse Graphic Organizers As You Teach• Provide Templates of the Graphic OrganizersProvide Templates of the Graphic Organizers• Have Students Work in Small Groups to Have Students Work in Small Groups to
Complete Graphic Organizers Complete Graphic Organizers • Have Students Create Their OwnHave Students Create Their Own• Have Students Present Their Organizers to the Have Students Present Their Organizers to the
ClassClass
Graphic OrganizersGraphic Organizers
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READINGREADINGSTRATEGIESSTRATEGIES
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LEXILE
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Checklistp. 10 Handout
Activity
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1. Description of lesson you taught – what and how
2. What R/R quadrant(s)
3. What R/R quadrant(s) would you teach it now
4. What assessment would you use and why
5. What instructional strategies would you use now and why?
Lesson Reflection
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R S V P
Activity
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ACTION PLAN
Activity
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Staying on the Cutting Edge
Recognize the need for change
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Staying on the Cutting Edge
Recognize the need for change
Focus on the real goals
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Look into the future through the eyes of a child?
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Staying on the Cutting Edge
Recognize the need for change
Focus on the real goals Keep yourself learning
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Sometimes, I Sometimes, I feel like I know feel like I know less today than less today than
I did yesterday.I did yesterday.
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Staying on the Cutting Edge
Recognize the need for change
Focus on the real goals Keep yourself learning Share with others
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Are you still making allAre you still making allof the decisions?of the decisions?
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Staying on the Cutting Edge
Recognize the need for change
Focus on the real goals Keep yourself learning Share with others Don’t follow others blindly
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Lovers never send form letters.
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Center Web Sitehttp://www.LeaderEd.com
/msc05handouts.html
Conference Web Site