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![Page 1: International Center for Leadership in Education, Inc. INSTRUCTIONAL STRATEGIES: How to Teach for Rigor and Relevance Helen M. Branigan--Hbranigan@aol.com.](https://reader036.fdocuments.net/reader036/viewer/2022062517/56649ebe5503460f94bc8fe5/html5/thumbnails/1.jpg)
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. [email protected]
_________________________________
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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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Learning ResultsLearning Results
Effective TeachingEffective TeachingRight ContentRight ContentBest StrategyBest StrategyAppropriate TimingAppropriate Timing
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ACTIVITY
Brainstorm Instructional
Strategies
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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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ACTIVITY
Matching Strategies to
R & R Framework
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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 pp. 9-10pp. 9-10
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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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BrainstormingBrainstorming
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Cooperative LearningCooperative Learning
InteractionIndependence
Individual Group
Interpersonal
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DemonstrationDemonstration
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Guided PracticeGuided Practice
Homework
Computer-basedDrill and Practice
Worksheets
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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
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Instructional TechnologyInstructional Technology
InstructionalTechnology
VirtualReality
3-Dimensional
StudentDirected
No Limits
Multimedia
Interactive
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LectureLecture
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MemorizationMemorization
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Note-taking/Note-taking/Graphic OrganizersGraphic Organizers
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Presentations/Presentations/ExhibitionsExhibitions
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Problem-based LearningProblem-based Learning
PBL
Authentic
Observations Hypotheses
Learn by Doing
EngagingGroupWork
Case Studies
Solutions
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Project DesignProject Design
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ResearchResearch
Research
Scientfic
AnalyticalSocial
Descriptive
Books
Community
Interviews
Surveys
Internet
Experiments
LibraryObservation
Data Analysis
People
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Simulation/Role-playingSimulation/Role-playing
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Socratic SeminarSocratic Seminar
Socratic Seminar
Question
Seated in Circle
Required Reading
Follow-up
ParticipantsRigorousDiscussion
LeaderListening
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Teacher QuestionsTeacher Questions
Conversational
Information
AnalyticalImaginative
Follow-upOpinion
1. Open-Ended Questions2. Wait Time3. Postive Feedback
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Work-based LearningWork-based Learning
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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 Matching Strategies Strategies to Learning to Learning StylesStyles
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CorrelationCorrelationWithWith
AssessmentsAssessments
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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
Mu
ltip
le C
hoic
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
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CHANGING CHANGING ROLESROLES
Teacher/StudentTeacher/Student
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Strategy:
Learn
Three examples of how you might use it
Correlate to Quadrant
Explain to others in group
Instructional Strategies
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Activity—Day 2
Building Learning Relationships
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Activity
Student Profiles
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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?