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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