International Center for
Leadership in Education, Inc.
INSTRUCTIONAL
STRATEGIES: How to
Teach for Rigor and
Relevance
_________________________________
Helen M. [email protected]
Instructional Strategies:
How to Teach for Rigor
and Relevance
“Teaching is only as
good as the learning
that takes place.”
Learning Results
Effective
Teaching
Right Content
Best Strategy
Appropriate Timing
ACTIVITY
Brainstorm Instructional
Strategies
Strategies
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Brainstorming
Cooperative Learning
Demonstration
Guided Practice
Inquiry
Instructional
Technology
Lecture
Note-taking/Graphic
Organizers
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Memorization
Presentations/Exhibitions
Research
Problem-based learning
Project Design
Simulation/Role-playing
Socratic Seminar
Teacher Questions
Work-based Learning
ACTIVITY
Matching
Strategies to
R & R Framework
Research
When to Use Strategy
Based on
Rigor/Relevance
Framework
Selection of
Strategies
Based on
Rigor/
Relevance
Framework
pp. 9-10
Rigor/Relevance Framework
K
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W
L
E
D
G
E
Problems
C
D
Projects
Activities
A
B
APPLI CAT I O N
Brainstorming
Cooperative Learning
Individual
Group
Independence
Interaction
I
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t
e
r
p
e
r
s
o
n
a
l
Demonstration
Guided Practice
Homework
Worksheets
Computer-based
Drill and Practice
Inquiry
Elements
Intriguing
Investigations
Create initial experiences to
trigger student interest and
wonder.
Student Discourse
Promote 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.
Instructional Technology
Virtual
Reality
3-Dimensional
Instructional
Technology
Multimedia
Interactive
Student
Directed
No Limits
Lecture
Memorization
Note-taking/
Graphic Organizers
Presentations/
Exhibitions
Problem-based Learning
Hypotheses
Observations
Learn by
Doing
Authentic
PBL
Case
Studies
Solutions
Group
Work
Engaging
Project Design
Research
Interviews
Surveys
Community
Internet
Books
Scientfic
Social
Research
Analytical
Descriptive
Experiments
Data Analysis
Observation
Library
People
Simulation/Role-playing
Socratic Seminar
Seated in
Circle
Required
Reading
Follow-up
Listening
Rigorous
Discussion
Question
Socratic
Seminar
Leader
Participants
Teacher Questions
Information
Analytical
Imaginative
1. Open-Ended Questions
2. Wait Time
3. Postive Feedback
Opinion
Follow-up
Conversational
Work-based Learning
Strategies that Work
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Identifying Similarities and
Differences
Summarizing and Note Taking
Reinforcing Effort and Providing
Recognition
Homework and Practice
Nonlinguistic Representations
Robert Marzano, 2001
Strategies that Work
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Cooperative Learning
Setting Objectives and Providing
Feedback
Generating and Testing
Hypotheses
Cues, Questions, and Advance
Organizers
Robert Marzano, 2001
Learning
Style
Activity
Which do you prefer?
Activity
Using Outlines
Observing Others
in role playing
Picture/Graphics
Working w/ Hands
C
Discussion
Using Narratives
Participating in
role playing
OR
Description/Words
Working w/ Head
A
Which do you prefer?
Following
Directions
Following
Others
Precision
Logical
Lists
S
Working
Independently
Creating your own
path
OR
Approximation
Creative
Graphic
Organizers
R
Learning Styles
CS Concrete Sequential
AS Abstract Sequential
CR Concrete Random
AR Abstract Random
Matching
Strategies
to Learning
Styles
Correlation
With
Assessments
Rigorous and Relevant Instruction
Types of Assessment
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Multiple Choice
Constructed Response
Extended Response
Process Performance
Product Performance
Portfolio
Interview
Self Reflection
Self Reflection
Interview
Portfolio
Product
Performance
Process
Performance
Extended
Response
Constructed
Response
Multiple Choice
Matching
Strategies to
Forms
of Student
Assessment
STRATEGIES
&
TECHNOLOGY
APPLICATIONS
CHANGING
ROLES
Teacher/Student
Instructional Strategies
Strategy:
Learn
Three examples of how you
might use it
Correlate to Quadrant
Explain to others in group
Activity—Day 2
Building Learning
Relationships
Activity
Student Profiles
Student Profiles
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Read the description of each student.
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Which student were you most like?
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What strategies could be used to reach
out to this student? Could have been
used to reach out to you?