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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.”

“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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Page 1: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

“In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Page 2: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.

STRATEGIES FORSTRATEGIES FORRIGOR ANDRIGOR ANDRELEVANCERELEVANCE

Page 3: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Successful Training…

What worked best?What were/are your

challenges?

Page 4: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.

Rigor/Relevance Rigor/Relevance FrameworkFramework

Page 5: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 6: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Page 7: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 8: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 9: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

TeacherTeacherWorkWork

Teacher/Student RolesTeacher/Student Roles

StudentStudentThinkThink

StudentStudentThink & WorkThink & Work

StudentStudentWorkWork

High

HighLow

Low

Page 10: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 11: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 12: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 13: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 14: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 15: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 16: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

VIDEO

Page 17: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

“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

Page 18: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 19: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

ACTIVITY

Matching Strategies to

R & R Framework

Page 20: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 21: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

ResearchResearch

When to Use StrategyBased on

Rigor/RelevanceFramework

Page 22: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

Page 23: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Activities

Projects

Problems

Page 24: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

CorrelationCorrelationWithWith

AssessmentsAssessments

Page 25: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

ACTIVITY

MATCHING

1. List four types of assessment.

2. Match an ideal strategy to

each assessment.Example: Multiple Choice—Lecture

Page 26: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 27: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Matching Matching Strategies to Strategies to Forms Forms of Student of Student AssessmentAssessment

p. 21p. 21M

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iple

Ch

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e

Con

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dR

esp

on

se

Exte

nd

ed

Resp

on

se

Pro

cess

Perf

orm

an

ce

Pro

du

ct

Perf

orm

an

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Port

foli

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Inte

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Self

Refl

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on

Page 28: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

STRATEGIES &

TECHNOLOGY APPLICATIONS

pp. 23-24

Page 29: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

CHANGING CHANGING ROLESROLES

Teacher/StudentTeacher/Studentpp. 8-9 Handoutpp. 8-9 Handout

Page 30: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Instructional Strategies: How to Teach for Rigor and Relevance

Page 31: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

STRATEGY

WHAT?EXAMPLE(S) FROM

PRACTICE

Page 32: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Strategies that Work Identifying Similarities and

Differences Summarizing and Note Taking Reinforcing Effort and Providing

Recognition Homework and Practice Nonlinguistic Representations

Robert Marzano, 2001

Page 33: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Strategies that Work Cooperative Learning Setting Objectives and Providing

Feedback Generating and Testing

Hypotheses Cues, Questions, and Advance

Organizers Robert Marzano, 2001

Page 34: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Learning Learning Style Style

ActivityActivity

Page 35: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 36: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Which do you prefer?

Following Directions

Following Others

Precision

Logical

Lists

Working Independently

Creating your own path

ApproximationCreativeGraphic

Organizers

S R

OR

Page 37: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Learning Styles

CS Concrete Sequential

AS Abstract Sequential

CR Concrete Random

AR Abstract Random

Page 38: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Matching Strategies to Learning StylesMatching Strategies to Learning Styles

DemonstrationDemonstrationGuided PracticeGuided PracticeLectureLectureMemorizationMemorizationTeacher QuestionsTeacher Questions

Best Strategies for Concrete-Sequential Learners

Page 39: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Matching Strategies to Learning StylesMatching Strategies to Learning Styles

Cooperative LearningCooperative LearningProblem-based LearningProblem-based LearningResearchResearchSocratic SeminarSocratic Seminar

Best Strategies for Abstract-Sequential Learners

Page 40: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 41: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Matching Strategies to Learning StylesMatching Strategies to Learning Styles

BrainstormingBrainstormingInquiryInquiryPresentations/ExhibitionsPresentations/ExhibitionsSimulations/Role-playingSimulations/Role-playing

Best Strategies for Abstract-Random Learners

Page 42: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Matching Matching Strategies Strategies to Learning to Learning StyleStyle

p. 19p. 19

Page 43: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Note-taking/Note-taking/Graphic OrganizersGraphic Organizers

Page 44: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Note-taking/Note-taking/Graphic OrganizersGraphic Organizers

When to Use StrategyBased on

Rigor/RelevanceFramework

Page 45: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Types of Graphic

Organizers

Describing

Making

Meaning

Solving

Problems

Page 46: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”
Page 47: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Brainstorming Web

Graphic OrganizersGraphic Organizers

MAYANCivilization

Use hieroglyphics

Advanced math

Astronomy

Calendar that measures time in

millennia

Carvings in jade and obsidian

Page 48: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Clustering Web

Graphic OrganizersGraphic Organizers

Main Idea

B

A C Idea

Idea

Idea

Idea

Idea Idea

Idea

Idea

Idea

Idea

Page 49: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 50: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 51: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Continuum

Graphic OrganizersGraphic Organizers

Radio TV PC WWW

1900 1950 2000

TimelineTime Line

Page 52: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Spider Map

Graphic OrganizersGraphic Organizers

Page 53: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”
Page 54: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 55: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Cause and Effect/Fishbone Map

Graphic OrganizersGraphic Organizers

Page 56: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Media Plan

Graphic OrganizersGraphic Organizers

Opening Scene 1

Ending

Scene 2 Scene 3

Scene 4 Scene 5 Scene 6

Page 57: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Decision Matrix

Graphic OrganizersGraphic Organizers

Main Idea

Idea 1

Idea 2

Idea 3

Idea 4

Criteria A Criteria B Criteria C

Page 58: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”
Page 59: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Concept Map

Graphic OrganizersGraphic Organizers

Page 60: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Cycle

Graphic OrganizersGraphic Organizers

Page 61: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Interaction Outline

Graphic OrganizersGraphic Organizers

Page 62: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

KWL Chart

Graphic OrganizersGraphic OrganizersTopic

________________________________

K nowWhat I know I know

W ant to KnowWhat I want to know

LearnedWhat I learned

Page 63: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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. ________

Page 64: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Venn Diagram

Graphic OrganizersGraphic Organizers

A B

C

Page 65: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 66: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

READINGREADINGSTRATEGIESSTRATEGIES

Page 67: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

LEXILE

Page 68: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Checklistp. 10 Handout

Activity

Page 69: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 70: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

R S V P

Activity

Page 71: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

ACTION PLAN

Activity

Page 72: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Staying on the Cutting Edge

Recognize the need for change

Page 73: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”
Page 74: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Staying on the Cutting Edge

Recognize the need for change

Focus on the real goals

Page 75: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Look into the future through the eyes of a child?

Page 76: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Staying on the Cutting Edge

Recognize the need for change

Focus on the real goals Keep yourself learning

Page 77: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Sometimes, I Sometimes, I feel like I know feel like I know less today than less today than

I did yesterday.I did yesterday.

Page 78: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Staying on the Cutting Edge

Recognize the need for change

Focus on the real goals Keep yourself learning Share with others

Page 79: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Are you still making allAre you still making allof the decisions?of the decisions?

Page 80: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

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

Page 81: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Lovers never send form letters.

Page 82: “In years to come, your students may forget what you taught them. But they will always remember how you made them feel.”

Center Web Sitehttp://www.LeaderEd.com

/msc05handouts.html

Conference Web Site


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