1. International Center for
Leadership in Education, Inc.
Instructional
Strategies:
How to Teach for Rigor
and Relevance

2. Assimilation
of knowledge
Thinking
Continuum
Acquisition
of knowledge

3. Action Continuum
Acquisition Application
of knowledge of knowledge

4. Rigor/Relevance Framework
6 Knowledge
5
4
3
2
Application
1
1 2 3 4 5

5. Rigor/Relevance Framework
K
N
O
W
C D
L
E
D
G
E A B
APPLI CAT I O N

7. Rigor/Relevance Framework
K
N Assimilation Adaptation
O
W C D
L
E
D
Acquisition Application
G
E
A B
APPLI CAT I O N

8. Application Model
1. Knowledge in one discipline
2. Application within discipline
3. Application across
disciplines
4. Application to real-world
predictable situations
5. Application to real-world
unpredictable situations

9. Knowledge Taxonomy
1. Awareness
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation

10. Rigor/Relevance Framework
Application Knowledge
Model Taxonomy
1. Knowledge in one discipline 1. Awareness
2. Application within discipline 2. Comprehension
3. Application across disciplines 3. Application
4. Application to real-world 4. Analysis
predictable situations 5. Synthesis
5. Application to real-world 6. Evaluation
unpredictable situations

11. Learning Activity Retention Amount
of Transfer
Teach Others/Use Learning 90%
Practice & Real Application 75%
Discussion Group 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 5%
William Glasser, The Quality School

12. Traditional Planning
Curriculum Instruction Assessment

13. Go
od
Ass Factors in Planning
ess
ment
Prac
Effec tice
tive I s
nstru
ction
Content
Knowled
ge
Curriculum Standards Planning
Steps
wled ge
Student Kno
n s
pec tatio
x
ity E
mun
Com e
edg
owl
f Kn
Sel

14. Performance Planning Model
Assessment
Curriculum
Planning Feedback/
Steps Evaluation
Instruction

15. Rigorous and Relevant Instruction
Planning Steps

16. Rigorous and Relevant Instruction
Planning Steps
 Definition of instructional unit

17. Rigorous and Relevant Instruction
Planning Steps
 Definition of instructional unit
 Levels of expected student
knowledge and performance

18. Rigorous and Relevant Instruction
Planning Steps
 Definition of instructional unit
 Levels of expected student
knowledge and performance
 Student work

19. Rigorous and Relevant Instruction
Planning Steps
 Definition of instructional unit
 Levels of expected student
knowledge and performance
 Student work
 Content knowledge

20. Rigorous and Relevant Instruction
Planning Steps
 Definition of instructional unit
 Levels of expected student
knowledge and performance
 Student work
 Content knowledge
 Essential questions / concepts

21. 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

22. Rigorous and Relevant Instruction
Key Questions

23. Rigorous and Relevant Instruction
Key Questions
 What is the focus of the instructional unit (topic,
area, theme, setting or concepts)? What are the
important connections (standards, other disciplines)?

24. Rigorous and Relevant Instruction
Key Questions
 What 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)?

25. Rigorous and Relevant Instruction
Key Questions
 What 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?

26. Rigorous and Relevant Instruction
Key Questions
 What 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?

27. Rigorous and Relevant Instruction
Key Questions
 What 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?

28. Rigorous and Relevant Instruction
Key Questions
 What 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?

29. Strategies
 Brainstorming  Memorization
 Cooperative Learning  Presentations/Exhibitions
 Demonstration  Research
 Guided Practice  Problem-based learning
 Inquiry  Project Design
 Instructional  Simulation/Role-playing
Technology  Socratic Seminar
 Lecture  Teacher Questions
 Note-taking/Graphic  Work-based Learning
Organizers

30. Selection of
Strategies
Based on
Rigor/
Relevance
Framework

31. Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant A - Acquisition
 Guided Practice
 Lecture
 Memorization

32. Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant B - Application
 Cooperative Learning
 Demonstration
 Instructional Technology
 Problem-based Learning
 Project Design
 Simulation/Role Playing
 Work-based Learning

33. Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant C - Assimilation
 Brainstorming
 Inquiry
 Instructional Technology
 Research
 SocraticSeminar
 Teacher Questions

34. Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant D - Adaptation
 Brainstorming  Project Design
 Cooperative Learning  Research
 Inquiry  Simulation/Role-
 Instructional playing
Technology  Socratic Seminar
 Presentations/  Teacher Questions
Exhibitions
 Work-based
 Problem-based
Learning
Learning

35. Matching
Strategies
to Learning
Style

36. Matching Strategies to Learning Styles
Best Strategies for Concrete-Sequential Learners
 Demonstration
 Guided Practice
 Lecture
 Memorization
 Teacher Questions

37. Matching Strategies to Learning Styles
Best Strategies for Abstract-Sequential Learners
 Cooperative Learning
 Problem-based Learning
 Research
 Socratic Seminar

38. Matching Strategies to Learning Styles
Best Strategies for Concrete-Random Learners
 InstructionalTechnology
 Problem-based Learning
 Project Design
 Work-based Learning

39. Matching Strategies to Learning Styles
Best Strategies for Abstract-Random Learners
 Brainstorming
 Inquiry
 Presentations/Exhibitions
 Simulations/Role-playing

40. Forms
Matching
of Student
Assessment
Strategies to
Multiple Choice
Constructed
Response
Extended
Response
Process
Performance
Product
Performance
Portfolio
Interview
Self Reflection