Instructional Playbook

Rigor: Adaptation Phase

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Adaptation Phase Exit Goal: This phase is continuous and has no exit criteria. Teacher Role Student Role

Help students articulate the “big ideas” or core elements of target skill so student can modify for novel tasks/situations Provide opportunities to practice the target skill in new situations and settings Encourage students to set goals and apply skill to challenging situations Short film Presentation Research report Essay, information, narrative, opinion using multiple sources Data collection and action project

Design products Take academic risks Research multiple resources Plan, organize and modify design solutions Create concrete tangible products

Possible Products

Possible Activities

Applying information from more than one discipline to solve ill-defined problems in novel or real-world situations Tasks that require making multiple strategic and procedural decisions as new information is processed Tasks that require multiple roles and collaboration with others Tasks that improve drawing evidence from multiple sources to support solutions/conclusions Would it be better if ____? What choice would you have made about ____? How would you prioritize ____? What information would you use to support the view that _____? What data was used to make your conclusion? How would you compare the idea of ____ and _____? Can you formulate a theory for _____?

Potential Questions What changes would you make to solve ____? How would you improve ____? What would happen if ____? Can you elaborate on the reason ___? Can you pose an alternative? How would you adapt ___ to create a different ____? What could be done to

minimize/maximize _____? Suppose you could ____? How would you test _____?