a teacher’s guide through marzano’s ten design questions
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A Teacher’s Guide through Marzano’s Ten Design Questions. The Art and Science…. Welcome to A Teacher’s Guide through Marzano’s Ten Design Questions This PowerPoint presentation is designed to provide classroom teachers with action steps to master the Art and Science of Teaching. - PowerPoint PPT PresentationTRANSCRIPT
A Teacher’s Guide through
Marzano’s Ten Design Questions
The Art and Science…
Welcome to A Teacher’s Guide through Marzano’s Ten Design Questions
This PowerPoint presentation is designed to provide classroom teachers with action steps to master the Art and Science of Teaching.
The strategies and research-findings presented are retrieved from The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction by Robert J. Marzano.
Effective Teachers = Effective Schools
Marzano states “among elements such as a well-articulated curriculum and a
safe orderly environment, the one factor that surfaced as the single
most influential component of an effective school is the individual
teachers within that school” (2007).
Effective Teaching Research
Research findings by Nye, Konstantopoulos, and Hedges support Marzano’s statement on effective teaching. According to Marzano, the trio’s research study “dramatically answers the question of how much influence the individual classroom teacher has on student achievement” (2007).
Nye and colleagues research indicates that students who have a teacher at the 75th percentile in terms of pedagogical competence will outgain students who have a teacher at the 25th percentile by 14 percentile points in reading and 18 percentile points in mathematics.
The trio’s research also indicates that students who have a 90th percentile teacher will outgain students who have a 50th percentile teacher by 13 percentile points in reading and 18 percentile points in mathematics.
DQ #1: What will I do to establish and communicate learning goals, track
student progress, and celebrate success?
Action Step #1: Make a Distinction Between Learning Goals and Learning Activities or Assignments
Action Step #2: Write a Rubric or Scale for Each Learning Goal
Action Step #3: Have Students Identify Their Own Learning Goals
Action Step #4: Assess Students Using a Formative Approach
Action Step #5: Have Students Chart Their Progress on Each Learning Goal
Action Step #6: Recognize and Celebrate Growth
DQ #2: What will I do to help students effectively interact with new knowledge?
Action Step #1: Identify Critical-Input Experiences Action Step #2: Preview the Content Prior to a Critical-
Input Experience Action Step #3: Organize Students into Groups to
Enhance the Active Processing of Information Action Step #4: Present New Information in Small
Chunks and Ask for Descriptions, Discussions, and Predictions
Action Step #5: Ask Questions That Require Students to Elaborate on Information
Action Step #6: Have Students Write Out Their Conclusions or Represent Their Learning Nonlinguistically
Action Step #7: Have Students Reflect on Their Learning
DQ #3: What will I do to help students practice and deepen their understanding of new knowledge?
Action Step #1: Provide Students with Tasks that Require Them to Examine Similarities and Differences
Action Step #2: Help Students Identify Errors in Thinking
Action Step #3: Provide Opportunities for Students to Practice Skills, Strategies, and Processes
Action Step #4: Determine the Extent to Which Cooperative Groups Will Be Used
Action Step #5: Assign Purposeful Homework That Involves Appropriate Participation from the Home
Action Step #6: Have Students Systematically Revise and Make Corrections in Their Academic Notebooks
DQ#4: What will I do to help students generate and test
hypothesis about new knowledge? Action Step #1: Teach Students About Effective Support Action Step #2: Engage Students in Experimental Inquiry
Tasks That Require Them to Generate and Test Hypothesis Action Step #3: Engage Students in Problem-Solving Tasks
That Require Them to Generate and Test Hypothesis Action Step #4: Engage Students in Decision-Making Tasks
that Require Them to Generate and Test Hypothesis Action Step #5: Engage Students in Investigation Tasks
that Require Them to Generate and Test Hypothesis Action Step #6: Have Students Design Their Own Tasks Action Step #7: Consider the Extent to Which Cooperative
Learning Structures Will Be Used
DQ #5: What will I do to engage students?
Action Step #1: Use Games That Focus on Academic Content
Action Step #2: Use Inconsequential Competition Action Step #3: Manage Questions and Response Rates Action Step #4: Use Physical Movement Action Step #5: Use Appropriate Pacing Action Step #6: Demonstrate Intensity and Enthusiasm for
Content Action Step #7: Engage Students in Friendly Controversy Action Step #8: Provide Opportunities for Students to Talk
About Themselves Action Step #9: Provide Unusual Information
DQ #6: What will I do to establish or maintain classroom rules and
procedures?
Action Step #1: Organize the Classroom Effective Teaching and Learning
Action Step #2: Establish a Small Set of Rules and Procedures
Action Step #3: Interact with Students About Classroom Rules and Procedures
Action Step #4: Periodically Review Rules and Procedures, Making Changes as Necessary
Action Step #5: Use Classroom Meetings
DQ #7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and
procedures?
Action Step #1: Use Simple Verbal and Nonverbal Acknowledgement
Action Step #2: Use Tangible Recognition When Appropriate Action Step #3: Involve the Home in Recognition of Positive
Student Behavior Action Step #4: Be With-It Action Step #5: Use Direct-Cost Consequences Action Step #6: Use Group Contingency Action Step #7: Use Home Contingency Action Step #8: Have a Strategy for High-Intensity
Situations Action Step #9: Design an overall Plan for Disciplinary
Problems
DQ #8: What will I do to establish and maintain effective relationships with
students?
Action Step #1: Know Something About Each Student Action Step #2: Engage in Behaviors That Indicate
Affection for Each Student Action Step #3: Bring Student Interests into the
Content and Personalize Learning Activities Action Step #4: Engage in Physical Behaviors That
Communicate Interest in Students Action Step #5: Use Humor When Appropriate Action Step #6: Consistently Enforce Positive and
Negative Consequences Action Step #7: Project a Sense of Emotional
Objectivity Action Step #8: Maintain a Cool Exterior
DQ #9: What will I do to communicate high expectations for all students?
Action Step #1: Identify Your Expectation Levels for Students
Action Step #2: Identify Differential Treatment of Low-Expectancy Students
Action Step #3: Make Sure Low-Expectancy Students Receive Verbal and Nonverbal Indications That They Are Valued and Expected
Action Step #4: Ask Questions of Low-Expectancy Students
Action Step #5: When Low-Expectancy Students Do Not Answer a Question Correctly or Completely, Stay with Them
DQ #10: What will I do to develop effective lessons organized into a
cohesive unit?
Action Step #1: Identify the Focus of a Unit of Instruction
Action Step #2: Plan for Lesson Segments That Will Be Routine Components of Every Lesson
Action Step #3: Plan of Content-Specific Lesson Segments
Action Step #4: Plan for Actions That Must Be Taken on the Spot
Action Step #5: Develop a Flexible Draft of Daily Activities for a Unit
Action Step #6: Review the Critical Aspects of Effective Teaching Daily
Reference Marzano, R. J. (2007). The art and
science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development.