ass classroominstructionthatworksgroup morazano
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" Classroom Inst ruct ion that Works"Group Presentation
Authors: Robert Marzano, Debra Pickering, and JanePollock
Presentation by: Tammy Yarborough, Chasidy Parker,Heather Huffman, Michelle Alexander
*Please pr int this p resentation as a handout, any semantic m aps or any inform ation yo u need in a
pr int co ntext i f necessary. * Friendly remin der to be environmental ly co ntious and cons erve.
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The Central Ideas of the Book:Researchers combined includingMarzano to do a meta-analysis of a
combined group of students to findthe effect size which determinespositive or negative achievement
.
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There were several unanswered questions:
Problems:
Are the strategies:
More effective at certain grade levels than others?With students from differing backgrounds than others?
With students of differing aptitudes than others?Until we know the answers, we have to rely on strong
pedagogy:Instructional strategies urged by the teacher
Management techniques used by teachersCurriculum design by the teacher
More effective in some subject areas than others?
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Solutions and Reactions to Text
The solution seems to be a puzzle of the world with
pieces missing. If we could answer those few
questions, we might account for every student
making positive gains. We suggest to do what is
best based on your circumstances andenvironment making the best opportunity to
teach using the best practices available.
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Most Poignant Statements:
Teachers can have the most positive effects even if the school does not. ch.1 "Identifying similarities and differences just might be the core of all
learning." ch. 2 p. 14
" Although we sometimes refer to summarizing and note taking as study
skills, they are 2 of the most powerful skills students can cultivate" Ch.3 p.
48
p.50 If you believe that effort is the most important factor in achievement,you have a motivational tool that can apply to any situation.
p. 59 (from the summary) Reinforcing effort can help teach students one of
the most valuable lessons they can learnthe harder you try, the more
successful you are. In addition, providing recognition for attainment of
specific goals not only enhances achievement, but it stimulates motivation.
p. 73 The more we use systems of representations linguistic and non-
linguisticthe better we are able to think about and recall knowledge.
Cooperative learning is the most flexible and powerful [strategy to
learning]. P.91
Cues and questions are ways classroom teachers help activate this
knowledge and this is 80% of what occurs in a given day. P.115
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Interesting Results for Science
Student-centered activities increased studentachievement between male and female Critical thinking activities led to achievement in low
socioeconomic groups and closed the gap between
minority and majority Hands on labs showed the highest achievement levels
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9 categories of instruction that affect
student achievement- Broad Overview.
1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice
5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses
9. Questions, cues, and advanced organizers
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I. Identifying Simialrities and Differencesch.2
Research suggests: Presenting students with explicit guidance Asking students to independently identify
similarities and differences Asking students to represent similarities anddifferences in graphic or symbolic form
And asking students to identify similarities and
differences in a variety of ways
All enhance students understanding of and ability touse knowledge.
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Examples of Comparison Maps
Ven Diagram: Comparison Matrix:
Categorical Chart:Metaphors and Analogies:
ShownThroughRepresentationor maps
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Example of a Metaphor GraphicRepresentation:
Metaphore comparing Love is a Rose In abstract nature we could say:Something is wonderful and you want to go near it, but if you get too close, youmight get hurt.Page 23 Classroom instruction that works
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Concepts, Problems and Solutions, ohmy!
Concepts: The concepts revolved around using the graphic organizers orcomparison strategies to increase knowledge and ability of students beginningwith teacher directed activities that evolve into student- centered learning.Problems: The main problem identified is comparisons are very difficult forstudents to make on their own, especially at the level of analogies. They often
need models. Also the interest level of students today in activities such as thisthat are paper and pencil related.
Solutions: Modelmodel! Also, move to technology so collaborative skills couldbe utilized lessoning the need for direct instruction and placing higher interest inthe hands of the learner.
The book being dated 2001 did not have many of the tools available when the bookwas written.
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2. Summarizing and Note Taking Concepts...
Summarizing by deleting trivial and redundant informationand substituting subordinate terms for lists were importantaspects of note taking. Strategies for summarizinginclude: narrative frame, topic-restriction-Illustrationframe, definition frame, argumentation frame,problem/solution frame and the conversation frame.
Combination note taking that incorporates note takingoutlines and bubble maps with a summary at the bottomevoked synthesizing skills from students.see for examples of each:http://edweb.tusd.k12.az.us/templates/summarizing_notetaking.htm
http://edweb.tusd.k12.az.us/templates/summarizing_notetaking.htmhttp://edweb.tusd.k12.az.us/templates/summarizing_notetaking.htmhttp://www.readwritethink.org/student_mat/index.asp -
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Problem ....Solution
Problem: Strategies for note taking need to be shared. Teachers spend less time on these needed skills. Technology has developed many online tools, but at growing
rate of tech.- learners are unaware they are there. Students are using online research and need online
notetaking strategies to collaborate and use multimedia.
Solution: Be proactive in sharing and providing in-service ontools and skills that are best practice according to research andevidence.
R i f i Eff t d P idi
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Demonstrating connection between effort and achievement improves
achievement even more than teaching ski l ls in time management and
comprehension p.51Give students ex. of ordinary people who achieved extraordinary things.
Research found if a person is paid for doing something they should be
Intrinsically motivated to do, motivation to perform the activity
deminishes.
Rewards have a negative effect on motivation- When intrinsic motivation
is operationalized as task behavior during a free time measure p.55
Rewards are most effective when contingent on the attainment of a standard
of performance- ex. Meeting a certain goal not for just performing a task
Abstract symbolic recognition is more effective thantangible rewards-
verbal praise personal to the studentis an extrinsic motivator that alters
attitude and behaviors even when given and later removed praise orrecognition are highest forms of reward
Pause, Prompt, Praise The harder you try- the more successful you can be
can be the message sent when rewards of any type are contingent upon
standards and stimulates motivation
Reinforcing Effort and ProvidingRecognition
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Our Conclusion to Research Findings:
Since there is no right answer when it comes to education
(otherwise everyone would be motivated and solid
learners who would all pass the EOC and EOG), consider
what is practical and applicable to your learningenvironment and what is best for individuals in your class
who need recognition and reinforcement to meet their
full potential. Foremost, keep in the recesses of your mind
that extrinsic rewards do not have to be monetary to beeffective.
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Homework
Gradual increase in homework can lead to 24 percentile points ingained achievement if more homework is given in high school
than the elementary and middle school levels.Grade pointaverages increase by a half a point for every 30 minutes of
homework added per night in high school. Parental involvement should be minimal and can have negative
effects. The purpose of homework should be identified and commented
on.
Mastery of a skill requires a fair amount of focused practice in fact
24 times before they reach 80% competency.
The shaping period occurs somewhere after the 8th practice andrequires slow, deliberate practice such as is evident in Japaneseculture.
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Homework Problems and Solutions...
Problems: to practice something 24 times in order to just reach
80% would require an extreme focus on specifics in the presentcurriculum in order to see students achieve.
Solutions: Spiraling is the solution we as a group couldconceive since we are bound by the curriculum; however,
greater focus could be made in particular goals that willenable students to master other skills later on.
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Non-Linguistic Representations....
Non-linguistic representation supporting a dual-code theory of
information storage- linguistic and imagery mode Teaching to these modes revolves around using a variety of
activities to produce non-linguistic representation such asgenerating mental pictures, drawing pictures and pictographsand engaging in kinesthetic activities
Nonlinguistic representation should elaborate on knowledge Graphic organizers are highly noted as they give symbolic
representation of symbols and arrows to show relationship. Types of organizers: descriptive patterns, time sequence
patterns, process/cause effect patterns, episode patterns,
concept patterns and generalization/principle patternorganizers. Click here to see each kind of map
http://edweb.tusd.k12.az.us/Templates/nonlinguisticrepresentations.htmhttp://edweb.tusd.k12.az.us/Templates/nonlinguisticrepresentations.htm -
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Non-Linguistic Concepts, Problems,Solutions
Concepts: The concepts correlate with ideas in Brophys bookMotivating Students to Learnsuch as those mentioned on page 196
including computerized learning activities that would draw on
mental images, ease the cognitive process and provide assistive tools
such as movies, images, semantic mapping tools and podcasts that
could aid and promote higher learning and allow learners toelaborate on knowledge.
Problems: The primary way we present knowledge in school is
linguistic. 73
Solutions: The more we use systems of representations linguistic
and non-linguisticthe better we are able to think about and recallknowledge.73
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Cooperative Learning
5 Flexible and powerful strategies include:1. Positive interdependence (sink or swim together),2. Face-to-face promotive interaction (helping each other
learn-applauding successes),3. Individual and group accountability (everone contributes to
the group),4. Interpersonal and small group skills (communication, trust,
leadership, decision making and conflict resolution),5. Group processing (reflecting on how well the team is
functioning and how to function even better
It is suggested that teachers guide cooperative learning byorganizing groups by various means, keeping groups small andapply collaborative learning consistently without overusing it
using informal, formal and base grouping when necessary.
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Generalizations and Grouping
Generalizations to guide the use of cooperative learning:1.Organizing groups based on ability should be done sparingly,
medium level students benefit the most, but heterogeneous
grouping is the better grouping overall
2. Keep collaborative groups small in sizeup to 4 members
3. apply consistently but do not overuse cooperative groupingGrouping:
Group by interests, randomly, learning styles meshed,
experiences, color of clothes, etc.
Informal- pair, share, turn to your neighbor (short term minutesor up to a period0
Formal- length of a few days to even weeks
Base grouping-long-term (semester or year)
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Setting Objectives and ProvidingFeedback
In goal setting or establishing a direction for learning,
teachers should narrow what students focus on, not be
overly specific and students should be encouraged to
personalize goals. Criterion for goal setting should bebased on: performance (says what a learner should do),
condition under which the performance should occur
and criterion for how well the learner must perform.
When providing feedback, it should be corrective innature with explanation presented in a timely manner
and specific to criterion (ex. Rubrics) produces the
greatest effect size in research studies.
S
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Problems and Solutions...
Problems: Setting objectives and providing feedback are flexible
and powerful, but often underused.
Solutions: We need to believe students can set some of their
own goals and take more ownership in providing some of their
own feedback and they will find a greater interest in theirstudies. We also need to encourage teachers to utilize criterion
referenced feedback like rubrics rather than relying on easily
made (easily graded) multiple choice tests and handing them
out with simply a grade and possibly the correct response sinceresearch concludes negative results for this.
G ti d T ti H th i
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Generating and Testing Hypothesis
Generate and test hypothesis by employing 6 types of tasks:
1. System analysis,2. Problem solving,
3. Historical investigation (of something that has no agreement),
4. Invention,
5. Experimental inquiry and
6. Decision makingTemplates for explanations, sentence stems, audiotapes, rubrics and
events for students to explain hypothesis to the community are all
ways students can learn through explanation of hypothesis.
P bl d S l ti
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Problems and Solutions...
Problems: Making a hypothesis is often thought of as
a science skill
Solutions: systems are evident in many disciplines
and these methods can be used to test hypothesisapplies to a variety of tasks
Q ti d Ad O i
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Questions and Advance Organizers
Summarizer: Activating prior knowledge and background knowledge
can influence what we perceive. Teachers can use cues and questionsto :
Focus on what is important as opposed to what is unusual p.115
Ask higher level questions that produce deeper learningAllow wait timeAsk questions even before learning experience occursA series of questions about things, people, events, actions, states of
being and analytical questioning were posed as example question
stems. The use of advanced organizers for information that is not well
organized were also suggested. Some types of organizers includenarrative, skimming (as a form of organizing), and graphic advanced
organizers.Key characters: Brewer and Treyens (1981) influences of prior
knowledge, Tobin (1987)wait time, David Ausubel (1968), advanced
organizers
C t P bl d S l ti
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Concept, Problem and Solution
Concept: Activating prior knowledge with cues, questions and advancedorganizers even prior to learning experiences will help students experience
knowledge in a new way.
Problems: Teachers tend to focus on what is unusual instead of what is
important and miss the mark when it comes to focusing on the curriculum
goals.Solutions: Focus on the learning goals when questioning.
Teaching Specific Types of Knowledge
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Teaching Specific Types of KnowledgeTeaching specific types of knowledge with specific strategies and by specific division of
categories can help learners. Division of categories include:
Vocabulary terms: tied to intelligence, ones ability to comprehend and ones level
of income- necessary to see them more than once in context, instruction enhanceslearning, image association leads to learning vocabulary, direct vocabulary instruction
works (especially on words critical to new content). Ability, grade level and text density all
play a part in vocabulary development.
Phrases: Steps: present student with brief explanation of term, a non-linguisticrepresentation, ask for personal descriptions of the term or phrase, then students create
their own non-linguistic representation, ask students to review for accuracy Details: (facts, time sequence, cause/effect and episodes)- systematic, frequentmultiple exposure to details. Verbal (telling or reading), visual (non-linguistic) or dramatic
(acting out has strongest effect) strategy instruction produces differing effects on students
and recollection of details
Organizing ideas: Help develop a broad knowledge base. Discussion, student
articulations, arguments and application of organization with feedback yield the highestlearning.
Skills: Mental skills are algorithms (mental skills with specific outcome or stepprocesses-see chapter 5) or tactics (general rules not steps- identifying, determiningrelationships, etc) and are sometimes combined. Discovery method is difficult to use
with skills. Discovery learning works best if examples are organized into categories that
represent the different skills. Students should practice the parts of a process within anoverall process and emphasize the metacognitive control of process.
Concepts Problems and Solutions
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Concepts,Problems and Solutions...
Concepts: Matching specific types of strategies to specific types of knowledge
Problems: Teachers are enumerated with so many learning tools that rather thanfocusing on what is best for a learning situation, they feel they must use them all and
this is frustrating to students who need more in-depth learning.
Solutions: Focus on specific tools and strategies that provide the depth needed to make
generalizations and to allow a teacher time to distinguish which mental skills are
practical, which vocabulary is specific to the context of the learning, how it should be
organized and which method and set of skills are required to meet the outcomeexpected. In addition, how to include discovery learning within the context of skills
learning is important to a generation of discovery learners.
Key characters: Tyler author of Educational Strategies 1950s (Matching specific types of strategies to specific
types of knowledge), Nagy and Anderson- vocabulary research, Jenkins, Stein, Wysocki (1984) Nagi and Herman
(1987) Stanborn and de Glopper (1984) Vocabulary development, Guzzetti and other (1993) organizing details,
Fennema and Carpenter (1989) skills
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Using the 9 Categories in Instruction
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Using the 9 Categories in Instruction. Ideas are given for beginning, middle and end of a unit. An
example of a unit is given on the topic of weather using this modeland strategies.
Concepts: the 9 learning goals are outlined. Begin a unit with
setting clear goals, monitor progress- introduce new knowledge.
Practice, review and apply knowledge during a lesson. At the end,
give formative feedback and self-assessment strategies.Problems: 1.Vocabulary teaching and development raise scores
dramatically, but are often underused. 2. Teachers often feel
pressured y time and do not feel there is time in the schedule
to allow students to write out their goals. They also may beconcerned that the unit is not designed to fulfill the goalsstudents write that may be far off from the original contentgoals they are required to teach.
Solutions
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Solutions...
Solutions:
1.It is proven that the word must be seen at least 6 times in
context and has better results when there is direct instruction
leading into the unit. Vocabulary development is also best
with images combined with words. Utilizing technologies and
books with illustrations would help greatly.
2.Less required curriculum and or making time for what
allows the student to connect with the content.
To Sum It All Up: Sufficient modeling and practice
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To Sum It All Up: Sufficient modeling and practice,feedback, differing implementations, commemoration anda desire and commitment to change are key to successful
teaching and interactions with students that will promotelifelong learning habits.Click picture to begin movie media
Author Credibility
http://www.youtube.com/watch?v=Z-xhKTBq2EY -
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Author CredibilityRobert J. Marzano, PhD:
Internationally known speaker, author (over 30 books and 150 articles)and trainer in
education
Topics include, but are not limited to: instruction, assessment, writing andimplementing standards, cognition, effective leadership, and school intervention
Information retrieved at:
http://www.marzanoresearch.com/About/about_dr_marzano.aspxDr. Debra Pickering,PHD:
Ph.D. in Curriculum and Instruction, with an emphasis in Cognitive Psychology
National and international consultant and trainer, coauthor (many articles, books andprograms)Information retrieved at: http://www.hopefoundation.org/hope/events-by-
presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlDr.Jane E. Pollock, Ph.D:
International trainer in research-based instructional strategies Previous classroom teacher, district administrator, university professor, state
department staff development coordinator, and K-12 curriculum coordinator Research based curriculum designer, coauthor
Information retrieved at: http://www.nde.state.ne.us/nsig/TrainerInfo.htm
Websites with Powerpoints and
http://www.marzanoresearch.com/About/about_dr_marzano.aspxhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.marzanoresearch.com/About/about_dr_marzano.aspx -
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Websites with Powerpoints andClassroom Tools that Connect with
Course GoalsLearning Styles Marzano Resources Ven Diagrams and other Semantic maps:
Note taking and Summarizing: Ineractive graphic organizer templates Literatre circle template Quick Link Semantic Tool for Research Template for combination Note Taking
Reinforcing Effort and Providing Recognition: Video Linkmotivational Speaker
HomeworkOnline Homework Help
Websites Continued
http://www.learning-styles-online.com/http://www.marzanoresearch.com/Free_Resources/event_presentations.aspxhttp://www.readwritethink.org/student_mat/index.asphttp://t4.jordan.k12.ut.us/professional_development/strategies/http://www.teachers.cr.k12.de.us/~galgano/skills.htmhttp://www.englishcompanion.com/pdfDocs/litcirclenotesintro.pdfhttp://eyeplorer.com/http://edweb.tusd.k12.az.us/templates/strategies/summarizing/notes.dothttp://www.kidsource.com/kidsource/content2/Student_motivatation.htmlhttp://video.google.com/videosearch?hl=en&rlz=1T4GWYE_enUS345US345&q=motivation&um=1&ie=UTF-8&sa=N&tab=iv&start=0http://www.nctm.org/news/content.aspx?id=13814http://www.homeworkhelp.com/http://www.homeworkhelp.com/http://www.nctm.org/news/content.aspx?id=13814http://video.google.com/videosearch?hl=en&rlz=1T4GWYE_enUS345US345&q=motivation&um=1&ie=UTF-8&sa=N&tab=iv&start=0http://www.kidsource.com/kidsource/content2/Student_motivatation.htmlhttp://edweb.tusd.k12.az.us/templates/strategies/summarizing/notes.dothttp://eyeplorer.com/http://www.englishcompanion.com/pdfDocs/litcirclenotesintro.pdfhttp://www.teachers.cr.k12.de.us/~galgano/skills.htmhttp://t4.jordan.k12.ut.us/professional_development/strategies/http://www.readwritethink.org/student_mat/index.asphttp://www.marzanoresearch.com/Free_Resources/event_presentations.aspxhttp://www.learning-styles-online.com/ -
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Websites Continued....
Technology Links for Non-Linguistic Cooperative Learning Settin Objectives Providing Feedback Hypothesis and Testing Instructional Strategies CuesQuestions and CuesOrganizing StrategiesMore
Strategies
Specific Types of Knowledge and Teaching Issues in Learning Addressed Summary
Further Reading and Encouraging
http://manila.esu4.org/instructionalstrategies/stories/storyReader$11http://edweb.sdsu.edu/T3/Module3/Connect.htmhttp://www.gdrc.org/kmgmt/c-learn/index.htmlhttp://rubistar.4teachers.org/index.phphttp://gets.gc.k12.va.us/VSTE/2008/8hypotheses.htmhttp://manila.esu4.org/instructionalstrategies/stories/storyReader$14http://www.slideshare.net/mlandis/cues-questions-and-advance-organizershttp://www.netc.org/focus/strategies/cues.phphttp://manila.esu4.org/instructionalstrategies/stories/storyReader$15http://www.netc.org/focus/strategies/cues.phphttp://www.netc.org/focus/strategies/cues.phphttp://kumu.brocku.ca/twiki/Image:Blooms_rose.svghttp://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma2lindi.htmhttp://www.marzanoresearch.com/classroomstrategiesthatwork/designing_teaching.htmlhttp://www.marzanoresearch.com/classroomstrategiesthatwork/designing_teaching.htmlhttp://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma2lindi.htmhttp://kumu.brocku.ca/twiki/Image:Blooms_rose.svghttp://www.netc.org/focus/strategies/cues.phphttp://www.netc.org/focus/strategies/cues.phphttp://manila.esu4.org/instructionalstrategies/stories/storyReader$15http://www.netc.org/focus/strategies/cues.phphttp://www.slideshare.net/mlandis/cues-questions-and-advance-organizershttp://manila.esu4.org/instructionalstrategies/stories/storyReader$14http://gets.gc.k12.va.us/VSTE/2008/8hypotheses.htmhttp://rubistar.4teachers.org/index.phphttp://www.gdrc.org/kmgmt/c-learn/index.htmlhttp://edweb.sdsu.edu/T3/Module3/Connect.htmhttp://manila.esu4.org/instructionalstrategies/stories/storyReader$11http://manila.esu4.org/instructionalstrategies/stories/storyReader$11http://manila.esu4.org/instructionalstrategies/stories/storyReader$11 -
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Further Reading and EncouragingWords...
Using technology with classroom instruction that worksBy Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, Kim MalenoskiBrain Rules: 12 Principles for Surviving and Thriving at Work, Home,and SchoolBy John Medina
Non-Linguistic Representation article based on bookBook: Stirring the head, heart, and soul: redefining curriculum andinstructionH. Lynn EricksonLook ing in Classroom s by Thomas Good
We encourage anyone in education to read this book and follow it'spractical applications along with the practices of multimedia that couldbe incorporated with this to enhance collaborative and comprehensivelearning! It is well worth reading!
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