“the%art%and%science%of%teaching”%soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/... ·...

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MARZANO Research Laboratory888.849.0851 marzanoresearch.com

“THE%ART%AND%SCIENCE%OF%TEACHING”%Lesson%Segments%

Involving%Routine%Events%Lesson%Segments%%

Addressing%Content%Lesson%Segments%

Enacted%on%the%Spot%Design'Question'1:''What'will'I'do'to'establish'and'communicate'learning'goals,'track'student'progress,'and'celebrate'success?'1) Providing+Clear+Learning+Goals+and+Scales+to+Measure+

those+Goal+2) Tracking+Student+Progress+3) Celebrating+Student+Success+

Design'Question'2:''What'will'I'do'to'help'students'effectively'interact'with'the'new'knowledge?'6)+Identifying+Critical+Information+7)+Organizing+Students+to+Interact+with+New+Knowledge+8)+Previewing+New+Content+9)+Chunking+Content+into+“Digestible+Bites”+10)+Processing+of+New+Information+11)+Elaborating+on+New+Information+12)+Recording+and+Representing+Knowledge+13)+Reflecting+on+Learning+

Design'Question'5:''What'will'I'do'to'engage'students?'24)+Noticing+and+Reacting+when+Students+are+Not+Engaged+25)+Using+Academic+Games+26)+Managing+Response+Rates+27)+Using+Physical+Movement+28)+Maintaining+a+Lively+Pace+29)+Demonstrating+Intensity+and+Enthusiasm++30)+Using+Friendly+Controversy+31)+Providing+Opportunities+for+Students+to+Talk+about+Themselves+32)+Presenting+Unusual+or+Intriguing+Information+

Design'Question'6:''What'will'I'do'to'establish'and'maintain'classroom'rules'and'procedures?'4) Establishing+Classroom+Routines+5) Organizing+Physical+Layout+of+the+Classroom+for+Learning+

Design'Question'3:''What'will'I'do'to'help'students'practice'and'deepen'their'understanding'of'new'knowledge?'14)+Reviewing+Content+15)+Organizing+Students+to+Practice+and+Deepen+Knowledge+16)+Using+Homework+17)+Examining+Similarities+and+Differences+18)+Examining+Errors+in+Reasoning+19)+Practicing+Skills,+Strategies,+and+Processes+20)+Revising+Knowledge+

Design'Question'7:''What'will'I'do'to'recognize'and'acknowledge'adherence'and'lack'of'adherence'to'classroom'rules'and'procedures?'33)+Demonstrating+“Withitness”+34)+Applying+Consequences+35)+Acknowledging+Adherence+to+Rules+and+Procedures+

+ Design'Question'4:''What'will'I'do'to'help'students'generate'and'test'hypotheses'about'new'knowledge?'21)+Organizing+Students+for+Cognitively+Complex+Tasks+22)+Engaging+Students+in+Cognitively+Complex+Tasks+Involving+Hypothesis+Generating+and+Testing+23)+Providing+Resources+and+Guidance+

Design'Question'8:''What'will'I'do'to'establish'and'maintain'effective'relationships'with'students?'36)+Understanding+Students’+Interests+and+Backgrounds+37)+Using+Behaviors+that+Indicate+Affection+for+Students+38)+Displaying+Objectivity+and+Control++

' Design'Question'9:''What'will'I'do'to'communicate'high'expectations'for'all'students?'39)+Demonstrating+Value+and+Respect+for+Low+Expectancy+Students+40)+Asking+Questions+of+Low+Expectancy+Students+41)+Probing+Incorrect+Answers+with+Low+Expectancy+Students+'

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Our purpose…

Handout


Marzano Research Lab Academy Model

² 5 days of intensive training and applica9on of “The Art & Science of Teaching”

² Best hope…work with ASOT in your content area and par9cipate in self reflec9on

² Consider an ac9on research piece ² Consider instruc9onal rounds as a way to learn and grow from others

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Effec6ve teachers are made,

not born.

Do you agree or disagree?

What is the role of talent?

What is the role of deliberate prac9ce?


Most people are sa6sfied with competence, and never strive for exper6se.

Do you agree or disagree?

“…it is reasonable to expect all teachers to increase their exper6se from year to year.”

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Higher Levels of Effectiveness regarding Pedagogy

Curriculum Design

Management Techniques

Instructional Methodology


This isn’t a “new” thing…

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Important Research

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Have an effect on people in a posi9ve way

Have some autonomy over

your work

Get involved in something complex, and get good at it

Happiness and Mo6va6on

Purpose

Autonomy

Deci and Ryan

Daniel Pink


Great Educators…

•  Are first and foremost learners who have a teachable spirit.

•  Are constantly looking to improve their skills in the craW of teaching and learning.

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Improving Learning

What do we know? What can we do?


Factors that Correlate to Student Achievement Rates

National Assessment of Educational Progress (NAEP)

• Educa9on Level of Parents • Economics (poverty-‐affluence)

• Language Acquisi9on • Mobility

Handout page 3

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What can we control as a school?

The quality of teaching in our classrooms.


What We Know…

Teacher Actions Student Achievement

An incontestable fact: “…student achievement in classes with highly skilled teachers is beder than student achievement with less skilled teachers.” Effec%ve Supervision: Suppor%ng the Art and Science of Teaching (Marzano, Frontier, & Livingston, 2011)

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“What Matters Very Much is Which Classroom?”� � “If a student is in one of the most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.”�

�Deborah Loewenberg Ball, Dean of Education, University of Michigan


What is it that maSers in both school and district leadership?

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Three Cri6cal Interven6ons (Commitments) for Drama6c School

Improvement

² A system of clear learning goals connected to student feedback and evalua6on at the classroom, school, and district levels

² Ensuring effec6ve teaching in every classroom

² Building background knowledge for all students


What must a district or school do to cul6vate teacher

effec6veness?

Develop a common language of instruction

A way of talking about teaching

Not a list of “effec6ve things” that everyone has to do

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Do you currently have a common language of instruc6on?


What do you call the first few minutes of every class period-‐-‐-‐the 6me when you are geYng students engaged in the lesson for the day?

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warm-up

bell ringer

focus activity

opener

sponge activity

bellwork


You likely recall… Classroom Instruc6on That Works

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Category Ave. Effect

Size

Percentile gain

Identifying Similarities and differences

1.61

45

Summarizing and note taking

1.00

34

Reinforcing effort and providing recognition

.80

29

Homework and Practice .77

28

Nonlinguistic representations

.75

27

Cooperative learning

.73

27

Setting objectives/providing feedback

.61

23

Generating and testing hypotheses

.61

23

Questions, cues, and advance organizers

.59

22


“I already use all of these strategies!”

“How can I get teachers to use

these strategies?”

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From… To…

o  Reviewed the nine effec9ve instruc9onal strategies. o  Found that teachers were trying to incorporate most (if not all) in a single lesson.

o  Found administrators using the nine as a checklist. o  So…we created a beder framework for the nine strategies to fit into…namely, three lesson segments.


The Art and Science of Teaching

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ROUTINE SEGMENTS

SEGMENTS ENACTED ON THE SPOT


CONTENT SPECIFIC SEGMENTS


Lesson Segments

“We use the term lesson segment because it defines a unit of analysis that is par9cularly useful when providing feedback to teachers.”

Robert Marzano

Effec9ve Supervision: Suppor9ng the Art and Science of Teaching

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Critical Points to Remember… •  The lesson segments do not necessarily occur in a linear fashion.

•  They are interdependent and ongoing. •  Strategies for one segment oWen work for other segments when used correctly.


§  Nine “design ques9ons” that teachers ask of themselves as they plan instruc9on

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LESSON SEGMENTS INVOLVING ROUTINE EVENTS Design Question 1 What will I do to establish and communicate learning goals, track

student progress, and celebrate success?

Design Question 6 What will I do to establish or maintain classroom rules and procedures?

LESSON SEGMENTS INVOLVING CONTENT Design Question 2 What will I do to help students effectively interact with new

knowledge? Design Question 3 What will I do to help students practice and deepen their

understanding of new knowledge?

Design Question 4 What will I do to help students generate and test hypotheses about new knowledge?

SEGMENTS ENACTED ON THE SPOT Design Question 5 What will I do to engage students?

Design Question 7 What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?

Design Question 8 What will I do to establish and maintain effective relationships with students?

Design Question 9 What will I do to communicate high expectations for all students?















!

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Let’s overview the 41… Extra Handout

+ = firm understanding/use frequently ✓ = familiar but need to learn more in order to implement more frequently

− = unfamiliar and use infrequently (if at all)


Handout page 3

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!


“The unexamined life isn’t worth living.”

Plato

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Another helpful resource…


Things Associated with Reflec6ve Prac6ce

Instruc6onal Framework Sejng Growth Goals Deliberate Prac9ce Focused Feedback

Goal Sejng Observa9ons

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Research & Theory

Teacher Reflective Practice

Teacher Pedagogical Skill

Student Achievement


A Scale for Improvement Innova9ng

(4) Applying

(3) Developing

(2) Beginning

(1) Not Using

(0)

Target Strategy

Adapts and creates new strategies for unique student needs and situa9ons.

Engages students in the strategy and monitors the extent to which it produces the desired outcomes.

Engages students in the strategy with no significant errors or omissions.

Uses strategy incorrectly or with parts missing.

Strategy was called for but not exhibited.

Handout Page 29

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Becoming a Re!ective Teacher Visit marzanoresearch.com/classroomstrategies to download this page.

R E P R O D U C I B L E18 6

Lesson Segments Involving Routine Events

Design Question: What will I do to establish and communicate learning goals, track student progress, and celebrate success?

1. What do I typically do to provide clear learning goals and scales (rubrics)?

The teacher provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of per-formance relative to the learning goal.

Teacher Evidence

T Teacher has a learning goal posted so all students can see it.

T The learning goal is a clear statement of knowl-edge or information as opposed to an activity or assignment.

T Teacher makes reference to the learning goal throughout the lesson.

T Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it.

T Teacher makes reference to the scale or rubric throughout the lesson.

Student Evidence

T When asked, students can explain the learning goal for the lesson.

T When asked, students can explain how their cur-rent activities relate to the learning goal.

T When asked, students can explain the meaning of the levels of performance articulated in the scale or rubric.

How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using

Providing clear learning goals and scales (rubrics)

I adapt and create new strategies for unique student needs and situations.

I provide a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance, and I moni-tor students’ understanding of the learn-ing goal and the levels of performance.

I provide a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance, but I do so in a somewhat mechanistic way.

I use the strat-egy incorrectly or with parts missing.

I should use the strategy, but I don’t.



R E P R O D U C I B L E18 6




The teacher provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of per-formance relative to the learning goal.

Teacher Evidence

T Teacher has a learning goal posted so all students can see it.

T The learning goal is a clear statement of knowl-edge or information as opposed to an activity or assignment.

T Teacher makes reference to the learning goal throughout the lesson.

T Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it.

T Teacher makes reference to the scale or rubric throughout the lesson.

Student Evidence

T When asked, students can explain the learning goal for the lesson.

T When asked, students can explain how their cur-rent activities relate to the learning goal.

T When asked, students can explain the meaning of the levels of performance articulated in the scale or rubric.

How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using

Providing clear learning goals and scales (rubrics)


I provide a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance, and I moni-tor students’ understanding of the learn-ing goal and the levels of performance.

I provide a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance, but I do so in a somewhat mechanistic way.



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Innova6ng 4

Applying 3

Developing 2

THESE THREE LEVELS ALL

DEMONSTRATE TEACHER

COMPETENCY!

The teacher adapts or creates a new version of the strategy or behavior for unique student needs and situa9ons.

The teacher uses the strategy or behavior and monitors the extent to which it affects student outcomes.

The teacher uses the strategy or behavior but does so in a somewhat mechanis9c way


Generic Form of the Scale Innovating

4 Applying

3 Developing

2

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ONE EXAMPLE

EXAMINING SIMILARITIES AND DIFFERENCES


DEVELOPING

Teacher provides instruc6on about mammals and birds. All students are provided a Venn diagram to show what is the same and what is different about mammals and birds.

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APPLYING

Teacher provides instruc9on about mammals and birds. All students are provided a Venn diagram to show what is the same and what is different about mammals and birds. While students are working independently to complete the Venn diagram, the teacher no9ces that numerous students are using it

incorrectly. She intervenes with addi9onal instruc9on about the Venn diagram itself and

proper use.


INNOVATING

•  Teacher provides instruc9on about mammals and birds. •  Some students are put in collabora9ve groups to

complete the lesson by capturing the similari9es and differences between birds and mammals on a teacher-‐provided Venn diagram.

•  Some students are asked to complete the Venn diagram ac9vity independently.

•  Some students are instructed to develop a graphic organizer of their choosing to show the similari9es and differences between birds and mammals.

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Three Types of Practice…

• Automa9city • Flow • Deliberate Prac9ce


Automaticity

o Occurs with a task that is carried out with minimal mental effort, possibly even without conscious thought.

o Example: Riding a bike

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Flow o  Individuals engage in ac9vi9es at which they are skilled and the level of challenge perfectly matches the skills, training, strengths, and resources of the performer.

o Engagement = Top Performance o OWen lose track of 9me during “Flow”


Deliberate Practice

o  In deliberate prac9ce, you are con9nually challenging yourself and you are on the edge of comfort and failure with the challenge.

o By being deliberate in your prac9ce, you are engaging in the constant pursuit of excellence and growth.

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Setting Growth Goals…

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Personal Profile

R E P R O D U C I B L E

Becoming a Re!ective Teacher Visit marzanoresearch.com/classroomstrategies

Teacher Self-Ratings on the Personal Pro!le



Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using


2. What do I typically do to track student progress?

3. What do I typically do to celebrate success?

Design Question: What will I do to establish and maintain classroom rules and procedures?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

4. What do I typically do to establish and maintain classroom rules and procedures?

5. What do I typically do to orga-nize the physical layout of the classroom?

Lesson Segments Addressing Content

Design Question: What will I do to help students effectively interact with new knowledge?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

6. What do I typically do to identify critical information?

7. What do I typically do to organize students to interact with new knowledge?

8. What do I typically do to preview new content?

Page 1 of 4


Teachers are provided support to con9nually enhance their pedagogical skills through reflec6on and professional growth plans.

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For a Growth Goal, a teacher should…

o  Select a few (2 or 3) elements. o  Concentrate on those with lower scores. o  Consider those for which there is a strong interest. o Write two or three specific growth goals. o Use the compendium of instruc9onal strategies (p. 85) to support improvement.


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Sample Growth Goals

By the end of first session, I will raise my score on tracking student progress from a 1 to a 3 by:

o  Recording class performance on wri9ng tasks and pos9ng the charts in the room in order to refer to them on a frequent basis.

o  Have students record personal performance on various tracking mechanisms.


Sample Growth Goals

o By the end of the month, I will raise my score on helping students reflect on their learning from a 0 to a 3 by…

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Polleverywhere.com

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R E P R O D U C I B L E 18 9




The teacher reviews expectations regarding rules and procedures to ensure their effective execution.

Teacher Evidence

T Teacher involves students in designing classroom routines.

T Teacher uses classroom meetings to review and process rules and procedures.

T Teacher reminds students of rules and procedures.

T Teacher asks students to restate or explain rules and procedures.

T Teacher provides cues or signals when a rule or procedure should be used.

Student Evidence

T Students follow clear routines during class.

T When asked, students can describe established rules and procedures.

T When asked, students describe the classroom as an orderly place.

T Students recognize cues and signals from the teacher.

T Students regulate their own behavior.

How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using

Establishing and maintain-ing classroom rules and procedures


I establish and review expec-tations regard-ing rules and procedures, and I monitor the extent to which students understand the rules and procedures.

I establish and review expec-tations regard-ing rules and procedures, but I do so in a somewhat mechanistic way.



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Teacher Evidence






Student Evidence






How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using













Teacher Evidence






Student Evidence






How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using







Look for’s…

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Teacher Evidence






Student Evidence






How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using







Listen for’s…


Leaders and coaches can support teachers’ self-improvement efforts by …

o Encouraging the exchange of growth goal informa9on between teachers.

o Reminding them to meet to discuss progress.

o Checking in periodically to demonstrate support and interest.

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Learning Goals and Feedback Rules and Procedures

INVOLVES ROUTINES



Design Question One:

What will I do to establish and communicate learning goals, track student progress, and celebrate

success?

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!MARZANO Research Laboratory888.849.0851 marzanoresearch.com

Segments that are rou6ne components of every lesson…

§  Communica6ng learning goals and providing feedback (Q1)

§  Tracking student progress (Q1) §  Providing feedback and celebra6ng success (Q1) §  Rules and procedures (Q 6)

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Ac9on Steps 1. Make a dis9nc9on between learning goals and learning ac9vi9es or assignments.


o  A learning goal is a statement of what students will know or be able to do.

o  Emphasizes the knowledge students would poten9ally gain.

o  A few common learning goal formats:

– The learner will be able to… – Students will understand… –  I can…

What is a learning goal (critical understanding)?

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Learning Goal

The learner will tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.


Learning Goal

I can compare and order rational numbers from least to greatest and greatest to least.

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Learning Goal

The learner will tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Activity Periodically during the day, have the students tell and/or write the 6me also indica6ng what they are doing at that par6cular 6me of the school day.


1)  Apply grade-‐level phonics and word analysis skills in decoding words.

2)  Write a report on Dr. Seuss. 3)  Represent a number of objects with a wriden

numeral 0-‐20. 4)  Create a metaphor represen9ng the food pyramid. 5)  Convert among different-‐sized standard

measurement units within a given measurement and use these conversions in solving mul9-‐step, real world problems.

6)  Determine subject–verb agreement in a variety of simple, compound, and complete sentences.

Learning Goal or Ac9vity???

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On your own…

o Write one learning goal you provide instruc9on to at some point during the school year.

o Write an ac9vity you use to enable your learners to adain mastery of the learning goal.


Ac9on Steps Handout pages 19-‐28

2. Write a rubric or scale for each learning goal.

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Three Levels of Performance Related to Every Learning Goal:

AT the learning goal

BEYOND the learning goal

BELOW the learning goal


4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class

3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught

2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes

1 With HELP, a partial knowledge of some of the simpler and complex details and processes

0 Even with help, no understanding or skill demonstrated

Proficiency Scale (Handout page 6)

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Proficiency Scale







Proficiency Scale

APPLICATION

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Proficiency Scale







Proficiency Scale

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Once asked to write a full story in six words, legend has it that novelist Ernest Hemingway responded: "For Sale: baby shoes, never worn.” In this spirit of simple yet profound brevity, the online magazine Smith asked readers to write the story of their own lives in a single sentence. The result is Not Quite What I Was Planning, a collec9on of six-‐word memoirs by famous and not-‐so-‐famous writers, ar9sts, and musicians. Their stories are some9mes sad, oWen funny, and always concise.


Team Reflec6on

SIX WORD SUMMARY

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Scale Development

o Work with your elbow partner(s). o Tell and write 6me from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

o What skills and knowledge must be in place in order to a@ain mastery of this priority learning goal?


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Why are proficiency scales important?


An important idea…

Proficiency scales provide clear focus for instruc9on to priority learning

goals.

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Erik Prouty, AP Chemistry, ThunderRidge HS, DCSD

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Ac9on Steps

4. Assess students using a forma9ve approach.


Forma6ve assessment… examining the gradual increase in knowledge for a specific learning goal.

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Three types of assessment items to measure the knowledge and skills defined…

n Level 2 items: Simpler details and processes that have been explicitly taught

n Level 3 items: Complex ideas and processes that have been explicitly taught

n Level 4 items: Inferences and applica9ons that go beyond what was taught


Atmospheric Processes and Water Cycle

4 Infer relationships regarding atmospheric processes and the water cycle

3 An explanation of: • How the water cycle processes impact climate changes • The effects of temperature and pressure in different layers of Earth’s atmosphere

2 • Recognize and recall basic terms such as: climatic patterns, atmospheric layers, stratosphere, troposphere. • Recognize or recall isolated details such as:

•  Precipitation is one of the processes of the water cycle. •  The troposphere is one of the lowest portions of the Earth’s atmosphere.

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n Explain how evapora9on affects the clima9c padern in areas around large bodies of water, such as the shoreline communi9es of Lake Michigan?

n A weather balloon travels up into the stratosphere. Explain what would happen to it as it progressed through the various layers of the atmosphere?

Level 3.0 Items Measuring Atmospheric Processes and Water Cycle


•  Define the following terms. –  Clima9c padern –  Atmospheric layers –  Stratosphere

•  Iden9fy the true statements with the leder T. ______ The atmosphere is between the troposphere and the stratosphere.

_____ The Earth’s atmosphere helps protect life on Earth by absorbing ultraviolet radia9on.

_____ The temperature of the Earth’s atmosphere varies with al9tude.


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Complete the following analogy.

Condensa9on is to evapora9on as _________ is to _________.

Why is this analogy accurate? _______________________________________________________________________________________________________________________________________



Let’s look at some assessment items that align (?) to the scale we developed…

Silent Assessment Item Sort

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Grade&2&Telling&Time&Assessment&Common%Core%2.MD.7%The%student%will%tell%and%write%time%from%analog%and%digital%clocks%to%the%nearest%five%minutes.%%Level%2%&1.%%Write&the&correct&time&on&the&blank&under&each&clock.&%%%%%%%%%%

%%%

%2.%%Find&a&partner.&Count&by&5’s&as&far&as&you&can&up&to&100&by&completing&this&counting&pattern:&%

5%%%%%10%%%%%15%%%%%____%%%%%____%%%%%____%%%%%(keep%going)%%

%3.%%Fill&in&each&blank&to&finish&the&description&about&one&of&the&hands&on&the&clock.&%

The%longer%hand%on%the%clock%is%called%the%_________________________________.%%%The%shorter%hand%on%the%clock%is%called%the%_________________________________.%

%%4.%%Read&each&time&and&write&it&in&the&box&using&the&correct&format.&&%%%%%%%%%

Time% Correct%Format%Four%o’clock%%

%

FortyIfive%minutes%past%eight%%

%%

ElevenIthirty%%

%

_____":"_____" _____":"_____"_____":"_____"


Level%4:%%%9.%%Read&the&short&word&problem&and&answer&the&question.&&Robert%began%folding%his%clothes%at%8:15.%p.m.%He%was%finished%at%8:30%p.m.%How%long%did%he%fold?%%%

%%10.%%Write&the&time&your&teacher&shows&you&on&an&analog&clock&on&the&digital&clock&face&below.&Be&sure&to&use&the&correct&format&for&telling&time.&&

&&&&&

&&

11.%%Write&the&time&your&teacher&shows&you&on&a&digital&clock&on&the&analog&clock&face&below. 12.%%Solve&this&realKworld&problem&involving&elapsed&time.&&The%bus%picks%Jordan%up%at%7:45%a.m.%He%arrives%at%school%at%8:50%a.m.%How%much%time%does%Jordan%spend%riding%on%the%bus%to%school%each%day?%%

Jordan%spends%_______________%minutes%riding%the%bus%to%school%each%day.%%

_______%minutes%

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Ac9on Steps

5. Have students chart their progress on each learning goal.

MARZANO Research Laboratory888.849.0851 marzanoresearch.com 14'Marzano'Research'Laboratory'2013'!'marzanoresearch.com'

December'2009/January'2010'|'Volume'67'|'Number'4''Health*and*Learning'Pages'86<87'

*When*Students*Track*Their*Progress*Robert'J.'Marzano''The'strategy'of'tracking'student'progress'on'specific'learning'goals'is'well'supported.'For'example,'Fuchs'and'Fuchs1''found'that'providing'teachers'with'graphic'displays'of'students''scores'on'formative'assessments'was'associated'with'a'26'percentile'point'gain'in'achievement.'Unfortunately,'this'strategy'has'not'received'the'attention'it'deserves.''When'students'track'their'own'progress'on'assessments'using'graphic'displays,'the'gains'are'even'higher.'Over'my'many'years'of'working'with'teachers,'I'have'had'the'opportunity'to'examine'the'effects'of'such'an'approach.'In'14'different'studies,'teachers'had'students'in'one'class'track'their'progress'on'assessments;'in'a'second'class,'these'teachers'taught'the'same'content'for'the'same'length'of'time'without'having'students'track'their'progress'(see'www.marzanoresearch.com/research/strategy20_trackingprogress.aspx).'On'average,'the'practice'of'having'students'track'their'own'progress'was'associated'with'a'32'percentile'point'gain'in'their'achievement.''In'the'studies,'students'recorded'their'scores'on'a'chart'after'taking'each'assessment.'Figure'1'shows'how'a'student'tracked'her'progress'on'the'topic'of'habitats'using'her'scores'on'four'different'assessments.'Using'a'rubric'with'a'rating'scale'of'0'to'4'to'score'the'assessments,'this'student'began'with'a'score'of'1.5'on'the'first'assessment'and'ended'with'a'score'of'3.5'on'the'fourth'assessment.''Figure*1.*Student*Progress*Chart********'''''''

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Having Students Chart Progress on Learning Goals

•  48 experimental–control studies were conducted at Marzano Research Laboratory.

•  This prac6ce is associated with a 32-‐percen6le point gain in student achievement.





The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment.

Teacher Evidence

T Teacher helps students track their individual progress on the learning goal.

T Teacher assigns scores using a scale or rubric that depicts student status relative to the learning goal.

T Teacher uses formal and informal means to assign scores to students.

T Teacher charts the progress of the entire class on the learning goal.

Student Evidence

T When asked, students can describe their status relative to the learning goal using the scale or rubric.

T Students systematically update their status on the learning goal.

How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using

Tracking stu-dent progress


I facilitate tracking of stu-dent progress using a forma-tive approach to assessment, and I monitor the extent to which students understand their level of performance.

I facilitate tracking of stu-dent progress using a forma-tive approach to assessment, but I do so in a somewhat mechanistic way.



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Teacher Evidence





Student Evidence



How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using












Teacher Evidence





Student Evidence



How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using







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Is it EVER appropriate to track class progress?






Teacher Evidence





Student Evidence



How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using







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Polleverywhere.com


Segments that are rou6ne components of every lesson

•  Communica9ng learning goals (Q1) •  Tracking student progress (Q1) •  Celebra6ng success (Q1)

What do you do to celebrate student success?

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o  Knowledge gain is the currency of student success in a forma9ve assessment system.

o When knowledge gain has been recognized, it can be legi9mately celebrated.

Recognize and Celebrate Growth


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hSp://www.barryfunenglish.com/enter/toolsRandomStudent.php

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Higher Levels of Effectiveness regarding Pedagogy

Curriculum Design

Management Techniques

Instructional Methodology


Ques6on 6: What will I do to establish or maintain classroom rules and procedures? Handout page 12

•  ASOT Ac9on Steps (text pp. 117–130)

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Design!Ques*on!6:!!What!will!I!do!to!establish!or!maintain!classroom!rules!and!procedures?!(ASOT!pp.117E130)!''

14'Marzano'Research'Laboratory'2013'"'marzanoresearch.com'

On your own: What do you currently do to establish and maintain classroom rules and procedures AND organize the physical layout of the classroom?


Rules…

iden6fy general expecta6ons or standards regarding student behavior.

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Procedures…

describe those behaviors that will help realize the rules.


Without effective rules and procedures, teaching (and consequently learning) is

inhibited.

Robert Marzano “The Art and Science of Teaching”

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Stephen Covey says,

“What is common sense is not necessarily common prac6ce.”















!

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POWER VS.

PURPOSE


ASen6on/Refocus Signal

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