good morning and welcome! · how!do!ifeel?! • effecve! pacing! • physical!movement •...
TRANSCRIPT
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Good Morning and Welcome!
The Highly Engaged Classroom
Dr. Tina Boogren Marzano Research Laboratory Associates
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Lecture
Reading Audio-visual
Demonstration
Discussion Groups
Practice by doing Teach others/immediate use of learning
Average Retention Rate
after 24 hours Pg. 3
5% 10%
20%
30%
50%
75% 90%
Adapted from David Sousa’s figure 3.8 in his text, How the Brain Learns
Boosting Retention
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(Pg. 2) Our road map…
• Review research on engagement strategies; • Delve deeper into teacher roles with the engagement process;
• Learn how to create a classroom environment where engagement is the norm;
• Experience strategies for engagement; and • Learn how four quesCons determine how involved students are in classroom acCviCes.
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Approximate aEenCon spans… • For pre-‐adolescents:
• Change up instrucCon approximately every 5-‐10 minutes.
• For adolescents into adults…
• Change up instrucCon approximately every 10-‐20 minutes.
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Cross-‐Town Buddy • We someCmes confuse the behaviors of engaged with compliant. Agree or Disagree?
• Students really just want “edutainment.” Agree or Disagree?
• Can you have engagement with high-‐stakes tesCng and accountability?
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An Old Proverb states: • You can lead a horse to water, but you can’t make them drink.
• We learned that maybe with “reward and punishment” the horse will do whatever we ask.
• However, consider a different goal: “How can I make the horse thirsty?”
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Engagement…
From:
Why aren’t students more engaged?
To:
How can we make our classrooms more engaging?
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Student Engagement
Student engagement happens as a result of a teacher’s careful planning and execu6on of specific strategies.
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Dr. Marzano’s Four QuesCons (pg. 5-‐14)
How Do I Feel?
Am I Interested?
Is This Important?
Can I Do This?
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• How Do I Feel? • Am I Interested?
AEenCon
• Is This Important? • Can I Do This? Engagement
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Graphic RepresentaCons:
We process informaCon more deeply when we engage in both linguisCc and
nonlinguisCc ways.
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Create a Non-‐LinguisCc RepresentaCon for the Four
QuesCons:
• How do I feel? • Am I interested? • Is this important? • Can I do this?
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Ques:on One:
How do I feel? Page 5-7
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How Do I Feel? • EffecCve pacing • Physical movement • DemonstraCng intensity and enthusiasm • Using humor • Building posiCve relaConships
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cutting-edge research concrete strategies sustainable success
How Do I Feel?
• EffecCve pacing • Physical movement ⏎ • DemonstraCng intensity and enthusiasm • Using humor • Building posiCve relaConships
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“Amazingly, the part of the brain that processes movement is the same part of the brain that
processes learning.” Eric Jensen, Teaching With the Brain in Mind, 2005
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John Ratey, Spark
“The real reason we feel so good when we get our blood pumping is that it makes the brain funcCon at its best… This benefit of physical
acCvity is far more important than what it does for the body.”
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John Medina:
“Physical ac6vity is cogni6ve candy.”
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Physical Movement • Stretch breaks • Movement related to rehearsal • Movement necessary to further understand the content • Drama • Physical representaCons • Movement that facilitates sharing (Mix-‐Pair-‐Discuss) • VoCng with your feet • Corners acCviCes • Whole-‐class or whole-‐school exercise
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Slap Count
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Slap Count
• Slap Count: – Partners or triads – Can ‘slap’ 1, 2, or 3 Cmes – Goal: to be the last one to ‘slap’ on the final number
– Can mix it up with even numbers, factors, etc.
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Brain Gym
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Brain Gym
• Touch lek hand to right ear and right hand to nose (at the same Cme).
• Bring both hands back to your sides. • Now swap: touch right hand to lek ear and lek hand to nose (at the same Cme).
• Bring both hands back to your sides… • How fast can you go???
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How Do I Feel?
• EffecCve pacing • Physical movement • DemonstraCng intensity and enthusiasm
• Using humor ⏎ • Building posiCve relaConships
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Humor
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Humor When teachers use humor, students feel beEer about the content, the teacher, and perhaps even themselves. • More oxygen • Endorphin surge • Posi6ve climate • Gets aHen6on • Increased reten6on
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Humor in the Classroom
• Bantering with students should be approached with great cauCon. (Avoid teasing and sarcasm.)
• A teacher using himself or herself as the subject of humor is appropriate and useful.
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Movie Clips and Media
Use short clips for different
subject areas and grade levels.
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Ques:on Two:
Am I interested? Page 8-0
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QuesCon Two: “Am I Interested?”
There is more to teaching than talking at kids.
Students have to be mentally involved for learning to occur.
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Am I interested?
1. Using GAMES and inconsequenCal compeCCon
2. IniCaCng friendly CONTROVERSY 3. Introducing UNUSUAL INFORMATION 4. QUESTIONING to increase response rates
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Am I interested?
1. Using GAMES and inconsequenCal compeCCon ⏎
2. IniCaCng friendly CONTROVERSY 3. Introducing UNUSUAL INFORMATION 4. QUESTIONING to increase response rates
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Research on The Use of Games to Improve Student Learning
Marzano Research Lab reports the results of three meta-‐analyses.
Student growth in classrooms that used games ranged from a 13 percenCle gain to an 18 percenCle gain.
This is significant.
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Games and InconsequenCal (Just for Fun) CompeCCon
• Games should always have an academic focus. • Regroup students so that all students experience winning and losing.
• Points are tallied but not used to increase or decrease scores or grades.
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Let’s look at some games…
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Colors Trees
50 points 50 points 50 points
100 points 100 points
200 points
State Capitals
Pyramid Game
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Talk a Mile a Minute
• Everyone sees the category • One person faces the screen, one turns away • Talk provides clues for each term/phrase • ConCnue unCl partner guesses all • Stand up and declare, ‘We won!’
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Ques:on Three:
Is this important? Page 10-11
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Is This Important?
• Four ways to tap into a student’s personal goals: – Comparisons to student interests – Providing choice – Real-‐world applicaCon – Personal projects
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Lecture
Reading Audio-visual
Demonstration
Discussion Groups
Practice by doing Teach others/immediate use of learning
Average Retention Rate after 24 hours
5% 10%
20%
30%
50%
75% 90%
Adapted from David Sousa’s figure 3.8 in his text, How the Brain Learns
Boosting Retention
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Choice of ReporCng Format • OpCons for reporCng:
– A wriEen report – An oral report – A dramaCc presentaCon – A debate – A videotaped report – A demonstraCon or simulaCon – Using a web applicaCon
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Choice/Menu Boards
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Ques:on Four:
Can I do this? Page 12-14
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QuesCon Four: “Can I Do This”…. The Research
• If the answer is “NO,” students might lessen or abort their involvement –even if they have posi:ve feelings about the task, are interested in the topic, and perceive it as related to their personal goals.
Marzano, 2010
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Can I Do This?
• Using effecCve praise and verbal FEEDBACK • Tracking and studying PROGRESS • Providing EXAMPLES of efficacy • Teaching about EFFICACY
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Can I Do This?
• Using effecCve praise and verbal FEEDBACK ⏎ • Tracking and studying PROGRESS • Providing EXAMPLES of efficacy • Teaching about EFFICACY
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Self-Theory Survey
1. You have a certain amount of intelligence, and you really can’t do much to change it.
– Strongly Agree – Agree – Mostly Agree – Mostly Disagree – Strongly Disagree
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2. Your intelligence is something about you that you can’t change very much.
– Strongly Agree – Agree – Mostly Agree – Mostly Disagree – Strongly Disagree
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3. You can learn new things, but you can’t really change your basic intelligence.
– Strongly Agree – Agree – Mostly Agree – Mostly Disagree – Strongly Disagree
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Results
Scores of ‘mostly agree’ to ‘strongly agree’
= fixed theory
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Dweck, Mindset: The New Psychology of Success, 2007
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Mindsets
• Mindsets are the assumptions, expectations, and beliefs that guide our behavior and our interactions with others.
• If our attitudes, beliefs, or mindsets about teaching, learning, and our students go unexamined, the consequences can be harmful…
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Fixed mindset:
talents are carved in stone
Growth mindset: qualities are things to be cultivated
through effort and can change through application and experience
Dweck, Mindset: The New Psychology of Success,2007�
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Growth/Fixed Teachers • Growth mindset teachers love to learn.
They want to learn about their students, about themselves, about life.
• Fixed mindset teachers think of themselves as finished products. Their role is to impart knowledge.
Dweck, Mindset: The New Psychology of Success,2007�
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Mindsets
Fixed Mindset
intelligence is a fixed trait
Growth Mindset
intelligence is a malleable quality, a potential that can be
developed
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What Mindsets Do Goals
Fixed Mindset Students Say
Learning is Most Important
“It’s much more important for me to learn things in my
classes than it is to get the best grades.”
Growth Mindset Students Say
Looking Smart is Most
Important
“The main thing I want when I do my school work is to show
how good I am at it.”
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What Mindsets Do Effort Beliefs
Fixed Mindset Students Say
Effort is positive
“The harder you work at something, the better you’ll be
at it.”
Growth Mindset Students Say
Effort is negative
“To tell the truth, when I work hard at my school work it
makes me feel like I’m not very smart.”
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What Mindsets Do Strategies ALer Failure
Fixed Mindset Students Say
Resilient
“I would work harder in this class from now on.”
“I would spend more time studying for the tests.”
Growth Mindset Students Say
Helpless
“I would spend less time on this subject from now on.”
“I would try not to take this subject ever again.”
“I would try to cheat on the next test.”
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How shall we respond? • Not... “Wow, you got eight of ten correct. You must be
really smart.”
• Instead— “You got eight right. That’s a really good score, and you must have worked really hard.”
Dweck, Mindset: The New Psychology of Success,2007�
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Changing Your Mindset
• Learn to hear your fixed mindset “voice.” • Recognize that you have a choice. • Talk back to it with a growth mindset voice. • Take the growth mindset acCon.
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BoEom Line:
I CAN GET BETTER IF I WORK HARD
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The view you adopt for yourself profoundly affects the way you
lead your life.
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So how shall we respond? • Not... “Wow, you got eight of ten correct. You must be
really smart.”
• Instead— “You got eight right. That’s a really good score, and you must have worked really hard. Tell me three things you did to accomplish your goal.”
Dweck, Mindset: The New Psychology of Success,2007�
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“Ability might get you to the top, but it takes character to keep you
there.” John Wooden, legendary UCLA
basketball coach
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Breakout:
We will delve deeper into the other strategies associated with each of the four
ques6ons.
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Thank You! Evaluations Dr. Tina H. Boogren [email protected] THBoogren (Twitter)—Blog