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practical applications synthesized data inspired professional development

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watch?v=jofNR_WkoCE

York MRL TeamJanuary 29,

2014

Jill Johnson, ESU 6@mrsjillj

[email protected]


Heflebower, Marzano Research Laboratorycutting-edge research concrete strategies sustainable success

Learning Goals and FeedbackRules and Procedures

Involves Routines

Enacted on the Spot

Student Engagement

High Expectations

T

each

er–S

tude

nt R

elat

ions

hips

Adherence to R

ules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting With New

Knowledge

The Art and Science of Teaching

Addresses Content in Specific Ways


Question 5: How to re-engage our students!


Engagement--Four Questions

How Do I Feel?

Am I Interested?

Is This Important?

Can I Do This?


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 what ever we ask.

However, consider a different goal, “How can I make the horse thirsty?”


Strategies to increase engagement Use of games Inconsequential competition Manage response rates Physical movement Effective pacing Student interest Demonstrating intensity and

enthusiasm


Let’s Look at Some Games


Do two things… Participate in the game Observe:

Participation Laughter Excitement

Colors Trees

50 points 50 points 50 points

100 points 100 points

200 points

States and Territories

Pyramid Game

Liquids Titles of Plays Battles

Types of Government

ThingsAlbert Einstein

Would Say

ThingsThat

Happenedin the 1970s

50 points 50 points 50 points

100 points 100 points

200 points

Pyramid Game


TabooThis favorite game is a great tool for students to practice vocabulary and summarize. The object is to get someone to say the word using clues that don’t use the “taboo” words.

Australia

Prime Minister

Great Barrier Reef

Kangaroo

Sydney

Perth


Adverb

adjective modify part of speech time verb

Latitude and Longitude

lines map globe parallels prime grid

Taboo


Who Am I? Teacher makes note cards. One person students

have studied in class is on each card. Need top hat (or baseball cap). One student sits on stool in front of class and

puts on hat. The student chooses a card without looking at it. The teacher tapes it to the front of the hat. The student’s job is to figure out who the person is by asking yes or no questions.


Who Am I? Let’s play. In your group, pick one person to turn

away from the screen.

The name will be on the projector.

The “it” person asks yes or no questions until he or she gets the right answer.


Who Am I?

Obama


Who Am I?

Lady Gaga


Talk a Mile a Minute Students are given a list of terms that have been organized into

categories. Each team designates a talker. The talker tries to get the team to say each of the words by

quickly describing them. The talker is allowed to say anything about the terms while

talking but may not use any words in the category title or any rhyming words.

The talker keeps talking until the team members identify all terms in the category.

If members of the team are having difficulty with a particular term, the talker skips it and comes back to it later.


Things Associated With Weather

tornadohurricanecold front

cumulus cloudssleet

barometerEl Nino


Play Charades Each team designates an actor. The actor tries to get the team to say each of the

words by acting them out. The actor keeps acting until the team members

identify all terms in the category. If members of the team are having difficulty with

a particular term, the actor skips it and comes back to it later.


Charades—Science

oxygen

carbon monoxide

helium

neon

rotate

revolve

atom


Show, But Don’t Tell Show students how to do something. Demonstrate it but don’t

describe it. (Technology or math skills lend themselves to this process). Have them work in two-ish to talk with each other to describe

what they saw. This puts them in charge of paying attention. Ask questions such as… “What did you see me do?” “What did

I do next?” “What else did you see?” “Can you do this?” Have students write it….writing to learn…. “inking your

thinking” Use tech—a student summarizes and describes and use

camera to capture….twitter talk Comparison to video game. No one tells them. They don’t read

directions.


Can You Identify? Each team needs a piece of paper

(or notecard or sticky note). Number 1–7. Must identify all seven nonlinguistic

representations. One member of the team will safely deliver

the paper to the judge (must have all seven correct to win!).

Empower students to be the judge!


Famous People

1 2

65

3

4 7

http://teachpol.tcnj.edu/amer_pol_hist/thumbnail492.html


1 2

6

5

3

4

States

7


Strategies to increase engagement Use of games Inconsequential competition Manage response rates Physical movement Effective pacing Demonstrating intensity and

enthusiasm


http://goo.gl/ByUNA


Teachers asked an average of 50.6 questions;

students posed only 1.8 questions in a 30 minute

period.

Susskind, E. (1979), Encouraging teachers to encourage children’s curiosity: A pivotal competence. Journal of Clinical Child Psychology,

8, 101-106.


Research finding #1:

Teachers ask many questions.


Implication: Questions promote student learning.

Teachers should plan their questions before asking.

Ensure that questions match the instructional objectives and promote thinking.


A few carefully prepared or selected questions are

preferable to large numbers of questions.


Research Finding #2:

Most teacher questions are at the lowest cognitive level—known as fact, recall, or knowledge.

Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.


Implication:

Teachers should purposefully plan and ask questions that require students to engage in higher-level thinking.


Research finding #3: Not all students are accountable to

respond to all questions. Teachers frequently call on

volunteers, and these volunteers constitute a select group of students—especially in traditional settings.



Implication: Teachers should establish

classroom norms that every student deserves an opportunity to answer questions

All students’ answers are important.


Try some procedures that get every child involved: Use paired responses (A/B partner response). Call on students randomly—Popsicle sticks

with names on them. Using response chaining. Using choral responses. Using quick draws. Using hand signals (thumbs up/down). Using response cards. Using response technologies.

(ASOT, pp. 71–74)


PollEverywhere.com


Research finding #4: Teachers typically wait less than

1 second after asking a question before calling on a student to answer.

They wait even less time before speaking after the student has answered




Teachers often accept incorrect answers without probing. They frequently answer their own questions.



Implication:Teachers should seek to

understand incorrect or incomplete answers more completely by gently guiding student thinking with appropriate probes.



Students ask very few content-related questions.


Instead of asking “What did you learn today?”

ask“What question did you ask today?”


Implications:

Value student questionsHelp students learn to formulate good questions

Make time for student questions.


Active Questioning, 1995

Quantity Questions… From…

How many doors/windows in this room?

What is square root of 16?

Name the members of the United Nations.

To… What are the

possible ways to get out of this room?

List ways you can think to say “4 or -4.”

What concern would you take to the United Nations and why?


Classroom Instruction that Works, 2001

Compare/Contrast Questions(move from concrete to abstract)

How is _________like__________? How is ________different from_________? Seeing/believing Freedom/boundaries Human brain/computer Building a building/building a relationship Bush Administration /Obama Administration Use of analogies


Classroom Instruction that Works, 2001

Personification QuestionsDifferent points of view

If the color green could talk, what would it say about the color purple?

The Brooklyn Bridge has been called by a TV station to tell about its experiences. What is the bridge’s version?

Be a compass. Describe what you do. What would a doctor’s stethoscope ask a disease? What would an obtuse triangle ask a parallelogram? How would Lewis and Clark feel about about our space

exploration? What questions would Beethoven ask Rapsters?


Active Questioning, 1995

A couple Other Types of Active Questions

What if…? What if humans did not have a _______?

How come…? How come jumbo shrimp are so small?

Think of some that pertain to your topic area.


Questioning Makes the Difference, Johnson, 1990

CHALLENGE:How can I assess my questioning style?

Record a complete day of teaching Review in privacy For every right/wrong answer (convergent) type of

question give yourself a check For every divergent (multiple options) question,

give yourself an X Add the total of checks and Xs How long did you wait for responses?

Hunter research 2.5 seconds—try 5 seconds or more.

(Marzano, Pickering, & Pollock, Classroom Instruction That Works, 2001)

Compare or Contrast Questions(Move From Concrete to Abstract)

How is _________ like __________? How is ________ different from _________?

Seeing, believing Freedom, boundaries Human brain or computer Building a building, building a relationship Bush Administration, Obama Administration Use of analogies



enthusiasm


“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


Inside/Outside Circle


Corners…. Here if you are prefer fiction. Here if you prefer non-fiction. Here is you prefer movies. Here if you prefer plays

(dramatization).


Strategies to increase engagement Use of games Inconsequential competition Manage response rates Physical movement Effective pacing Student interest Demonstrating intensity and

enthusiasm


Wordle www.wordle.net This is a free tool that turns words or

a block of text into a cloud pattern Great way to summarize Great for a pre-reading tool Great for reflecting on content edutopia-back-to-school-guide-2010

http://www.wordle.net/


Secondary social studies After studying backgrounds of

presidential candidates, students asked to develop a claim regarding which candidate is the best person for the job and provide grounds to support such claims.

Obama’s Inaugural Speech

Obama’s Speech

Bush’s Speech, 2005

Bush’s Speech (2005)

Clinton’s Speech

Clinton’s Speech


Friendly ControversyFive strategies

The class vote The debate model The town hall meeting The legal model Analyzing perspective Conduct a folded or split line-up

• Republican, Democrat, Independent



enthusiasm


Questioning Makes the Difference, Johnson, 1990

CHALLENGE:Assess your questioning style

Record your teaching (Swivl, smart phone, computer, iPad, cassette tape)

Record convergent (right/wrong) & divergent (multiple options) questions

Observe wait time Count student questions Share your findings on KidBlog

OR apply another strategy for engaging students and share your results on KidBlog

http:// / watch?v = jofnr_wkoce

Documents

professional developmentlets

professional developmentdo

games practical applications

horse thirsty

recognizing rules procedures

erics marathon tshirt

use clock partners

new knowledgethe art