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6/10/13

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practical applications synthesized data inspired professional development

The Art and Science of Teaching

Dr. Tammy Heflebower

Vice President

Marzano Research Laboratory

Dr.. Toby Boss MRL NE trainer Csar of ESU 6

Learning Outcomes n Discover the framework.

n Experience instructional strategies.

n Use The Teacher Reflective Guide as a means

for reflection and growth


What’s inside the circle or inside the box?

Pockets of greatness

90% of staff 90% of time


Let’s talk about your resources… n If you like structure=handout n If you are more random=we won’t follow

the handout (exactly)! J

Page #

practical applications synthesized data inspired professional development practical applications synthesized data inspired professional development

Marzano Research Laboratory is here to help!

n Website n  http://www.marzanoresearch.com

n FREE resources n Event presentations n Brisbane, AU

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ROUTINE SEGMENTS

SEGMENTS ENACTED ON THE SPOT


CONTENT SPECIFIC SEGMENTS

P. 3


Lesson Segments

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


The Art & Science of Teaching shares nine key ideas (design questions) teachers consider as they plan a unit of instruction.

1. Learning Goals and Feedback 2.  Interacting with New Knowledge 3. Practicing and Deepening 4. Generating and Testing Hypotheses

(application) 5. Student Engagement 6. Establishing Rules and Procedures 7. Adherence to Rules and Procedures 8. Teacher-Student Relationships 9. High Expectations

The Art and Science of Teaching Pg. 4

Learning Goals and Feedback Rules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expecta=ons

Teacher/Stude

nt Rela=

onships Adherence to Rules and Procedures

Genera=ng/ Tes=ng

Hypotheses

Prac=cing and

Deepening

Interac=ng With New Knowledge


ADDRESSES CONTENT IN SPECIFIC WAYS

Pg. 3


Segments that are routine components of every lesson

n Rules and procedures (Q 6) n Communicating learning goals (Q1) n Tracking student progress (Q1) n Celebrating success (Q1)

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Question 6: What will I do to establish or

maintain classroom rules and procedures?

Pg. 10


Do some Solo Thinking… What are some key rules and procedures teachers need to establish in classrooms? Make a list of some that you use or you think are critical for a successful learning environment.


Grouping and Regrouping Strategies

Attention Signal


Age = Attention Span

n Change of state needed… n Tops out at 18-20 minutes… n Adult learners need change also… n Ways we will group and regroup…


Reflect

Add any additional notes to your handout regarding Design Question 6.

Pg. 10


Learning Goals and Feedback

Rules and Procedures

INVOLVES ROUTINES


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Segments that are routine components of every lesson n Rules and procedures (Q 6) n Communicating learning goals (Q1) n Tracking student progress--feedback (Q1) n Celebrating success (Q1)


Design Question One:

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

celebrate success?

Pg. 11


Define prioritized learning goals

(standards) in all subject areas


Nice to Know

Supplemental

Priority Standards!!

Adapted from McTighe & Wiggins


Students end up with major, and often unique

gaps when we aren’t clear about what students

learn, and to what degree they learn it.


Turn to your elbow partner and share . . .

n What have you done at your local level to

clearly identify what is essential? n  This goes beyond the state standards

conversations ….you must still review and prioritize.

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Action Step:

Clearly understand the differences between learning goals (priority

standards) and learning activities.


What’s the difference?

Learning Goal n  A learning goal is a

statement of what students will know or be able to do.

Learning Activity n  Activities help students

attain the learning goals.


Learning Goal or Activity? n  Students will complete the exercises in the back

of chapter 3. n  Students will create a metaphor representing the

food pyramid. n  Students will be able to determine subject–verb

agreement in a variety of simple, compound, and complete sentences.


Learning Goal or Activity?

n  Students will understand the defining characteristics of fables, fairy tales, and tall tales.

n  Students will investigate the relationship between speed of airflow and lift provided by an airplane wing.


How do we communicate priority

standards?


Create a proficiency scale

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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

Scale


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.

n Students will be able to discuss the body’s most important dietary needs.

n Students will be able to recognize healthy vs. unhealthy foods given a list.

n Students will be able to discuss what would happen to the body if one of its needs was not met (eg. What would happen if the body received no calcium for an extended period of time?)

Please place in order of complexity

n Students will be able to design word problems based on given mathematical equations and find any errors.

n Students will be able to recognize accurate statements about the mathematical processes embedded in word problems.

n Students will be able to translate between simple word problems and mathematical equations.

Please place in order of complexity


Scale Development

o Work with your elbow partner(s). o  Tell and write Dme 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 standard?

P. 15 Scale&Worksheet&

&Score&4.0&–&more&complex&

Demonstrations&of&learning&that&go&above&and&beyond&what&was&explicitly&taught&&&&&

&&

Score&3.0&–&the&learning&goal&or&expectation&&&&&&&&&

Score&2.0&–&the&simpler&stuff&Foundational&knowledge,&simpler&procedures,&isolated&details,&vocabulary&

&&&&&&&&

Score&1.0&With&help,&the&student&can&perform&Score&2.0&and&3.0&expectations&

&Score&0.0&

Even&with&help,&the&student&cannot&perform&expectations&&

&

P. 15

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!!!Scale!Worksheet!!

Score!4.0!–!more!complex!Demonstrations!of!learning!that!go!above!and!beyond!what!was!explicitly!taught!

!The!student!will:!• !

!Score!3.0!–!the!learning!goal!or!expectation!

!The!student!will:!• !!!!!

Score!2.0!–!the!simpler!stuff!Foundational!knowledge,!simpler!procedures,!isolated!details,!vocabulary!

!

The!student!will:!• Define!analog,!digital,!a.m.,!p.m.!• Identify!the!hands!on!an!analog!clock!• Count!by!5s!to!60!• Tell!time!to!the!hour,!halfJhour,!and!quarterJhour!• Write!time!using!the!correct!format!

!Score!1.0!

With!help,!the!student!can!perform!Score!2.0!and!3.0!expectations!!

Score!0.0!Even!with!help,!the!student!cannot!perform!expectations!

!

!

P. 15


!!!Scale!Worksheet!!

Score!4.0!–!more!complex!Demonstrations!of!learning!that!go!above!and!beyond!what!was!explicitly!taught!

!The!student!will:!• !

!Score!3.0!–!the!learning!goal!or!expectation!

!The!student!will:!• Tell!and!write!time!from!analog!and!digital!clocks!to!the!nearest!five!minutes,!using!a.m.!and!p.m.!!

Score!2.0!–!the!simpler!stuff!Foundational!knowledge,!simpler!procedures,!isolated!details,!vocabulary!

!

The!student!will:!• Define!analog,!digital,!a.m.,!p.m.!• Identify!the!hands!on!an!analog!clock!• Count!by!5s!to!60!• Tell!time!to!the!hour,!halfJhour,!and!quarterJhour!• Write!time!using!the!correct!format!

!Score!1.0!

With!help,!the!student!can!perform!Score!2.0!and!3.0!expectations!!

Score!0.0!Even!with!help,!the!student!cannot!perform!expectations!

!

!

P. 15


P. 15


Proficiency Scale Development

n Select an “essential learning” or unit of study with which to work.

n Work with teams to develop a proficiency scale. n Write score 3.0 language. n Write score 2.0 language. n Move to score 4.0 language.


Marzano Research Laboratory is here to help!

n Website n  hHp://www.marzanoresearch.com

n  Free resources n  Sample proficiency scales


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Searchable Site…



Provides Samples to Select…


Provides Sample Scales…


It’s one thing to be clear about expectations….another to align

instructional activities and assessments accordingly.


Common Verbs Found on Proficiency Scales

n  Infer n Compare n Describe n Contrast n Evaluate n Explain

n Formulate n Predict n Summarize n Support n Trace

Larry Bell

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I see value in the four point scale, yet how do I use it within our current system?


Heflebower, Marzano Research Laboratory

Language Arts : Word Recognition and Vocabulary 3.5

for Main Idea 2.5

Literary Analysis 3.0

Writing: Language Conventions 4.0

Organization and Focus 2.0

Research and Technology 1.5

Evaluation and Revision 2.5

Writing Applications 1.0

Listening and Speaking: Comprehension 3.0

Organization and Delivery 3.5

Analysis and Evaluation of Media 2.0

Speaking Applications 2.0

Life Skills: Participation 4.0

Work Completion 3.0

Behavior 4.0

Working in Groups 2.5

Douglas County School District, 2003


3.00 - 4.00 = A = 95% 2.50 - 2.99 = B = 85% 2.00 - 2.49 = C = 75% 1.50 - 1.99 = D = 65% Below 1.50 = F = 60%

Making Standards Useful, Marzano & Haystead


4.0 = 100% 3.5 = 95% 3.0 = 90% 2.5 = 80% 2.0 = 70% 1.5 = 65% 1.0 = 60% Below 1.0 = 50%

Conversion to %


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Spelling Test Scores

60 62 50

84 84

0

10

20

30

40

50

60

70

80

90

100

Test 1 Test 2 Test 3 Test 4 Test 5

Test 1

Test 2

Test 3

Test 4

Test 5

practical applications synthesized data inspired professional development cutting-edge research concrete strategies sustainable success

Learning Goals and Feedback

Rules and Procedures

INVOLVES ROUTINES

Interacting with New

Knowledge



If the segment involves new knowledge what do you expect to

see? §  Previewing activities §  Identify critical information §  Info presented in small chunks §  Students processing each chunk in small

groups §  Students summarizing and taking notes after

content has been introduced §  Students reflecting on their learning


Keep those in mind…

n  Look for those things under segment 2 on your observational protocol Short Form –New knowledge, that I consciously do.

n  Look also for areas for which I could improve….

Pp. 30-31


Generic Rubric for Self Reflection Innovating

4 Applying

3 Developing

2 Beginning

1 Not using

0

The teacher adapts and

plans strategies for

unique student needs and situations

The teacher uses strategies or

behaviors associated with an element and monitors their

effects on student

outcomes.

The teacher uses

strategies or behaviors associated

with an element, but

in a mechanistic

way.

The teacher uses

strategies or behaviors associated

with an element

incorrectly or with parts missing.

The teacher is unaware

of strategies or behaviors associated

with an element

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Primacy–Recency Effect

During a learning episode we remember best that which comes first, second best that which comes last, and least that which comes just past the middle. What does this look like in your classroom?


Reflect

Add any additional notes to your handout regarding Design Question 2.

Pg. 6


INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expecta=ons

Teacher/Stude

nt Rela=


Genera=ng/ Tes=ng

Hypotheses

Prac=cing and

Deepening




Pg. 3


Note Taking and Summarizing…

n When did you really learn to take notes? n We have to teach learners how to learn. n Note Taking AND Summarizing. n Easy, and effective


Combination Notes

Regular notes Symbol, picture or graphic

Summary


Summarizing….

n Students have to summarize in their own words….

n Use this as a good change of state strategy….

n  Limit their words to summarize….

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Research and Theory about Summarizing

To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.

cutting-edge research concrete strategies sustainable success practical applications synthesized data inspired professional development

Traditional Rules-Based Summaries

T - Trivia (Remove trivial material.) R - Redundancies (Remove redundant or repetitive information.) G - Generalize (Replace specifics or lists with general terms and phrases.) TS - Topic Sentence (Determine the topic sentence, which is the subject plus the author’s claim about the subject. You might have to make one up if there isn’t one.)

T - RG - TS (TARGETS)


A Few Summarizing Strategies


Limited Word Summaries

Read or review information and use a few words to summarize it.


Write A Headline

Write a short newspaper headline to summarize the information.


What 2.0 Tools Support Summarizing?

cutting-edge research concrete strategies sustainable success

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

block of text into a cloud pattern. o  Great way to summarize o  Great for a pre-reading tool o  Great for reflecting on content


INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expecta=ons

Teacher/Stude

nt Rela=


Genera=ng/ Tes=ng

Hypotheses

Prac=cing and

Deepening





If the segment involves knowledge practice and

deepening activities,what do you expect to see?

Students Engaged in: n  Practicing skills, strategies, and processes n  Examining similarities and differences

n  Comparing/contrasting, n  Classifying, n  Creating analogies and metaphors

n  Identifying Errors in Thinking n  Using homework

n  Guided and independent practice n  Cooperative learning activities n  Revising knowledge

n  Reviewing/revising notes so they are useful to students and add clarity to understanding.

P. 7


Learning is dependent on prior learning; therefore it is basic to ask, “How is this different from what I

already know?”

Identifying Similarities and Differences


Effective tools include n  Venn diagrams n  Comparison matrix n  Classifying activities n  Concept maps n  Graphic organizers n  T charts n  Pro and con grids n  Metaphors and analogies

Identifying Similarities and Differences

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Various Venn Diagrams


Double-Bubble Diagrams


Pro-Con Grid

Concept Map Example


Classification Chart

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T-Charts Item 1 Item 2 Item 3

Characteristic 1

Similarities and Differences

Characteristic 2


Characteristic 3


Characteristic 4


Solving Analogy Problems One or two terms are missing. Please think about statements below. Turn to your elbow partner and provide terms that will complete the following analogies.

Bone is to skeleton as word is to ______.

Rhythm is to music as _____ is to _____. What is the relationship?_________________ practical applications synthesized data inspired professional development


Cooperative Learning

n What are some cooperative learning strategies you use?

n Remember how cooperative learning is most effective: n  Positive interdependence n  Individual accountability n  Equal participation n  Simultaneous interaction


Cooperative Learning n What are some cooperative learning

strategies you use? n Remember how cooperative learning is

most effective: n  I need you and you need me n  Individual accountability n  Equal participation n  Increased time on task with students

Spencer Kagan

6/10/13

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INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expecta=ons

Teacher/Stude

nt Rela=


Genera=ng/ Tes=ng

Hypotheses

Prac=cing and

Deepening





Identifying Errors in Thinking n  Faulty logic

n  Contradictions, exceptions, evading the issue, arguing from ignorance, generalizing

n  Weak references n  Biased sources, sources lacking credibility, appeals

n  Misinformation n  Only “answer-getting” without understanding


Please reflect…P. 13

n Add ideas n Think of connections n Note any questions


Roundtable Notes

n Please put your names on your handout. n Please turn to page 13. n When directed, rotate your notes

clockwise.

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