888.849.0851 marzanoresearch.com MARZANO Research … · 2014-08-15 · 888.849.0851 marzanoresearch.com MARZANO Research Laboratory Across the Room Partners •!Now find 2 or 3 people

MARZANO Research Laboratory888.849.0851 marzanoresearch.com MARZANO Research Laboratory888.849.0851 marzanoresearch.com


The Art and Science of Teaching

Standards, Assessments, and Content Delivery

August 11 & 12, 2014

Jeff Flygare Associate,

Marzano Research Laboratory


!"#$%&%'()*#+,(#%-(.""-/#01(23+",(#%-(4$*0"-3$",(

!"#$%&$'(!)%*+"#'(!

!'#,-+'.!%#!+/'!(0%+!

(123451!'567648451!

/96:!';<4=17>?5@!

!!!!+47=:4AB(123451!)4C7>?5@:9<@! ,3:4A45=4!1?!)2C4@!753!0A?=432A4@!

D454A7>56B!+4@>56!

/E<?1:4@4@!

0A7=>=956!753!

.44<45956!

"514A7=>56!F91:!#4G!H5?GC4364!

,..)'(('(!-%#+'#+!"#!(0'-"I"-!F,J(!!!


Let’s Regroup!

•! Close partners –!When I say go, connect with 2 or 3 people

near you but not at your table (and not the folks you worked with yesterday).

–! Introduce yourself –!Return to your tables when you’re done. –!You have 60 seconds.


Across the Room Partners

•! Now find 2 or 3 people away from your table. Choose folks you did not work with yesterday.

•! Arrange for a place to meet when we do activities with Across-the-room partners.

•! Introduce yourselves and then •! Share one “aha” moment from our work

together yesterday.


Learning Goals and Feedback

Rules and Procedures

!"#$%&$'(!)%*+"#'(!

Interacting with New

Knowledge

+:4!,A1!753!(=945=4!?K!+47=:956!

(

ADDRESSES CONTENT IN SPECIFIC WAYS


Please think about the look fors… !! Previewing activities !! 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 !! Personal story shared


You do it…

•! Think of a unit of study you are teaching or you saw recently as a leader.

•! Reflect upon the elements present. •! What would you do? •! What might you modify?

•! Take a moment, and share with your

table partners.


Previewing Activities

•! Previewing content before a critical-input experience.


Previewing Methods

•! “What do you think you know?” •! “Overt Linkages”

–!Connect with previous knowledge –!Draw direct connections –!Honor the schema they have already

developed


Previewing Methods

•! Previewing questions –!What previous learning addresses the same

concerns? –!Moral Dilemma

•! Brief Teacher Summary –!Provides context and “milestones” for

students to identify. •! Teacher-Prepared Notes

HO p. 19


Moral Dilemmas •! A moral dilemma can be used to deepen student

critical thinking and to practice Socratic questioning.

•! The problem can easily be connected to a piece of literature (but doesn’t have to be).

•! Select a problem for which there is no clear correct answer.

•! State the problem in generic terms (don’t use characters or locations from the piece of literature, or historical event)

•! Have students review the problem and reflect on what choice they would make.


Moral Dilemma – Group Task Questions

•! Group Task Questions 1. Briefly state in writing your position, however tentative, in regard to

the problem. Also, briefly state why you have taken this position. 2. In turn, take a moment and (each person) share with those in your

group the reason(s) why you have taken the position stated above. (Also be mindful of #3 below.)

3. Write the best reason(s) you have heard in your group that support and/or oppose your position.

4. State the group's position(s) on the problem. Also, list the reason(s) why the group took the(se) position(s).

5. Write one or two questions you would like to ask of those who may have taken a position different from yours on this problem..

6. Select one member of your group to represent your group in the following discussion. (Other members should feel free to make additional comments as desired.)


Here’s a sample Imagine for a moment that you are living in the United States in the near future. For the past five years the same individual has been the President of the United States. He has been able to do some wonderful things for the country. For the first time in decades, real government reform has been started. He has significantly reduced the federal deficit. He has been able to cut government waste and he has even slightly reduced taxes in the process. Nearly 98 percent of working Americans are employed. All of the polls showed his approval rating running in the low 90s. The country has been pleased with his surprising performance. Some three weeks ago, however, the President authorized an attack with biological weapons on a rogue settlement of terrorists in a Middle Eastern country. The attack never took place, because in transporting the biological weapons across the country, an accident caused the weapon to be released on the general population of the American Midwest. Although the President was not directly responsible for the accident, his order to use the weapon has released a plague on the United States the likes of which no one has seen before. Thousands have died and the predictions for further deaths are dire. No immediate remedy for the plague is seen, though scientists assure the public that the disease will run its course within a year. Now there is a public outcry for the President to resign because of what has happened to America on his “watch”. Some opponents charge the President with responsibility because he chose to use a weapon of mass destruction. Others consider that although a horrible plague has been released on the country, the President was still doing a good job domestically, and the country will suffer in the future if his leadership is removed from the White House. Should the responsibility for the plague cause the President to step down, or should the greater needs of the country trump the issue of the President’s responsibility? Considering the two sides of the issue, what should the President do – continue in office or resign?


And Another In a small farming community in Indiana lives a man who has been a farmer all his life. He has raised three daughters, and his wife died about ten years ago. The daughters have all left home; two have been married for several years to farmers in the community and the third is living on her own in a nearby big city, and is engaged to be married. Though the family is close there has been a great deal of tension among its members. The father tolerates his sons in law, but does not really like them. He feels his third daughter has somehow “rejected” him by moving to the big city and pursuing a career as an attorney. The father is not a man of great wealth, but the farm he still works has substantial value. A will currently divides the property, on the father’s death, among the three daughters. Recently, the two daughters living near the father have become concerned. Living on his own, he seems to have grown more distant mentally. He has recently purchased a large amount of furniture and had it delivered to his home, but has left it in the front yard where the weather is slowly destroying it. Periodically he gets drunk and drives into “town” where he has been arrested once for drunk driving. When the family gathers now, things quickly degenerate into arguments. The daughters are considering what they should do. Some argue that they should put him in a nursing home, but this would mean having him declared unable to take care of himself. One daughter would rather leave him alone. None want him to come and live with them. Of course, in the background is the issue of the inheritance. The daughters are concerned that nothing change the situation with regard to the money they will receive upon his death. What should be done about the father?


Graphic Organizers

The power of previewing


Graphic “Advanced” Organizers

•! Very effective for new material and critical input. •! Helps students organize their thoughts into

small, logical chunks. •! Useful in all content areas.


Effects of Different Learning Experiences

Type of Experience Percent of Recall After One Year

Visual Instruction 77 % Dramatic Instruction

57 %

Verbal Instruction 53 % Nuthall 1999


New Learning Occurs Best When..

•! Learners have a basic, personal connection with a new concept.

•! Have an opportunity to do their own thinking and attach learning to their own experiences.

•! The brain is stimulated to find possible previous patterns that relate to new learning.

Smilkstein; We’re Born to Learn 2003


The Brain Looks for Patterns

1.! Classification: A is an example of B 2.! Causal: A causes B 3.! Difference: A is unlike B 4.! Similar: A is similar to B 5.! Sequence: A occurs before B

Sousa; How the Brain Learns 3rd Edition


Graphic Representations

•! Graphic Organizers •! Thinking Maps

Problem 1

Solution 1

Issue 1 Issue 2

Solution 2

Issue 1


Rate Yourself!

Rating Description 4 Totally familiar / use extensively

3 Somewhat familiar /used somewhat 2 Vaguely familiar / used once or twice 1 Slightly familiar / never used 0 Not familiar / never used

Rate yourself on your familiarity and use of Graphic Organizers and Thinking Maps


Rearrange!

•! Move around the room so each group has at least

•! 1 - 3 or 4 •! 1 or more - 2’s •! 1 or more - 1’s

•! 0’s are optional!


Graphic Organizers

•! Now, discuss graphic organizers. •! 3’s and 4’s: Describe the value and use of

graphic organizers in your classroom. •! 2-0’s – Ask questions you have about the

use of graphic organizers. •! Everyone: Discover at least one new thing

you did not know about graphic organizers.

•! Be ready to share!


Research on Graphic Organizers

•! MRL (Haystead & Marzano, 2009) synthesis of 65 studies on effectiveness of graphic organizers –!Avg effect size = 0.29 –!11 percentile point gain

•! Nesbit & Adesope (2006) meta-analysis of 55 studies –!Avg, effect size = 0.60 –!23 percentile point gain


'$"#5(36+&57(&%(58"(0+#,,$**9(/"0#3,"(58"7(0*$$",:*%-(5*(,&;(0*99*%(:#<"$%,(58#5(&%=*$9#6*%(0#%(/"(-&>&-"-(&%5*?(

@A! B",0$&:6>"(:#<"$%(

CA! D&9"(,"E3"%0"(:#<"$%(

FA! 4$*0",,G0#3,"H"I"05(:#<"$%(JA! K:&,*-"(:#<"$%(

LA! )"%"$#+&M#6*%G:$&%0&:+"(:#<"$%(NA! O*%0":5(:#<"$%(

)$#:8&0(P$'#%&M"$,(8#>"(A(A(A((


.4@=A9<>L4!07M4A5!Q! B",0$&:6>"(4#<"$%,(

0#%(/"(3,"-(5*($":$","%5(=#05,(#/*35(,:"0&R0(:"*:+"S(:+#0",S(58&%',(#%-(">"%5,(

Q! D8&,(&%=*$9#6*%(-*",(%*5(8#>"(5*(/"(&%(#%7(,:"0&R0(*$-"$(


.4@=A9<>L4!07M4A5!

Example Example


+984!(4N245=4!07M4A5!

Q! D&9"(,"E3"%0"(:#<"$%,(*$'#%&M"(">"%5,(&%(#(,:"0&R0(08$*%*+*'&0#+(*$-"$(

Q .*$(";#9:+"S(58"(">"%5,(+"#-&%'(3:(5*(#(,&'%&R0#%5(">"%5(0#%(/"(,8*T%(&%(#(69"(,"E3"%0"(:#<"$%(*$'#%&M"$(


0A?=4@@B-72@4O'P4=1!07M4A5!Q! 4$*0",,GO#3,"HKI"05(4#<"$%,(*$'#%&M"(

&%=*$9#6*%(&%5*(#(0#3,#+(%"5T*$1(+"#-&%'(5*(#(,:"0&R0(*350*9"(

MARZANOMARZANOMARZANO888.849.0851 marzanoresearch.com 888.849.0851 marzanoresearch.com 888.849.0851 marzanoresearch.com

Q 4$*0",,GO#3,"HKI"05(4#<"$%,(*$'#%&M"(&%=*$9#6*%(&%5*(#(0#3,#+(%"5T*$1(+"#-&%'(5*(#(,:"0&R0(*350*9"(

•! U%(";#9:+"(T*3+-(/"(,53-7(8#/&5,(58#5(9#1"(#('**-(,53-"%5(


Episode Pattern Episode Pattern Organizers arrange data about specific

events including:

1. Setting (time and place)

2. Specific People

3. A specific duration

4. A specific sequence of events

5. A particular cause and effect


D454A7C9Q7>?5B0A95=9<C4!07M4A5@!Q! )"%"$#+&M#6*%G4$&%0&:+"(

4#<"$%,(*$'#%&M"(&%=*$9#6*%(&%5*('"%"$#+(,5#5"9"%5,(T&58(,3::*$6%'(-"5#&+,A(

Q! U%(";#9:+"(T*3+-(/"(,5#5"9"%5,(,3::*$6%'(#(87:*58",&,(58#5("0*%*9&0(0*%-&6*%,(T"$"(58"(0#3,"(*=(58"(O&>&+(V#$A(


-?5=4<1!07M4A5!

A Concept Pattern could look like this


Non-linguistic Representations •! Students build their own models based on

new learning. •! Allow them to develop the “graphic”

representation to solidify meaning. •! Helps students create mental images of

their learning. •! Includes physical models.





Chunking Content


Chunking helps us remember… •! Pythagorean Theorem

–!a2+b2=c2

–!Right triangles, hypotenuse, legs, square roots, exponents

•! Color wheel –!Primary, secondary, and tertiary colors –!Mixing techniques

•! Other ways we naturally chunk information to assist in remembering

–! 402-761-3341 –! License plates –! Social security numbers


Chunking….maybe not!



Please silently reflect….

•! How do you use these techniques when teaching new content to students?

•! What might you consider modifying based upon our short discussion about new content?


How the Brain Learns

•! The amount of information a learner can deal with at one time is linked to the learner’s ability to add more items to the chunks in working memory-a learned skill.

•! Example…CAT


A Memory Task

•! I am going to quickly read a list of 10 things you might find in your desk.

•! After I have read the list you will write down as many of the items as you can.


•! Paper clips •! Stapler •! Marker •! Sticky notes •! Notepad •! Pencil •! Ruler •! Calculator •! White out •! Glue


Memory & Retention


Peg Word Method (for memorizing)

one = bun two = shoe three = tree four = door five = hive six = sticks

seven = heaven eight = gate nine = line ten = hen


•! Paper clips •! Stapler •! Marker •! Sticky notes •! Notepad •! Pencil •! Ruler •! Calculator •! White out •! Glue


Peg Word Method (for memorizing)

one = bun two = shoe three = tree four = door five = hive six = sticks

seven = heaven eight = gate nine = line ten = hen


The Art of Questioning

•! Is a Two Way Process. •! Provides Instructional Feedback. •! Is an Engagement Tool. •! Occurs in Many Forms….not all of

them effective as evidenced by this video…..!



Planning For Questioning

Effective Questioning doesn’t just happen off the

cuff….


Research Finding:

Teachers ask many questions

•! Teachers asked an average of 50.6 questions; students posed only 1.8 questions in a 30 minute period.

•! Encouraging teachers to encourage children s curiosity: A pivotal competence. Journal of Clinical Child Psychology, 8, 101-106.


Implication:

A few carefully prepared or selected questions are

preferable to large numbers of questions.


Research Finding:

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 various levels of thinking.


Good Questioning Gives Students…

•! Something to think about. •! A vantage point from which to think. •! Different ways to think. •! Reasons to think.

Kilgo 2009


Teaching isn’t a Magic Show…


Develop Guiding Questions.

•! “Big Questions” •! A few questions to clearly focus the

learners. •! These will help you develop other

questions for formative assessment along the way.


Guiding Questions and the Brain

Two questions the brain will ask: 1.! Is new input important to me? -

relevance2.!Does it make sense or have

meaning? schema •! Sousa: How The Brain Learns, 2006 2nd Edition

Documents

888.849.0851 marzanoresearch.com MARZANO Research … · 2014-08-15 · 888.849.0851 marzanoresearch.com MARZANO Research Laboratory Across the Room Partners •!Now find 2 or 3 people