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MARZANO RESEARCH ASSOCIATE TIPS FOR REFLECTIVE PRACTICE
Lesson Segments Involving Routine EventsDesign Question: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
Element 1: What do I typically do to provide clear learning goals and scales (rubrics)?
• Helpstudentsunderstandthedifferencebetweentheirlearninggoalsandtheirassignments.
• Makesurethatlearninggoallanguageclearlyindicateswhetherthelearninggoalisdeclara-tiveorprocedural.
• Createmorethanonelearninggoalforin-depthlessonsorunits(contentgoal,writinggoal,vocabularygoal,andsoon).
• Refertoandtalkaboutthescalewithstudentsthroughoutthelessonandunit.
• Usethescalewhendesigningassessmenttasks.
• Poststudent-friendlylearninggoalsandscaleswhereallstudentscanseethem.
• Askstudentstousethelearninggoalthroughoutthelessonandastheyreflectontheirlearning.
• Havestudentswritethelearninggoalsinanotebookorjournal.Foryoungerstudents,simplyhavethemrepeatthelearninggoalsaftertheteacher,ifwritingisoverlytime-consuming.
• Askstudentstomonitortheirprogressontheirpersonallearninggoals.
• Don’tuseastandardsstatementasalearninggoal.
• Writelearninggoalsthatareappropriatefortheageorabilitylevelofstudents.
• Promptandguidestudents,ifnecessary,tohelpthemidentifypersonallearninggoalsthatareimportantandmeaningfultothem.
2 BECOMING A REFLECTIVE TEACHER
Element 2: What do I typically do to track student progress?• Scoreandreturnassessmentstostudentspromptly.
• Considerwhetheraspecificassessmentsituationcallsforanindividualscore-levelassessment.
• Usestudent-generatedtasksasawaytoallowstudentstopersonalizetheirlearning.
• Keeptrackofthetypesofassessmentsusedtoensurethatonetypeisnotusedexcessively.
• Usea“datawall”displayintheclassroomtodisplayclassprogressonlearninggoals.Updateitoften.
• Usesimplertrackingsystemswithyoungerstudents.
• Monitorstudents’personallearninggoalprogressaswellasprogressontheclasslearninggoals.
• Meetwithstudentsfrequentlytoreviewtheirprogressandupdategoalsforimprovement.
• Makeupdatingprogressonlearninggoalsaclassroomroutine.
• Informparentsorhavestudentsinformtheirparentsoftheircurrentstatusandgoalsforimprovement.
• Sendhomecopiesofapplicablescaleswithastudent’scurrentstatushighlightedonaweeklyorbi-monthlybasis.
• Setclassgoalsforeachlearninggoal.
• Reportclassprogresstostudentsregularly.
• Don’tconfusemechanicalerrors(forexample,poorspelling,incompletesentences,awkwardwritingstyle,andsoon)withlackofknowledgeorpoorperformanceonthelearninggoalcontent.
• Don’tuseonetypeofassessment(forexample,paperandpenciltests)exclusively.
• Don’ttracktoomanygoalsatonce.
• Don’tassumethatstudentsknowtheircurrentstatus.
• Don’tassumethatstudentswilltracktheirprogresswithoutsupportfromtheteacher.
Element 3: What do I typically do to celebrate success?• Makecelebrationsofsuccesspublic.Forexample,communicatecelebrationstoparents,other
teachers,andotherstudents.Keepinmindthatsomestudentsmaypreferquieter,privatecelebrations.
• Holdminiconferenceswithstudentstogivethemverbalfeedback.
• Planfeedbackforspecificstudentsbasedontheirperformanceonanassessmentorlearningactivity.Bespecificabouttheirstrengthsandweaknesses.
• Givestudentsspecificfeedbackaboutwaystoimprovetheirscores.
• Keepeachstudent’sindividualscoresprivate.
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• Celebrateknowledgegain,effort,andpersonalbests.Avoidcomparingstudents’perfor-mancesorencouragingcompetition.
• Avoidpraisinginnateintelligenceor“fixed”characteristics.Rather,recognizespecificstudenteffortthatledtodesiredoutcomes.
Design Question: What will I do to establish and maintain classroom rules and procedures?
Element 4: What do I typically do to establish and maintain classroom rules and procedures?
• Communicaterulesandprocedurestoparents.
• Modifyorsimplifyrulesandproceduresforstudentswhostrugglewithtypicalclassroomstructures,usingbehaviorcontractsandotherstrategies.
• Treatstudentsrespectfullywhencallinginappropriatebehaviortotheirattention.
• Adjustormodifyrulesthatnolongermakesenseorthataregettinginthewayofclassroomlearning.
• Don’tallowrulesthatexcludestudentsorfavoraspecificgroupofstudents.
• Don’ttreatstudentsdisrespectfullyorcondescendinglyduringclassroommeetings.
Element 5: What do I typically do to organize the physical layout of the classroom?
• Arrangefurnituretofacilitatemovement.
• Usecolor,size,andshapeofwalldisplaystohelpstudentseasilylocateimportantinformation.
• Askforstudents’permissiontodisplaytheirwork.
• Explaintostudentswherematerialsareandhowtolettheteacherknowifsuppliesarerun-ninglow.
• Trytomakeeverystudent’sdeskfourstepsorlessfromtheprimaryteachinglocation.
• Allowstudentstogiveinputontheroomlayout.
• Considervision,hearing,physical,andbehavioraldifficultieswhendesigningaseatingarrangementforstudents.
• Don’tcluttertheroomwithunnecessaryitemsorteacherbelongings.
• Whendisplayinginformationonawhiteboardorchalkboard,makesureitisorganizedandlegible.
• Changewalldisplaysregularlytoreflectcurrentcontent.
• Keepwallsfreefromclutterorvisualdistractions.
M Associate Tips for Reflective Practice
4 BECOMING A REFLECTIVE TEACHER
• Arrangestudents’deskssothattheirlegs,feet,andmaterialswillnotposeanysortoftrippinghazard.
Lesson Segments Addressing ContentDesign Question: What will I do to help students effectively interact with new knowledge?
Element 6: What do I typically do to identify critical information?• Givestudentsopportunitiestodiscusswhattheyalreadyknowaboutthecriticalinformation.
• Incorporaterelevantmedia(suchasaudioclips,videoclips,orarticleexcerpts)whenpresent-ingcriticalinformation.
• Showenthusiasmforthecriticalinformation(especiallyifitistypicallyconsideredboringtoteachorlearn).
• Explaintherationaleforlearningthecriticalinformationtostudents(real-worldapplications).
• Alertstudentsbeforeyoubegintopresentcriticalinformationandletthemknowwhattofocuson.
• Avoidtellingstudentsthattheyneedtolearnthecontentbecauseitwillbeonastateornationalexam.
Element 7: What do I typically do to organize students to interact with new knowledge?
• Designatasksheet(outliningpurpose,materials,procedures,directions,andclosure)thatstudentscanuseasaguideduringgroupwork.
• Periodicallyaskgroupstostopandreflectonhowwellgroupmembersareobservinggroupnorms.
• Collectobservationaldata(unobtrusiveassessment)aboutstudentlearningandlevelsofcom-petencewhilestudentsareworkingingroups.
• Planalternativeactivitiesforstudentswhoareunabletoworkintheirgroups.
• Teachstudentstomoveinandoutoftheirgroupsquickly(in1–2minutes)andquietly.Useastopwatchtotimethemastheypractice.
• Rearrangegroupsasoftenasappropriatesostudentshavetheopportunitytoworkwithasmanyoftheirpeersaspossible.
• Considerthepurposeofeachlessonandactivitywhendecidingwhichkindsofgroupstouse(forexample,dyads,triads,groupsuptofive,adhocgroups,orassignedgroups).
• Havematerialsreadyforeachgroupbeforestudentsmovetotheirgroups.
• Don’taskgroupstocompleteactivitiesthatarebettersuitedtoindividualwork.
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Element 8: What do I typically do to preview new content?• Previewunfamiliarandimportantvocabularyterms.
• Throughoutthelesson,referbacktopreviewingactivities.
• Makeconnectionsbetweenpreviouslylearnedinformationandnewcontent.
• Ifstudents’backgroundknowledgecontainserrorsormisconceptions,correctthemduringpreviewing.
• Don’tusepreassessmentscorestodetermineastudent’sfinalgradeorscore.
Element 9: What do I typically do to chunk content into “digestible bites”?
• Adjustthesizeofchunkswhileteachingiftheplannedchunksseemtoolargeorsmall.
• Tellstudentsabouteachchunkandhowlongitwillbebeforepresentingthelesson.
• Useanadvanceorganizertovisuallyrepresentchunks,theirrelationships,andtheirrelativesizestostudents.
• Betweenchunks,provideopportunitiesforstudentstoprocessandreflect.
• Checkforunderstandingafterpresentingeachchunk.
Element 10: What do I typically do to help students process new information?
• Explicitlyteachstudentsthestepsforeachprocessingactivitybeforeaskingthemtoengageinit.
• Postachartwiththestepsforprocessingstrategies(suchasjigsaworreciprocalteaching)intheclassroomwhereallstudentscanrefertoit.
• Postalistofspecificclarifyingquestionsthatstudentscanaskduringsmall-groupdiscussions.
Element 11: What do I typically do to help students elaborate on new information?
• Askstudentstoreflectonhowelaborationisextendingtheirlearning.
• Havestudentsrespondtoeachother’squestionsratherthanalwaysusingteacher-posedquestions.
• Usegraphicorganizerstohelpstudentsmapouttheirthinkingandreasoning.
Element 12: What do I typically do to help students record and represent knowledge?
• Havestudentsreferbacktotheirnotestoclarifyinformationandcorrectmisconceptions.
• Providefeedbacktostudentsonthequalityoftheiracademicnotebooks.
M Associate Tips for Reflective Practice
6 BECOMING A REFLECTIVE TEACHER
• Don’taskstudentstorecopynotesfromtheboardorscreenortakeverbatimnotesfromalecture.
• Don’trequireeachstudenttohaveexactlythesameinformationinhisorheracademicnotebook.
Element 13: What do I typically do to help students reflect on their learning?
• Modelreflectionbyreflectingandsharingyourreflectionswiththeclass.
• Usebothoralandwrittenstrategiesforreflection.
• Askstudentstoreflectoften.
• Givestudentstimeforreflectionrightafteralearningevent.
Design Question: What will I do to help students practice and deepen their understanding of new knowledge?
Element 14: What do I typically do to review content?• Usegamestoreviewcontent.
• Usereviewstrategieswithinlessons,notjustatthebeginningofeachday.
• Makesuretoreviewimportantvocabulary,inadditiontocontentinformation.
• Havestudentsteachreviewsegments.
• Inadditiontoreviewingcontent,reviewthelearninggoalsandobjectivesforaunitregularly.
• Askreviewquestionsthatrequiremorethanayesornoanswer.
Element 15: What do I typically do to organize students to practice and deepen knowledge?
• Havestudentsrecordtheirindividualthoughtsandideasbeforeconferringwithapartnerorgrouptoincreaseaccountability.
• Don’tusetournamentsorteampointstodeterminestudents’scoresorgrades.
Element 16: What do I typically do to use homework?• Makesurestudentshaveawaytocheckhowtheyaredoingwithaspecificprocedureorskill
astheypracticeitindependently.
• Explaintostudentshowthehomeworkisdesignedtohelpthemimproveonthelearninggoals.
• Completehomeworkassignmentsyourselfbeforeassigningthemtostudents.Estimatehowlongitwilltakeforstudentstocompletethemandanticipatequestionsthatmayarisewhilestudentsareworkingontheassignment.
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• Provideadequatetimetoexplainhomework,forstudentstorecorddirectionsandexpecta-tions,andtoanswerstudents’questions.
• Don’tmakehomeworkamajordeterminerofastudent’sfinalgradeorscore.
• Givestudentsfeedbackabouthomeworkassignments.
Element 17: What do I typically do to help students examine similarities and differences?
• Selectitemsthatallowforextendedcomparisons.
• Askstudentstorevisetheircomparisonsandclassificationsafterdiscussingthemwithpeers.
• Modelhowtocreateandusecomparisons,classifications,similes,metaphors,andanalogies.
Element 18: What do I typically do to help students examine errors in reasoning?
• Explicitlyteachstudentswhateacherrormeansbeforeaskingthemtofindtheerrors.
• Don’tuseexamplesthatmightbeconsideredbiasedtowardaculture,agegroup,orgendergroup.
Element 19: What do I typically do to help students practice skills, strategies, and processes?
• Ifstudentstracktheirimprovedperformance,celebratetheirprogressastheyachieveincreas-inglevelsofproficiencyandfluency.
• Askstudentstoindicatehowconfidenttheyarewithaskillorprocessusingascalefrom1(notconfidentatall)to4(veryconfident).
• Letstudentsmovetoamorecomplexlevelofpracticewhentheyareready,notwhenthewholeclassisready.
• Donotassignstructuredorvariedpracticeashomework.
Element 20: What do I typically do to help students revise knowledge?
• Providefeedbacktostudentsontheiracademicnotebookentries.
• Providestudentswithascaleorrubricthatallowsthemtoself-evaluatetheiracademicnotebooks.
• Don’tscoreacademicnotebookcontents.
Design Question: What will I do to help students generate and test hypotheses about new knowledge?
M Associate Tips for Reflective Practice
8 BECOMING A REFLECTIVE TEACHER
Element 21: What do I typically do to organize students for cognitively complex tasks?
• Teachstudentsaboutdifferencesbetweenexperimental,problem-solving,decision-making,andinvestigationtasks.
• Allowstudentstochoosewhatdatacollectiontoolsandotherresourcesarebestsuitedtotheirprojects.
• Findexistingopportunities(forexample,Ameritowne)thatallowstudentstoengageincognitivelycomplextasks.
• Don’tinsistthatallstudentsworkincooperativesettingsforeverytask.
Element 22: What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing?
• Makesurethatstudentsarefamiliarwithcontentbeforeaskingthemtoengageincognitivelycomplextasks.
• Useamonitoringsystemtotrackindividualandgroupprogressontasks.
• Modelandteachthestepsforeachtypeoftask.
• Providetimeforstudentstolearnandpracticethesetofstepsforeachtaskbeforeengaginginthem.
• Havestudentsexaminesimilaritiesanddifferencesamongthetypesoftasksandexplainwhichtasksaremostappropriateforwhichtypesoflearning.
• Providechartsandvisualaidstohelpstudentsrememberthestepsforeachtask.
• Displayexamplesofendproducts.
Element 23: What do I typically do to provide resources and guidance?
• Identifystudentswhoneedextrasupport,andvolunteeryourhelp.
• Createaprocedureorsignforstudentstousetorequesthelp.
• Letstudentsknowwhoyouarehelpingandwhoyouareplanningtocometonextifseveralstudentsneedhelpatthesametime.
• Providestudentswithaccesstothelibrary,computers,andtheInternet.
• Makesurethattheresourcesprovidedareappropriateforstudents’levelandtask.
• Beproactiveaboutofferingresourcesandguidance.Don’twaitforstudentstocometoyouforhelp.
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Lesson Segments Enacted on the SpotDesign Question: What will I do to engage students?
Element 24: What do I typically do to notice when students are not engaged?
• Useastopwatch,ifnecessary,toremindyourselftocheckontheengagementlevelintheroom.
• Planstrategiesintoeachlessonthatwillbringdisengagedstudentsbackintothecontent.
• Seatstudentswhohabituallydisengageclosetothefrontoftheroom.
• Reinforceengagedbehaviorwithpositiverecognition.
• Don’tembarrassorsingleoutstudentswhoarenotengaged.
Element 25: What do I typically do to use academic games?• Explainthepurposeofagametostudentsandconnectittothelearninggoals.
• Allowstudentstointroducenewacademicgames.
• Emphasizelearninginsteadofwinningduringinconsequentialcompetition.
• Don’tusegamesthatarenonacademicorthatarenotrelatedtothelearninggoals.
• Don’tusegamescorestodeterminegrades.
• Ensurethatallstudentshavetheopportunitytoparticipateingames.
• Don’tallowinappropriatecommentsoroverlycompetitivebehavior.
Element 26: What do I typically do to manage response rates?• Useabalanceoforalandwrittenresponsestrategies.
• Explainthedifferenttypesofwaitandpausetimeandtheirpurposestostudents.
• Useafriendlyandrespectfultoneofvoiceduringfollow-upquestioning.
• Don’tallowirrelevantquestionstodistractfromthetopicathand.
Element 27: What do I typically do to use physical movement?• Explaintostudentsthereasonsforphysicalmovement.
• Teachstudentsprocedurestoavoidwastingtimetryingtogetbackontask.
• Tryastrategyseveraltimesbeforedecidingwhethertocontinueusingit.
Element 28: What do I typically do to maintain a lively pace?• Afterteachingstudentstheproceduresfortransitioning,timethemwithastopwatchwhile
theypracticequicklymovingfromoneactivitytoanother.
M Associate Tips for Reflective Practice
10 BECOMING A REFLECTIVE TEACHER
• Useverbalandnonverbalcuestosignaldifferentinstructionalsegmentstostudents.
Element 29: What do I typically do to demonstrate intensity and enthusiasm?
• Ifyouaren’tgenuinelyexcitedaboutthecontent,studyitmoredeeply,lookforinterestingconnectionsbetweenitandyourinterestareas,orjustfakealevelofexcitement.
• Learnaboutstudents’interestsinordertomakeappropriateconnectionsbetweenthecontentandstudents’lives.
• Don’tsharenegativeopinionsornegativepastexperienceswithspecificcontent(forexample,“I’vealwayshatedmath”)withstudents.
• Don’tusestoriesthatareoverlypersonalorcontroversial.
Element 30: What do I typically do to use friendly controversy?• Closelymonitorstudentsduringfriendlycontroversyactivitiestoensurerespectfulbehavior.
• Askstudentstoparaphraseothers’positionsonissues.
• Emphasizethatideas,notpeople,arethesubjectofthedebateordiscussion.
• Teachstudentsrespectfullanguageandphrases(forexample,“Irespectfullydisagree”)toensurecourtesyduringdiscussionsordebates.
• Selectage-appropriatetopicsfordiscussionanddebate.
• Makesurethatstudentsarenotcondemnedorpersonallyattackedfortheirviews.
• Alwayssavetimeforadebriefingsessionafterafriendlycontroversyactivity,debate,ordiscussion.
Element 31: What do I typically do to provide opportunities for students to talk about themselves?
• Creategraphicrepresentationscomparingstudentinterestsandopinionssothatstudentscanseecommonalitieswiththeirpeers.
• Don’tallowstudentstojudgeoneanother’sinterestsoraccomplishments.
• Allowstudentstooptoutofsharingaboutthemselvesiftheyaren’tcomfortable.
Element 32: What do I typically do to present unusual or intriguing information?
• Shareunusualinformationwithcolleaguestocreateabankofunusualfactsforeachlearninggoalandunit.
• Identifystudentexpertsandinvitethemtosharewhattheyknowaboutthecontent.
• Avoidoverwhelmingorconfusingstudentswithtoomuchunusualinformationorwithunclearorirrelevantinformation.
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Design Question: What will I do to recognize and acknowledge adherence or lack of adherence to rules and procedures?
Element 33: What do I typically do to demonstrate “withitness”?• Establishroutinesthatencourageteacherproximitytostudents(forexample,theteachergoes
tostudents’deskstoanswerquestionsduringindividualworktime).
• Prepareteachingmaterialsbeforeclasstoavoidbeingdistractedorturningawayfromtheclassduringinstructionaltime.
• Bespecificaboutwhatstudentbehaviorisinappropriateandwhatstudentbehaviorisdesired.
• Don’tmakejudgmentalorbroadcommentsaboutstudentsinresponsetoinappropriatebehavior.
Element 34: What do I typically do to apply consequences for lack of adherence to rules and procedures?
• Trytoremovefactorsthatmaybemotivatingstudentstoactinappropriately(suchascertaingroupconfigurationsorseatingarrangements).
• Usegroupcontingencycarefullytoavoidcreatingnegativerelationshipswithandamongstudents.
• Consultwithadministratorstodetermineproceduresalreadyinplacefordealingwithhigh-intensitysituations.
• Don’thumiliatestudentswhoareactinginappropriately.
Element 35: What do I typically do acknowledge adherence to rules and procedures?
• Encouragestudentstomonitortheirownbehavior.
• Encouragestudentstorecognizeotherstudentswhoareadheringtorulesandprocedures.
• Bespecificaboutthepositivebehaviorexhibitedwhengivingverbalacknowledgement.
• Identifyspecificpositivebehaviorsthatstudentsexhibited,andtellhowtheycontributedtopositiveclassroomfunctioningandlearning.
• Don’tneglecttopraisestudentswhodependablyadheretotherulesandprocedures.
• Avoidcomparingstudents.
Design Question: What will I do to establish and maintain effective relationships with students?
M Associate Tips for Reflective Practice
12 BECOMING A REFLECTIVE TEACHER
Element 36: What do I typically do to understand students’ interests and backgrounds?
• Writedownspecificdetailsabouteachstudentasyoulearnaboutthem.
• Keeptrackofstudentsaboutwhomlittleisknown,andseekopportunitiestolearnmoreaboutthem.
• Considercoachingasportorsponsoringaclubinordertolearnmoreaboutstudentsanddeveloprelationshipswiththem.
• Ifnecessaryandappropriate,makehomevisitstoconnectwithstudentsandparents.
• Don’tendorseinappropriateelementsofstudentculture.
• Don’tsacrificetheteacher’spositionasanauthorityfigureinorderto“befriends”withstudents.
Element 37: What do I typically do to use verbal and nonverbal behaviors that indicate affection for students?
• Writepersonalnotestostudentstorecognizepositivebehaviors.
• Knowwhatnamestudentsprefertobecalledby.
• Recognizethatphysicaltouchmakessomestudentsuncomfortable,andcommunicateaffec-tionandinteresttotheminalternativeways.
• Usehumorrespectfully.
• Don’tusesarcasm.
• Don’tlaughatstudents.
• Don’tembarrassstudents.
Element 38: What do I typically do to display objectivity and control?
• Ifyoucannotcontrolyouremotions,takea“time-out.”
• Takedeepbreathstoslowyourheartrateandcalmdown.
• Useasoft,controlledvoice.
• Don’thave“favorite”studentsor“teacher’spets.”
• Don’traiseyourvoice,yell,ordemeanstudents.
Design Question: What will I do to communicate high expectations for all students?
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Element 39: What do I typically do to demonstrate value and respect for low-expectancy students?
• Realizethatpriorteachers’expectationlevelsforstudentsmayinfluenceyourexpectationlev-elsforstudents.
• Don’tgroupstudentsbasedonexpectationlevels.
• Don’tallowstudents’previousteacherstomakenegativecommentstoyouaboutstudents.
Element 40: What do I typically do to ask questions of low-expectancy students?
• Buildrelationshipswithstudentssotheyarecomfortableansweringquestionsinclass.
• Allowstudentstowritetheiranswersfirstorcheckinwithapeerbeforerespondingoutloudinfrontoftheclass.
• Givestudentstimetochecktheirthinkingbeforeanswering.
• Don’tacceptresponsesonlyfromstudentswhoraisetheirhandsorindicatethattheyknowtheanswer.
Element 41: What do I typically do to probe incorrect answers with low-expectancy students?
• Useapositivetoneofvoiceandanupbeatattitudewhenrespondingtostudentanswers.
• Don’tshowirritationorfrustrationwithastudentwhoanswersincorrectly.
• Don’tembarrassorhumiliateastudentwhoishavingtroubleanswering.
M Associate Tips for Reflective Practice