The Art and Science of Teaching - Amazon Web Services · Prison Confinement Systems •!Submarine Crews . 888.849.0851 marzanoresearch.com MARZANO Research Laboratory What about schools?

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

The Art and Science of Teaching

Jeff Flygare

Associate, Marzano Research Laboratory

August 11 & 12, 2014 Gothenburg Public Schools

Gothenburg, NE


Our Goals For These Two Days •! Explore The Art and

Science of Teaching as a common language for instruction.

•! Learn how The Art and

Science of Teaching connects with Becoming a Reflective Teacher.


Great Educators

•! Are first and foremost, learners with a teachable spirit…

•! Are always in pursuit of improvement in their craft…


Table Team Discussion

•! What ideas or thoughts come to mind when you see the phrase:

A High Reliability Organization


High Reliability Organizations (HRO’s)

•! Organizations that can not tolerate high levels of failure…

•! Organizations that “take a variety of

extraordinary steps in pursuit of error free performance” (Weick, Sutcliffe, Ostefeld, 1999).


High Reliability Organizations •! Continually monitor for errors in critical

factors of their operation…. •! Immediately take action to keep those errors

from becoming system wide failures •! Recognize the interrelatedness of their

systems of operation


A few examples of HRO’s

•! Airplane Maintenance Teams •! Nuclear Power Plants •! Prison Confinement Systems •! Submarine Crews


What about schools?

•! Schools have not typically been part of the High Reliability Organization conversation.

•! Why do you think this is the case?


The reality is….

•! There was a long period of time when schools were willing to accept higher levels of failure.

And… •! Schools have not had a blueprint for the

concept of becoming a High Reliability School.


In the Era of Accountability…

•! Schools are expected to be HROs •! Schools and entire districts are

measured by their ability to eliminate failures.


During The Past 2 Years

•! Marzano Research Lab has been developing a blueprint for High Reliability Schools.

•! And •! A handbook for leaders has just

been published.


Marzano Laboratory High Reliability Schools Model

•! Based on the concept of HROs with the reality of the social organization in mind.

•! And 40 years of educational research…..


Marzano High Reliability Schools Framework

5 Levels Organized in a Hierarchy

HO p. 2


Levels 1, 2, and 3

•! Foundational for all schools •! Represent a hierarchy of priority… •! But they must be worked on

simultaneously because they are interdependent.

Five Levels of a HRS High Reliability School Levels

3. A Guaranteed and Viable Curriculum

2. Effective Instruction In Every Classroom

1. Safe and Collaborative Culture

Five Levels of a HRS High Reliability School Levels





High Reliability School Levels

5. A Competency- Based System

4. Standards-Referenced Reporting





What is the most significant factor in student learning? !

"

...the teacher in the classroom!"


“What Matters Very Much is "Which Classroom?”"

“If a student is in one of the most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.”"

Deborah Loewenberg Ball, Dean of Education, University of Michigan

HO p. 2


The Ultimate Goal For Schools

•! Raise the level of least effective…so all classrooms are effective….


Inside the box or inside the circle?

Pockets of Effective Collaboration and Instruction

Great Schools: 90% of staff 90% of time


Where should a school or district begin?

!! Develop a common language of teaching



A research-based common language for instruction, collaboration and

professional reflection


The Art and Science of Teaching 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 Page 7, The Art and Science of Teaching


Three Segments of a Lesson 1.! Segments that involve routine behaviors.

2.! Segments that address content in specific ways.

3.! Segments that are enacted on the spot.


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

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

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

(123451!'567648451!

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

!!!!+

47=:

4AB(

1234

51!)

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(!!!

HO p. 3


&4@@?5!(468451@!

5"(3,"(67"(6"$8(+",,*%((,"'8"%69(/"0#3,"(&6(-":%",(#(3%&6(*;(#%#+<,&,(;*$(*/,"$=&%'(#%-(-&,03,,&%'(6"#07&%'>(


Elements and Strategies

•! Elements are categories for specific instructional strategies based on learning research.

•! Within one element there are many different strategies that can be used to enact that element in a classroom. –! (Autonomy Factor)



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

(application) 5.!Student Engagement


Design Questions 1.! What will I do to establish and communicate

learning goals, track student progress, and celebrate success?

2.! What will I do to help students effectively interact with new knowledge?

3.! What will I do to help students practice and deepen their understanding of new knowledge?

4.! What will I do to help students generate and test hypotheses about new knowledge?

5.! What will I do to engage students?

HO p. 4


Design Questions

6.! What will I do to establish or maintain classroom rules and procedures?

7.! What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?

8.! What will I do to establish and maintain effective relationships with students?

9.! What will I do to communicate high expectations for all students?

HO p. 4


Learning Goals and Feedback

Rules and Procedures

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

((

(Design Question # 1: Page 5 in handout


Segments that are routine components of every lesson

•! Communicating learning goals (DQ1) •! Tracking student progress (DQ1) •! Celebrating success (DQ1) •! Rules and procedures (DQ 6)

HO p. 5


Communicating Learning Goals

Implementing the curriculum at the classroom level.


Top Factors Influencing Student Achievement 1.! Self-reported grades

and student expectations

2.! Piagetian programs 3.! Response to

Intervention 4.! Teacher credibility 5.! Providing formative

evaluation

6.! Microteaching 7.! Classroom

discussion 8.! Comprehensive

interventions for learning-disabled students

9.! Teacher clarity 10.!Feedback

Hattie, John, 2009, 2012, quoted in A Handbook for High Reliability Schools, Marzano, Warrick and Simms, 2014, p. 3.

HO p. 5


What makes good teaching? In teaching someone who has never done it to rappel . . . the issues focus the learning!

•! Instruct and demonstrate •! The goals are specific,

challenging and real. •! Learners are committed to

the goals. •! Learning is visible and there

are high levels of feedback and monitoring.

Based on Hattie, John, Visible Learning, Routledge, 2009, page 25.


What is a priority?

Nice to Know

Supplemental

The Priority

HO p. 6


Priority Standards for Shakespeare Alive

•! The student is able to understand most Shakespearean text after analyzing it.

•! The student can stage a passage of Shakespearean text, accounting for the characterization, stage directions and poetic devices present in the text.

•! The student can identify William Shakespeare’s position on the themes of the plays studied in class.

•! The student understands the characteristics of the major forms of Shakespearean plays, including comedy, tragedy, history and romance.


What is a priority?

Nice to Know

Supplemental

The Priority


Learning Goals versus Activities

Table Team Discussion: What is the difference between Learning Goals and Activities? What is the purpose of each?

HO, p. 6 (but don’t look just yet! ")


A learning goal is a statement of what students will understand and/or be able to do at the end of a unit of instruction.

What are learning goals?


Actions and strategies used in a classroom to help learners reach the learning goal.

Activities


Learning Goals or Activities/ Assignments?

•! Goal •! Students will be able to recognize the

protagonist, theme, and voice of a piece of literature.

•! Activity •! Students will read a short story and discuss

elements of the story in literature circles.


Learning Goals or Activities/ Assignments?

•! Goal •! Students will be able to tell and write time using

an analog clock. •! Activity •! Students will play a telling time card game in

small groups of 4 or 5.


What effect does this have on learners if we mix these up?

MARZANO Research Laboratory888.849.0851 marzanoresearch.com MARZANO Research Laboratory888.849.0851 marzanoresearch.com 888.849.0851 marzanoresearch.com 888.849.0851 marzanoresearch.com 888.849.0851 marzanoresearch.com

Activities instead of

Goals >>>> I need to learn…..

MARZANOMARZANOMARZANO Research LaboratoryResearch LaboratoryResearch Laboratory

What do I have to

finish by the end of class?


Activities and Goals

Are commonly mixed up in classrooms around the country



MARZANO Research Laboratory888.849.0851 marzanoresearch.com MARZANO Research Laboratory888.849.0851 marzanoresearch.com 888.849.0851 marzanoresearch.com 888.849.0851 marzanoresearch.com 888.849.0851 marzanoresearch.com

With clear learning

goals >>> This is what I am

supposed to learn and

understand.

MARZANOMARZANOMARZANO Research LaboratoryResearch LaboratoryResearch Laboratory


Sensory Register = Filtering •! The filtering system for the brain (also

known as the reticular activating system)…allows important input to continue down the learning path.

•! Unimportant input is sent away and kicked

out of the learning path shortly after it is experienced.


2 Questions The Brain Asks

•! Is this important? •! Does this have meaning?

•! Clear learning goals answer these questions and help set up more effective activities for learning.


Discussion Question

•! What does it mean to communicate learning goals to students?

•! What should it look like in a classroom?


Research on Learning Goals

Study Focus of Study

Percentile Gain

Wright 1990 Goal Difficulty

21

Hattie 1999 Goals and Feedback

18

Graham and Perin 2007

Goal Specificity

26

HO p. 5


The Challenge

Learning Goals must be challenging, yet attainable for

students.


Students come with unique gaps in their

abilities and previous learning.


“I have over 25 students in my class.”

•! Problem: How can I write a goal for all my students that is both challenging and attainable?


•! Solution: Construct goals at multiple levels of difficulty.

“I have over 25 students in my class.”


Create Proficiency Scales


+:A44!&4K4C@!?L!04AL?A875=4!)4C7143!1?!'K4AE!&47A5956!D?7CM!

?@(67"(+"#$%&%'('*#+(

ABCDEF(67"(+"#$%&%'('*#+(

AB!D5(67"(+"#$%&%'('*#+(

HO p. 7


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

Proficiency Scale






Proficiency Scale






Proficiency Scale

APPLICATION






Proficiency Scale

2

regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes






Proficiency Scale


You can even use Half-Point Scores HO p. 8


Please place the following learning goals in a scale in order

of cognitive complexity.

4 or Advanced 3 or Proficient

2 or Progressing


•! Explain the body’s most important dietary needs.

•! Recognize healthy vs. unhealthy foods given a list.

•! Discuss what would happen to the body if one of its needs was not met.

The student will:


4. Discuss what would happen to the body if one of its needs was not met. 3. Explain the body’s most important dietary needs. 2. Recognize healthy vs. unhealthy foods given a list.

The student will:


•! Write compound-complex sentences in isolation.

•! Write a variety of complete sentences with fluidity.

•! Write a simple sentence with a subject and a predicate.

The student will be able to:


4. Write a variety of complete sentences with fluidity. 3. Write compound-complex sentences in isolation. 2. Write a simple sentence with a subject and a predicate.

The student will be able to:


The Common Language Enhances PLC Function


The Big Picture 1.! What is it we want our students to

know and be able to do?

2.! How will we know if our students are learning?

3.! How will we respond when students do not learn?

4.! How will we enrich and extend the learning for students who are proficient?

•! Priority Standards

•! Formative Assessment/Common Assessments and

Standards-Based Grading

•! Response to Intervention (RtI)

•! Lesson Design and Sharing Best Practices (Professional Learning Communities)

• Priority Standards

• Formative Assessment/Common Assessments and

Standards-Based Grading

• Response to Intervention (Response to Intervention (RtIRtI) )

•• Lesson Design and Sharing Lesson Design and Sharing Lesson Design and Sharing Lesson Design and Sharing Best Practices (Professional Best Practices (Professional Best Practices (Professional Best Practices (Professional Learning Communities) Learning Communities)

PLC

HO p. 8


PLC teams and The Art and Science

4 Questions of a PLC:

1. What do we want our students to learn? 2. How will we know if they have learned it? 3. What will we do if they have not? 4. What will we do if they already know it?

MARZANO Research Laboratory888.849.0851 marzanoresearch.com MARZANO Research Laboratory888.849.0851 marzanoresearch.com MARZANOMARZANOMARZANO Research LaboratoryResearch LaboratoryResearch Laboratory888.849.0851 marzanoresearch.com 888.849.0851 marzanoresearch.com 888.849.0851 marzanoresearch.com

Atmospheric Processes and Water Cycle

4 Infer relationships regarding atmospheric processes and the water cycle.

3 The student can explain: •! 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.

The GOAL

Prerequisites

Application

HO p. 7


Scale Samples From Classrooms






Erik Prouty, AP Chemistry, ThunderRidge HS, DCSD


From a Teacher’s Perspective



Close Partner Discussion

•! What are some of the most important things you heard Catherine say?


PLC Artifacts of Collaboration:

•! Proficiency Scales that are developed or refined by the PLC for use in all of their classrooms.


Marzano Research Laboratory is here to help!

•! Website –!http://www.marzanoresearch.com

•! FREE resources –!Classroom tools –!Proficiency scale bank –!Scales for common core standards

HO p. 8








Format - HO page 9



Basic Scales Work Great

•! Scales get better over time as PLCs work with them.

•! Basic scales are more effective than no scale at all or just a single learning goal.


PLC teams and The Art and Science

4 Questions of a PLC: 1. What do we want our students to learn? 2. How will we know if they have learned it?

Common Assessments 3. What will we do if they have not? 4. What will we do if they already know it?


ASOT and PLC Function

•! PLCs use scales to construct common classroom assessments.


Now, you can more accurately connect

assessment items or opportunities to the

scale = construct validity. We call these “Leveled Assessments”!


Three types of assessment items to measure the knowledge and skills defined

#!Level 2 items: Foundational details and processes that have been explicitly taught

#!Level 3 items: Complex ideas and processes that

have been explicitly taught at the level of the standard #!Level 4 items: Inferences and applications that go

beyond what was taught


Let’s Try One

•! Handout Page 10 •! Grade 2 Telling Time Scale •! Was developed by an elementary PLC


As a Table Team (PLC)

•! Use the telling time scale to build a common assessment:

•! You should develop: •! 2 assessment items for level 2 •! 2 assessment items for level 3 •! 1 assessment item for level 4


Please Compare Assessments

•! With a table team near yours… •! Share and compare your telling time

assessments…. •! Scales bring consistency to

assessment even across teams from different schools.


Scales mixed with content expertise lead to quality, rigorous

assessments.

For Example….


Use a Taxonomy To Help

It is one of the oldest, most reliable tools in our profession


HO p. 11














Level 2.0 Items for Measuring Atmospheric Processes and Water Cycle

•! Briefly define the following terms: climatic pattern, atmospheric layers, stratosphere

•! Identify which of the following statements are true: –! The atmosphere is between the troposphere and the

stratosphere. –! The Earth s atmosphere helps protect life on Earth by

absorbing ultraviolet radiation. –! The temperature of the Earth s atmosphere varies with

altitude.








Level 3.0 Items for Measuring Atmospheric Processes and Water Cycle

#!Explain how evaporation affects the climatic pattern in areas around large bodies of water, like the shoreline communities of Lake Michigan.

#!Assume that a weather balloon traveled up into

the stratosphere. Explain what would happen as it progresses through the various layers of the atmosphere.

Documents

The Art and Science of Teaching - Amazon Web Services · Prison Confinement Systems •!Submarine Crews . 888.849.0851 marzanoresearch.com MARZANO Research Laboratory What about schools?