This isn t a new Curriculum Management …...Effective teachers are made, not born. Do you agree or disagree? What’s the role of talent? What’s the role of deliberate practice?

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cutting-edge research concrete strategies sustainable success

Effective Pedagogy

Curriculum Design

Management Techniques

Instructional Methodology


This isn’t a “new” thing…

How do we do these even better?


Important Research cutting-edge research concrete strategies sustainable success

Attention and Refocus Signal

n  Move to the front and center of the room. n  Announce 2me remaining in ac2vity. n  Count down last 3 seconds out loud. n  At “Zero” we are ready to go.

n  I’ll just wait, as needed . . .


Effective teachers are made, not born.

Do you agree or disagree?

What’s the role of talent?

What’s the role of deliberate practice?


Most people are satisfied with competence, and never strive for expertise.


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“…it is reasonable to expect all teachers to increase their expertise from year to year.”



Have an effect on

people in a positive way

Have some autonomy over

your work

Get involved in something

complex, and get good

at it

Happiness and Motivation

Purpose

Autonomy

Deci and Ryan

Daniel Pink


Great Educators . . .

n  Are first and foremost learners who have a teachable spirit.

n  Are constantly looking to improve their skills in the craB of teaching and learning.


Improving Learning

What do we know? What can we do?


Factors that Correlate to Student Achievement Rates

National Assessment of Educational Progress (NAEP)

• Educa2on Level of Parents • Economics (poverty-‐affluence)

• Language Acquisi2on • Mobility


What can we control as a school?

The quality of teaching in our classrooms.

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“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


Advanced ED


What is it that maFers in both school and district leadership?


Three CriIcal IntervenIons (Commitments)

n  A system of clear learning goals connected to student feedback and evaluaIon at the classroom, school, and district levels

n  Ensuring effecIve teaching in every classroom

n  Building background knowledge for all students


Learning Goals and Feedback Rules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expecta2ons

Teacher/Stude

nt Rela2

onships Adherence to Rules and Procedures

Genera2ng/ Tes2ng

Hypotheses

Prac2cing and

Deepening

Interac2ng With New Knowledge

The Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS


QuesIon 6: What will I do to establish or maintain classroom rules and

procedures?

n  ASOT Ac2on Steps (text pp. 117–130) n  Teacher scales for reflec2ve prac2ce, (pp. 19)

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Segments that are rou2ne components of every lesson n  Rules and procedures (Q 6) n  Communica2ng learning goals (Q1) n  Tracking student progress (Q1) n  Celebra2ng success (Q1)


Without effective rules and procedures, teaching (and consequently learning) is

inhibited.

Robert Marzano “The Art and Science of Teaching”


Stephen Covey says,

“What is common sense is not necessarily common pracIce.”


Solo Thinking What are some key rules and procedures teachers need to establish in classrooms? Make a list of some that you use or think are cri2cal for a successful learning environment.


POWER VS.

PURPOSE


Four Part AFenIon Signal

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Grouping and Regrouping Strategies

Aden2on Signal Transi2on Signal


Age = AFenIon Span

n  Change of state needed… n  Tops out at 18-‐20 minutes… n  Adult learners need change also… n  3 ways we will group and regroup…

cutting-edge research concrete strategies sustainable success cutting-edge research concrete strategies sustainable success

Close Partners

n  When I say go . . .

n  Find a group of 2 or 3 with people sihng near you but not directly next to you—roughly seven steps away in any one direc2on.


Elbow Partners

n  People within elbow reach—groups of 2-‐3


Table Family

n  Your tablemates . . .

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Across the Room Partners


EffecIve Seatwork


RouInes and Procedures . . .



AcIon Steps

n  Periodically review rules and procedures, making changes as necessary.

n  Use classroom mee2ngs.

Teacher scales for reflec2ve prac2ce, pp. 19


Learning Goals and Feedback

Rules and Procedures

INVOLVES ROUTINES


We are here!

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Segments that are rouIne components of every lesson

n  Rules and procedures (Q 6) n  CommunicaIng learning goals (Q1) n  Tracking student progress-‐-‐feedback (Q1) n  Celebra2ng success (Q1)


How do we communicate learning goals and give meaningful feedback to

students?


CreaIng a proficiency scale

p. 12


Please place the following in order of complexity.


o  Explain the body’s most important dietary needs.

o  Recognize healthy vs. unhealthy foods given a list.

o  Discuss what would happen to the body if one of its needs was not met. (i.e. What would happen if the body received no calcium for an extended period of time?)

The student will:


o  Write compound-complex sentences in isolation.

o  Write a simple sentence with a subject and a predicate.

o  Write a variety of complete sentences with fluidity.

The student will:

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Scales vs. Rubrics

o  Scales are more than rubrics…

o  Have scores corresponding to levels of cogni2on required by the learner.

o  Designed with levels of cogni2on for planning purposes.


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


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. cutting-edge research concrete strategies sustainable success

Scale Development o Work with your elbow partner(s). o  Tell and write Ime 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?


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&&

&


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A few aha’s . . . n Some2mes you’ll find that certain standards do not have mul2ple levels.

n You see the tasks add the clarity to the knowledge and skills.

n Going to a 4 level, does NOT mean “ripping off” next year’s curriculum.

n Consider the verbs and the context in which the verbs are used as the way to increase your levels.


Marzano Research Laboratory is here to help!

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

n  Free resources n  Sample proficiency scales

n We also provide: n  Sample scale reviews and feedback n  Sample assessment reviews and feedback n  Full scale wri2ng



Learning Goals and Feedback

Rules and Procedures

INVOLVES ROUTINES


We’re sIll here!


Segments that are rouIne components of every lesson n  Rules and procedures (Q 6) n  Communica2ng learning goals (Q1) n  Tracking student progress (Q1) n  Celebra2ng success (Q1)

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AcIon Step

Have students chart their progress on each learning goal.


Having Students Chart Progress on Learning Goals

n  48 experimental–control studies were conducted at Marzano Research Laboratory.

n  This prac2ce is associated with a 32-‐percen2le point gain in student achievement.


Deb Pickering.

2008


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

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Is it EVER appropriate to track class progress?

Please offer an example if your answer is “yes.”


Polleverywhere.com


Segments that are rouIne components of every lesson n  Rules and procedures (Q 6) n  Communica2ng learning goals (Q1) n  Tracking student progress (Q1) n  CelebraIng success (Q1)

What do you do to celebrate student success?


o  Knowledge gain is the currency of student success in a forma2ve assessment system.

o  When knowledge gain has been recognized, it can be legi2mately celebrated.

Recognize and Celebrate Growth


Note Taking and Summarizing

What usually happens when you ask students

to summarize?

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What does the research say?


Category Ave. Effect Size

Percentile gain

Identifying similarities and differences

1.61

45

Note taking and summarizing

1.00

34

Reinforcing effort and providing recognition

.80

29

Homework and practice .77

28

Nonlinguistic representations

.75

27

Cooperative learning

.73

27

Setting objectives/providing feedback

.61

23

Generating and testing hypotheses

.61

23

Questions, cues, and advance organizers

.59

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Powerful Skills

“Note taking and summarizing are two of the most powerful skills students can cul2vate. They provide students with the tools for iden2fying and understanding the most important aspects of what they are learning.”

Robert Marzano


Unfortunately . . .

where this powerful skill is concerned, we oBen make assump2ons regarding students’ abili2es.


Kids Aren’t Born Knowing How To Summarize…

n  Teach your students how to summarize.

n  Many teachers say: “Summarize what we’ve learned today.” But they don’t do direct instruc2on (that means teaching) on summarizing.

n  So, if they can’t do it, teach them!


Don’t assume your students know how to summarize or take notes!


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CombinaIon Notes

Regular notes Symbol, picture, or graphic

Summary


topic

Essential characteristics Non-Essential Characteristics

Examples Non-Examples

Summarizing and Note Taking Frayer Model


Note Taking and Summarizing Windowpane


}  Place topics on chart paper around the room. }  Divide students into small groups. }  Each group has a different color marker and goes to a different chart.

}  Students write ideas/facts about the concept on the chart.

}  Call 2me and rotate to next chart. }  Each 2me students arrive at new chart, they review what is already there and add to the list.

COLLABORATIVE Note Taking


TradiIonal Rules-‐Based Summaries

T -‐ Trivia (Remove trivial material.) R -‐ Redundancies (Remove redundant or repe22ve informa2on.) 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)


PracIce with Summarizing

o  With your elbow partner, review the Rules-‐based summary example. Look for examples of each step in the process.

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TradiIonal Rules-‐Based Summaries

T -‐ Trivia (Remove trivial material.) R -‐ Redundancies (Remove redundant or repe22ve informa2on.) 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)


One Word Summaries

Read a paragraph at a 2me and write one word to summarize it.


What 2.0 Tools Support Summarizing?


Wordle n www.wordle.net o  This is a free tool that turns words or a block of text into a cloud padern.

o  Great way to summarize o  Great for a pre-‐reading tool o  Great for reflec2ng on content


Tagxedo

n www.tagxedo.com n  Varia2on on wordle n  Shapes


Graphic Organizers

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Effects of Different Learning Experiences

Type of Experience Percent of Recall Aeer One Year

Visual Instruc2on 77 % Drama2c Instruc2on 57 % Verbal Instruc2on 53 %

Nuthall 1999


Dual-‐Coding Theory


Graphic Organizers

o  Very effec2ve for new material cri2cal input.

o  Help students organize their thoughts in small, logical chunks.

o  Can be used with note-‐taking strategies. o  Usable in all content areas.


A Common Use . . . Previewing

n  Students work with content prior to actual formal presenta2on or cri2cal input.

n  Important for those coming with lidle or no background knowledge.


great u2lity in the classroom because they correspond to six common paderns that informa2on can be divided into: 1.  Descrip2ve padern 2.  Time sequence padern

3.  Process/cause-‐effect padern 4.  Episode padern

5.  Generaliza2on/principle padern 6.  Concept padern

Graphic Organizers have . . .


DescripIve PaFern

•  Descrip2ve Paderns can be used to represent facts about specific people, places, things and events

•  This informa2on does not have to be in any specific order

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DescripIve PaFern

Example


Time Sequence PaFern

•  Time sequence paderns organize events in a specific chronological order

•  For example, the events leading up to a significant event can be shown in a 2me sequence padern organizer


Process/Cause-‐Effect PaFern

•  Process/Cause-‐Effect Paderns organize informa2on into a casual network leading to a specific outcome

•  An example would be study habits that make a good student


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


GeneralizaIon/Principle PaFerns •  Generaliza2on/

Principle Paderns organize informa2on into general statements with suppor2ng details.

•  An example would be statements suppor2ng a hypothesis that economic condi2ons were the cause of the Civil War.


Concept PaFern

A Concept Pattern could look like this

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Pegword Method—pg. 55

n 1 bun n 2 shoe n 3 tree n 4 door n 5 hive

n 6 s2cks n 7 heaven n 8 gate n 9 line n 10 hen

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This isn t a new Curriculum Management …...Effective teachers are made, not born. Do you agree or disagree? What’s the role of talent? What’s the role of deliberate practice?