ASOT Academy SEPT 2013 - Amazon Web...

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MARZANO Research Laboratory888.849.0851 marzanoresearch.com

Coopera6ve Learning


A GREAT example…

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Coopera6ve Learning (allows students to experience content

from mul6ple perspec6ves)

o Percen9le gain ranges from 12 to 28 o Dr. Marzano recommends pairs and triads for most types of interac9ons. – Think Pair Share – Give One Get One


Coopera6ve Learning Group Rules

o As a table group, discuss a set of “norms” for group work. What might be on this list?

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Coopera6ve Learning Group Rules

o Be willing to contribute to all discussions. o Respect the opinions of others. o Make sure you understand what others are saying. Ask ques9ons if you don’t.

o Be willing to answer ques9ons others in the group ask of you.

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2.0 tools for Coopera6ve Learning

o Wikis – the idea that students create, edit, revise, extend or link ar9cles within an online pla~orm (www.wikispaces.com)

o Googledocs—lots of features


Wall Wisher o This is a tool for brainstorming and gejng feedback. The teacher sets up an account and creates a virtual wall. You then name your wall and create a prompt (e.g., What is the best book you have ever read?). Give students the URL and they create “s9cky notes” with their responses.

o www.wallwisher.com

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Close Partner Conversa6on…

o What coopera9ve learning strategies do you use or have you seen that have worked effec9vely?

o How do you “organize students to interact with new knowledge”?


Talk a Mile a Minute – Each team of 3 to 5 designates a talker. – You will be shown a list of words or phrases on the screen that relate to our content from yesterday.

– The talker tries to get the team to say each of the words by quickly describing them.

– The talker keeps talking un9l the team members iden9fy all the words on the list.

–  If members of the team are having difficulty with a par9cular term, the talker skips it and comes back to it later.

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curriculum students

assessment

An Example


three lesson segment

common language design ques9on

The Art and Science of Teaching

The Framework

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rou9nes proficiency scale learning goal

tracking student progress refocus signal

Design Questions 1 and 6


fixed mindset self-‐efficacy learning goal

growth mindset communica9on

Feedback

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“THE%ART%AND%SCIENCE%OF%TEACHING”%Lesson%Segments%

Involving%Routine%Events%Lesson%Segments%%

Addressing%Content%Lesson%Segments%

Enacted%on%the%Spot%Design'Question'1:''What'will'I'do'to'establish'and'communicate'learning'goals,'track'student'progress,'and'celebrate'success?'1) Providing+Clear+Learning+Goals+and+Scales+to+Measure+

those+Goal+2) Tracking+Student+Progress+3) Celebrating+Student+Success+

Design'Question'2:''What'will'I'do'to'help'students'effectively'interact'with'the'new'knowledge?'6)+Identifying+Critical+Information+7)+Organizing+Students+to+Interact+with+New+Knowledge+8)+Previewing+New+Content+9)+Chunking+Content+into+“Digestible+Bites”+10)+Processing+of+New+Information+11)+Elaborating+on+New+Information+12)+Recording+and+Representing+Knowledge+13)+Reflecting+on+Learning+

Design'Question'5:''What'will'I'do'to'engage'students?'24)+Noticing+and+Reacting+when+Students+are+Not+Engaged+25)+Using+Academic+Games+26)+Managing+Response+Rates+27)+Using+Physical+Movement+28)+Maintaining+a+Lively+Pace+29)+Demonstrating+Intensity+and+Enthusiasm++30)+Using+Friendly+Controversy+31)+Providing+Opportunities+for+Students+to+Talk+about+Themselves+32)+Presenting+Unusual+or+Intriguing+Information+

Design'Question'6:''What'will'I'do'to'establish'and'maintain'classroom'rules'and'procedures?'4) Establishing+Classroom+Routines+5) Organizing+Physical+Layout+of+the+Classroom+for+Learning+

Design'Question'3:''What'will'I'do'to'help'students'practice'and'deepen'their'understanding'of'new'knowledge?'14)+Reviewing+Content+15)+Organizing+Students+to+Practice+and+Deepen+Knowledge+16)+Using+Homework+17)+Examining+Similarities+and+Differences+18)+Examining+Errors+in+Reasoning+19)+Practicing+Skills,+Strategies,+and+Processes+20)+Revising+Knowledge+

Design'Question'7:''What'will'I'do'to'recognize'and'acknowledge'adherence'and'lack'of'adherence'to'classroom'rules'and'procedures?'33)+Demonstrating+“Withitness”+34)+Applying+Consequences+35)+Acknowledging+Adherence+to+Rules+and+Procedures+

+ Design'Question'4:''What'will'I'do'to'help'students'generate'and'test'hypotheses'about'new'knowledge?'21)+Organizing+Students+for+Cognitively+Complex+Tasks+22)+Engaging+Students+in+Cognitively+Complex+Tasks+Involving+Hypothesis+Generating+and+Testing+23)+Providing+Resources+and+Guidance+

Design'Question'8:''What'will'I'do'to'establish'and'maintain'effective'relationships'with'students?'36)+Understanding+Students’+Interests+and+Backgrounds+37)+Using+Behaviors+that+Indicate+Affection+for+Students+38)+Displaying+Objectivity+and+Control++

' Design'Question'9:''What'will'I'do'to'communicate'high'expectations'for'all'students?'39)+Demonstrating+Value+and+Respect+for+Low+Expectancy+Students+40)+Asking+Questions+of+Low+Expectancy+Students+41)+Probing+Incorrect+Answers+with+Low+Expectancy+Students+'

!


Previewing

§  Any ac9vity that starts students thinking about the content they will encounter

§ Helps students ac9vate prior knowledge §  Par9cularly useful for students who don’t have a lot of background knowledge about the topic

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“The most important single factor influencing

learning is what the learner already knows. Ascertain this and teach

him accordingly.”

David Ausubel


Previewing o Cues o Ques9ons o Advance Organizers

– The research on using advance organizers is significant. 3 to 29 percen9le gain.

– The research on using cues is also significant (3 to 32 percen9le gain).

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Skimming… o A good previewing prac9ce. o “Think aloud” how to skim with your students. o Use text features.

o Headings, pictures, cap9ons, bold face words o Ask yourself ques9ons as you look at text features.

o Briefly predict what you think the passage is about.


ASOT page 41-‐42…

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K-‐W-‐L

What do you know? What do you want to know? What did you learn?


17'Marzano'Research'Laboratory'2013'"'marzanoresearch.com'

''

• Homework'that'helps!students!deepen!knowledge!• Ac:vi:es'that'examine'similari:es'and'differences'ac:vi:es'

• Homework'that'enhances!students’!fluency!with!procedural!knowledge!• Math'problems,'grammar,'etc.'• Distributed'over'small'doses'over'several'days'or'weeks'• Shouldn’t'be'assigned'un:l'students'can'complete'independently'

• Homework'that!introduces!new!content!• Reading'a'sec:on'of'text'

Types!of!Homework!

hXp://www.ascd.org/publica:ons/educa:onalaleadership/mar07/vol64/num06/TheaCaseaForaandaAgainstaHomework.aspx'

March'2007'|'Volume'64'|'Number'6''Responding!to!Changing!Demographics'Pages'74a79'''Special!Topic!/!The!Case!For!and!Against!Homework!Robert'J.'Marzano'and'Debra'J.'Pickering'

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middle only

youngest oldest















!

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Long Term Memory

o Memory is a process, not a fixed thing or singular skill.

o Informa9on needs to make sense to the learner.

o The brain constantly seeks paderns.

How the Brain Learns, David Sousa


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Our working memory is like a table top…

Primacy-‐Recency Effect

Pencil Paper Desk Apple Teacher Student Test School Principal Eraser

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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.

David Sousa, How The Brain Learns, 2001

MARZANO Research Laboratory888.849.0851 marzanoresearch.com David Sousa – “How the Brain Learns”

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David Sousa – “How the Brain Learns”

MARZANO Research Laboratory888.849.0851 marzanoresearch.com 34'

!

©"Robert!J.!Marzano" Page"5"!

3. What do I typically do to preview new content? The teacher engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages.

Notes

Teacher Evidence ! Teacher uses preview question before reading ! Teacher uses K-W-L strategy or variation of it ! Teacher asks or reminds students what they already know about the topic ! Teacher provides an advanced organizer

• Outline • Graphic organizer

! Teacher has students brainstorm ! Teacher uses anticipation guide ! Teacher uses motivational hook/launching activity

• Anecdotes • Short selection from video

! Teacher uses word splash activity to connect vocabulary to upcoming content ! When necessary, the teacher reteaches basic information or skills

Student Evidence ! When asked, student can explain linkages with prior knowledge ! When asked, students make predictions about upcoming content ! When asked, students can provide a purpose for what they are about to learn ! Students actively engage in previewing activities

How am I doing?

Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)

Previewing new content

I adapt and create new strategies for unique student needs and situations.

I engage students in learning activities that require them to preview and link new knowledge to what has been addressed and monitor the extent to which students are making linkages.

I engage students in learning activities that require them to preview and link new knowledge to what has been addressed, but do so in somewhat of a mechanistic way.

I use the strategy incorrectly or with parts missing.

I should use the strategy, but I don’t.

!

4. What do I typically do to chunk content into “digestible bites”? Based on student needs, the teacher breaks the content into small chunks (i.e. digestible bites) of information that can be easily processed by students.

Notes

Teacher Evidence ! Teacher stops at strategic points in a verbal presentation ! While playing a video tape, the teacher turns the tape off at key junctures ! While providing a demonstration, the teacher stops at strategic points ! While students are reading information or stories orally as a class, the teacher stops at strategic points

Student Evidence ! When asked, students can explain why the teacher is stopping at various points ! Students appear to know what is expected of them when the teacher stops at strategic points

How am I doing?

Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)

Chunking content into digestible bites


I break input experiences into small chunks based on student needs and monitor the extent to which chunks are appropriate.

I break input experiences into small chunks based on student needs, but do so in somewhat of a mechanistic way.

I use the strategy incorrectly or with parts missing.


! !

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Close Partner Conversa6on…

•  Where would most teachers place themselves on the scale for this element?

•  What informa9on shared is a good reminder to educators about this element?

•  What else would you add to the “look for’s” and “listen for’s”?


Note Taking and Summarizing

What usually happens when you ask students to summarize?

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Which cogni6ve verb do we frequently associate with the skill of summarizing?


What does the research say?

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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

22


Powerful Skills

“Note taking and summarizing are two of the most powerful skills students can cul9vate. They provide students with the tools for iden9fying and understanding the most important aspects of what they are learning.”

Robert Marzano

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Unfortunately…

where this powerful skill is concerned, we oWen make assump9ons regarding students’ abili9es.


Kids Aren’t Born Knowing How To Summarize…

o We must provide direct instruc9on related to the skill of summariza9on.

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Provide opportuni6es that lend themselves to these elements…

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One Word Summaries

Read a paragraph at a 9me and write one word to summarize it.


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What 2.0 Tools Support Summarizing?


Wordle 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 reflec9ng on content

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Tagxedo www.tagxedo.com

o Varia9on on wordle o Shapes


Most children like to play with models, including model cars, tinker toys, model houses, and so on. Likewise, most scientists interact with models. However, their model interaction is out of necessity (and maybe a bit of their childhood left in them!), as the forging of new science is frequently dependent on the development of models. When you think about it, it is easy to understand the importance of models in science.

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Explicitly teach summariza6on rules…such as…

Eliminate informa6on that is trivial.



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Or…

Replace specifics or lists with general terms and phrases.

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roses, gardenias, tulips = flowers fir, oak, cottonwood = trees icecream, popcorn, candy = snacks


And the best way to teach…

modeling and examples!

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And what about note-‐taking???


Combina6on Notes

Regular notes Symbol, picture, or graphic

Summary

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topic

Essential characteristics Non-Essential Characteristics

Examples Non-Examples

Note Taking and Summarizing Frayer Model


Windowpane Note Taking and Summarizing

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}  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 9me and rotate to next chart. }  Each 9me students arrive at new chart, they review what is already there and add to the list.

COLLABORATIVE Note Taking


Partners A and B o  In pairs: One person A, other person B o A-‐ talk non-‐stop about what we’ve talked about thus far for 45 seconds

o B-‐ talk non-‐stop about the session for 45 seconds (try not to repeat anything)

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!


Becoming a Re!ective Teacher Visit marzanoresearch.com/classroomstrategies to download this page.

R E P R O D U C I B L E19 8

13. What do I typically do to help students re!ect on their learning?

The teacher engages students in activities that help them re!ect on their learning and the learning process.

Teacher Evidence

T Teacher asks students to state or record what they are clear about and what they are confused about.

T Teacher asks students to state or record how hard they tried.

T Teacher asks students to state or record what they might have done to enhance their learning.

Student Evidence

T When asked, students can explain what they are clear about and what they are confused about.

T When asked, students can describe how hard they tried.

T When asked, students can explain what they could have done to enhance their learning.

How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using

Helping stu-dents re!ect on their learning


I engage students in re!ecting on their own learning and the learning process, and I monitor the extent to which students self-assess their understanding and effort.

I engage students in re!ecting on their own learning and the learning process, but I do so in a somewhat mechanistic way.

I use the strat-egy incorrectly or with parts missing.


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The following is a set of ques9ons that could be used to prompt student thinking before wri9ng in a reflec9ve journal:

²  What was my goal in comple9ng the task? ²  What did I do to complete the task? How would I

describe it precisely? ²  Why did I choose that par9cular ac9on? ²  What was I trying to achieve? ²  How successful was I achieving my goal? ²  What was my effort like? ²  How would I do it differently next 9me?

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www.todaysmeet.com www.wiffi9.com www.photobucket.com

Try online reflection activities . . .


Identifying*Critical*

InformationPreviewing

Organizing*Students*to*Interact

Identifying*Critical*

InformationPreviewing

Organizing*Students*to*Interact

Reflecting*on*Learning

Reflecting*on**Learning

ASOT%DESIGN%QUESTION%#2

Chunking*Content

Chunking*Content

Recording*and*Representing*Knowledge

Elaborating*on*New*

Information

Processing*of*New*

Information

Recording*and*Representing*Knowledge

Elaborating*on*New*

Information

Processing*of*New*

Information

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