Integrating Technology into Marzano’s Nine Classroom

Strategies That Work - Reading

By Jan LeonardTwo Rivers Professional Development Centerjleonard@roe48.k12.il.us

References

Marzano, R., Pickering, D., Pollock, J. Classroom Instruction that Works. ASCD, 2001.

Reading Quest of the University of Virginia (www.readingquest.org)

Critical Thinking Skills Project developed by the Georgia Department of Education

Illinois School District #214 – Arlington Heights, IL

A First Activity

Task #1:

Write the name of a famous person on an index

card. Place your card in a stack with the other

cards of your colleagues.

Next….

Task #2:

– Select a Shel Silverstein poem from the choices at www.shelsilverstein.com.

– Read/listen to the poem.

Last….

Task #3: Draw an index card from the stack. Create a graphic organizer to explain how the character

in your poem is like and is different from the person on the index cards in terms of the following criteria: looks, actions, character traits.

Use Kidspiration or www.readwritethink.org – Student Materials – Venn Diagrams

Your Learning Targets

Identify the nine instructional strategies of Marzano, Pickering, and Pollock

Enhance your use of the nine strategies into the classroom

Weave student use of technology into each strategy

Identify teacher web resources for the application of each strategy

The Nine Strategies – Classroom Strategies that Work (Marzano, Pickering, Pollock,

2001)

Identifying similarities and differences

Summarizing

Reinforcing effort and providing recognition

Nine Strategies continued

Homework and practice

Non-linguistic representations

Cooperative-working in partners/teams

Nine Strategies continued

Setting objectives and providing feedback

Creating Hypotheses

Cues, Questions, and Advanced Organizers

Technology Considerations

Internet Productivity – Word, Excel Communication Multi-Media Graphic Organizers

From Bernajean Porter

First Strategy: Identifying Similarities and Differences

Examples of reading concepts in this strategy:– Compare and contrast – genres,

authors, poetry, prose, non-fiction, word analysis, vocabulary skills.

Variations of Compare/Contrast

Comparing Lists – Shel Silverstein/index card activity. How could you vary this activity for different content areas?

Beginnings and Endings – Give the beginning of the story and the end and ask students to create a timeline of what happened in-between. For example…

Beginning (www.google.com)

Ending (www.google.com)

Tech Tools -

Images: KidPix

Powerpoint

Paint Program

Photostory

www.readwritethink.org

Text: Word processing

Your turn

How could you vary this activity for other content areas for your classroom?

What other technology tool(s) could you use?

Variations continued

Extrapolation – Making inferences or estimations by extending or projecting known information. (www.dictionary.com) – Examine a person, place or thing and identify its

structure and patterns.– Use that structure to find examples of or to identify a

similar object or living thing.

Example – Hurricane Katrina

Hurricane Katrina was the most destructive tropical cyclone to hit the United States in historic times. It caused extensive damage to the coastal regions of Louisiana, Mississippi, and Alabama on the August 29, 2005. By late morning of August 29 [2], the storm caused several sections of the levee system in New Orleans, Louisiana to collapse. Subsequent flooding over most of the city, a greater part of which lies below sea level, resulted in widespread damage and many deaths. Later estimates placed the death toll in the thousands, and the damage was expected to surpass Hurricane Andrew as the costliest natural disaster in U.S. history. Over a million people were displaced — a humanitarian crisis on a scale unseen in the U.S. since the Great Depression.As of 7pm September 1, more than 20,000 were still reported missing. Local mortuaries had been told to prepare for "up to 40,000 bodies" [3]. New Orleans mayor Ray Nagin stated on August 31 that the death toll of Katrina may be "in the thousands", an estimate also provided through a statement by Louisiana Governor Kathleen Blanco on September 1. Accurate numbers were not known. Damage was reported in at least 12 states.Federal disaster declarations blanketed 90,000 square miles (233,000 km²) of the United States, an area almost as large as the United Kingdom. The hurricane left an estimated five million people without power, and it may be up to two months before all power is restored. On September 3, Homeland Security Secretary Michael Chertoff described the aftermath of Hurricane Katrina as "probably the worst catastrophe, or set of catastrophes" in the country's history, referring to the hurricane itself plus the flooding of New Orleans.

http://en.wikipedia.org/wiki/Hurricane_Katrina

Your Task

Read the article about Hurricane Katrina on the previous slide.

Go to the website, http://en.wikipedia.org/wiki/Hurricane_Katrina, and read more about it and other natural disasters.

Identify the structure of Hurricane Katrina in terms of its formation, path, timeline, destruction in short phrases.

From the structure phrases, identify another example that have a similar structure, such as a tornado, or a tsunami.

Your Task continued

Complete a Venn Diagram (www.readwritethink.org) comparing the structure of Hurricane Katrina to the structure of something else you identified.

Your turn

How could you vary this activity for other content areas for your classroom?

What other technologies could you use?

Variations continued

Memory Line – Comparison reviewing one set of learned information with new information with the goal of answering a question.

Example: Illinois and another state Critera – Geography, history, population,

agriculture, industry, tourism

The Question: In which state would I rather live?

Illinois

Geography:

History:

Population :

Agriculture:

Special Places to see:

Washington

Geography:

History:

Population:

Agriculture:

Special Places to see:

Graphic Organizer for this activity

Table showing differences, similarities and an answer to the question, Venn Diagram, Inspiration web, Excel spreadsheet, Microsoft Word

Your turn

How could you vary this activity for other content areas for your classroom?

What technologies could you use?

Interactive Graphic Organizer Websites

http://www.readwritethink.org http://www.lexiconsys.com/graphic_or

ganizer.html http://www.teach-nology.com/web_tool

s/graphic_org/

Analogies – Websites

http://www.puzz.com/1001/analogies.htm http://www.teachersdesk.org/vocabanal.html http://www.quia.com/cb/7146.html http://www.manatee.k12.fl.us/sites/elementary

/palmasola/ps3gleana.htm http://www.sadlier-oxford.com/phonics/analogi

es/analogiesx.htm http://a4esl.org/q/f/z/zz67fck.htm

Teacher Web Resources

http://www.eduplace.com/graphicorganizer/ http://technology.usd497.org/techclass/sanders/grap

hicorg.htm http://www.ncrel.org/sdrs/areas/issues/students/learn

ing/lr1grorg.htm http://www.squires.fayette.k12.ky.us/library/research/

problem.htm

http://www.glc.k12.ga.us/ProDev/link.asp?ResourceID=107&PathID=71

http://www.region15.org/curriculum/graphicorg.html

More Teacher Web Resources

http://www.manatee.k12.fl.us/sites/elementary/palmasola/rcccon1.htm

http://www.readwritethink.org/lessons/lesson_view.asp?id=275

http://www.delmar.edu/engl/wrtctr/handouts/comp_cont.htm

Even More Resources

http://www.literacymatters.org/content/text/compare.htm

http://edsitement.neh.gov/view_lesson_plan.asp?id=605

http://www.rhlschool.com/eng4n13.htm http://www.teachersdesk.org/vocabanal.html

Next Strategy

Summarizing Rules (According to Classroom Instructionthat Works)

– Delete trivial material that is unnecessary for understanding

– Delete redundant material

– Substitute categorical information for detailed information (trees for maple, oak, pine)

– Create or select a topic sentence

Summarizing Strategies/Activities Narrative frame (Marzano, Pickering, Pollock)

Characters Characteristics of the main characters

Setting Time, place and context

Beginning Event What started the action

Character Response Feelings/words of the characters in response to the first event

Character Goal(s) What the characters decide to do

Actions/Events How the characters carry out their plan

Results How it all turns out

Summarizing Activities continued

Selective underlining of key ideas and summary– Step one – underline key ideas– Turn over the book/sheet and attempt to write a

summary paragraph of what key ideas they can remember. They should only look back at their underlining when they become stumped.

– Go back and forth until they feel like they have captured the important ideas.

– Technology Tool – Word processing

Summarizing Activities continued

Successive shorter summaries– Start with a half page– Try to reduce to two paragraphs– Reduce to one paragraph– Reduce to two-three sentences– Reduce to one sentence– Technology tool: Word Processing program

Summarizing Strategies continued

Newspaper Mantra– Identify only who what, when, where, why,

and how– Technology tools – Word processing,

spreadsheeting, Inspiration, Kidspiration, news report in video format – IMovie or Windows MovieMaker, Podcasts

Summarizing Strategies continued

Headless stories/articles– Take articles from the newspaper, etc… and cut off the

headlines. Ask students to write the headlines. Or…only give the headline and ask for the story.

– Match headlines to the articles– Technology tool – Internet:

http://www.thenewspaper.org.uk/; http://www.timeforkids.com/TFK/news/

– http://teacher.scholastic.com/scholasticnews/

Summarizing Strategies continued

Sum it Up– Ask students to imagine that they are sending a

telegram. Every word costs ten cents. They only have so much money. For example they only have $3.00. They have to write a summary of an event or text that is 30 words or less. This could be set up as a center or learning station for when work is completed.

Technology tool – Word Processing

Next Strategy

Reinforcing effort and Providing Recognition– Think back about a time when you were in school

and you were successful.– To what did you attribute your success?

Other people Effort Ability Luck

Major Points

There is a tie between effort and achievement. – are students really aware?

Students need to be taught about effort and the tie to achievement - stories. Who is a person that made great achievements because of an emphasis on effort?

Create an effort rubric and an achievement rubric.

Effort Rubric/Checklist

Ask students what goes into effort? – verbally or on paper.

Organize student comments into a checklist. Give students “their” checklist and ask them

to self assess their effort on a given assignment or task.

Compare completed checklists with achievement results on the given task.

Websites for Rubrics-Technology Projects

– http://rubistar.4teachers.org

– http://www.teach-nology.com

Next Strategy: Cooperative Learning

Major points (Marzano)– Keep groups small– Ability grouping – used only sparingly

Differentiation – major points– Use of flexible grouping

– Size: individual, pair, small groups– Technique: interest, learning profile, readiness (subject

knowledge, achievement), random, student choice

Cooperative Learning

An activity about inventors….

Inventions/Inventors

2. Go to http://www.enchantedlearning.com/inventors/

3. Select your interest category and read through the inventions.

4. Your task is to answer three questions.

Inventions/Inventors – Categorically speaking

1. Go to: http://nces.ed.gov/nceskids/Graphing/ We’ll create an interest graph together.

2. Rank your interest from 1=highest to 6=lowest on the following topics:

A. Clothes ___B. Communication (telephones, Internet) ___C. Food ___D. Science (light bulb, telescope) ___E. Transportation (airplanes, cars) ___F. Fun __

Inventions/Inventors – Essential Questions

1. Within your category, what makes an invention important?

2. Which three inventions were the most important and why?

3. Within your category, what invention could be next?

You are to answer the questions with a powerpoint slide show or graphic organizer of your choice – see websites on the following slide:

Online Graphic Organizers

http://www.readwritethink.org (Click on student materials, scroll to the webbing tool or the Venn Diagram)

http://www.lexiconsys.com/graphic_organizer.html

http://www.teach-nology.com/web_tools/graphic_org/

Software to create a graphic organizer:

Create a table in a word processing program

Create a spreadsheet

Use of Inspiration/Kidspiration

Flexible Grouping

Pairs Small Groups Whole Group Individual

Flexible Grouping

Strategy example - jigsaw

Next Strategy: Homework and Practice

Major points– Have a homework policy and post it in the

room.– Practice to make 80% accuracy includes

24 repetitions.– Give a target for the homework.– Have students include the reasoning

process during practice for the skill. (ISAT link – extended response)

Major Points continued

– Chart accuracy with self assessment.– Focus on a skill within a skill if necessary (e.g.,

summarizing – underlining the key ideas)– Use variations of a skill to master it – e.g., give

the answer and ask students for questions/problems that have that answer – technology consideration – jeopardy powerpoint.

– Completed homework needs feedback.

Activities for Homework and Practice

Homework self assessment graphic– Graph

Technology link – use of Microsoft Excel or AppleWorks

– Table – see example

Important – Students keep a record on their progress.

Example

I can statements How I’m doing

I can use synonyms and antonyms.

September 6 – 85

September 7 - 92

Use of “I can statements”

http://www.epd86.org/epweb/I_Can_Statements.htm

http://www.unit5.org/pjhs/standards.htm

Next Strategy – Nonlinguistic Representations

“Pictures start dwindling as students get older, but many students still need images to help understanding.”

A first activity – Drawing game – Women versus men for this one. (Use of Paint program)

Use of Visual Frameworks

Examples– Concept Maps– Mind Maps– Sequence Maps

Activities– Concept map – Comprehension of a concept– Mind Map – college or Thanksgiving– Sequence Map – Inventions activity – in conjunction with

strategy of cooperative learning

Using Digital Images

Combining the use of a nonlinguistic image with another strategy – summarizing (variation- making predictions) Activity #1: Sequence this event in images, then in text. Source: www.rockwellprints.com, www.google.com, or www.art.com

Paint program for images

Using Digital Images

Activity #2– Similar to $10,000 Pyramid –

Create one liners that each leader might have said. (Use of Kidpix or powerpoint)

Non-linguistic Representations – in Summary

Use a variety of organizers to construct mental images of the knowledge being learned – refer to graphic organizers websites.

Use images to assist with comprehension – main ideas, details, inferences, analogies, metaphors.

Resources

Teaching with Visual Frameworks by Christine Ewy – ISBN # 0-7619-4665-9

Flexible Grouping in Reading by Michael Opitz – ISBN # 0-590-96390-2

www.rockwellprints.com

Major points for setting objectives: Make the objectives “not too specific.” (not like DLOs of

the 1970s) Students should be able to personalize goals. Be inclusive in the goals of all outcomes intended.

Activity – Creating “I can statements” based on the KRSP method with a NETS-s standard: Technology research tools: Students use technology to locate, evaluate and collect information from a variety of sources.

Next Strategy: Setting Objectives and Providing Feedback

Part Two: Providing Feedback

Major Points– Feedback should be corrective – giving

explanations.– Feedback should be timely – more delay, less

achievement.– Feedback should be criterion-referenced, not

norm-referenced.– Students can provide some of their own feedback.

Feedback Options

Rubrics (http://rubistar.4teachers.org) Checklists Contracts Peer feedback Student led conferences Student progress monitoring – graphs,

charts, etc..

Activity

Create a checklist for student progress monitoring of our tech. standard KRSP.

Next Strategy: Generating and Testing Hypothesis

Major points:– Ensure that students use both inductive and deductive

reasoning– Provide a variety of structured tasks

Problem solving Historical Investigation and Prediction (What would have

happened if no atomic bomb was dropped on Hiroshima?) Invention Experimental Inquiry – most commonly used with scientific

method Decision-making – our inventions activity from last time. Require explanations – for younger students have sentence

stems, also have templates.

An activity - Invention

Overweight among American children has become a national health crisis. In the 20Years between 1980 and 2000, the number of children and adolescents who wereOverweight or at risk of overweight more than doubled. From U.S. government dataavailable in 2000, it was estimated that approximately 30% of children were at risk ofoverweight and more than 15% were overweight. More recent reports suggest thesenumbers may actually be even higher, and there is every indication they will continue toclimb. Excess body weight places children at increased risk of developing a number ofSerious and chronic medical conditions. These include type 2 diabetes, hypertension(high blood pressure), dyslipidemia (high cholesterol), heart disease, and adult obesity.Although in the past many of these health problems were generally limited to olderpeople, they are now being seen in younger adults as well as in school age children.Because of the staggering personal costs of overweight to our children’s physical andmental health, both today and in their futures, and its costs to our healthcare systemand our society, widespread efforts are underway throughout the country to improve thehealth of America’s youth. www.shapingamericasyouth.com

More information…

"This epidemic increase in childhood overweight is particularly prevalent among African American and Hispanic children, with more than 21% of these groups meeting the classification of overweight. It is estimated that about half of overweight school-agers and 70% of overweight teens will remain obese into adulthood."

"While the CDC and other organizations recommend that children participate in physical activity a minimum of an hour daily, kids are actually engaging in less physical activity, particularly as they approach adolescence."

"More than 75% of children ages 6-11 do not eat the minimum of 3 servings of vegetables or 2 servings of fruit daily."

www.americascores.org

Still more….

The new statistics show that nearly 4 million children ages 6–11 and 5.3 million adolescents ages 12–19 were overweight or obese in 2002. In addition, more children are overweight or obese at very young ages. More than 10 percent of preschool children between the ages of two and five were overweight in 2002 – up from 7 percent in 1994.

http://www.foe.org.nz/archives/000298.html

Using the Invention Strategy

Describe the situation needed for improvement. Identify specific standards for the invention or

solution. Brainstorm ideas and hypothesize whether or not

you think they will work. Use a graphic organizer for your work.

For one that might work, develop the invention on paper.

Develop to the point of being able to test. Revise until it reaches the standards you have set.

Next Strategy: Cues, Questions, and Advanced Organizers

Major Points:– Use a variety of Bloom’s Taxonomy levels in

questioning.– Focus on key ideas, the essential, the endearing

understandings. Use essential questions.– Use graphic organizers in the form of advanced

organizers. – give headings, they complete details, for example. Or…they receive the organizer complete before the lesson.

Activities

Develop one question from each level of Bloom’s Taxonomy for the following digital image:

Technology Considerations

Digital Cameras Internet Digital Movies Paint Program – creation of their own

pictures

Questioning Resources

Websites– www.lth3.k12.il.us/inquiryhouse– www.fno.org– http://cte.udel.edu/TAbook/question.html

Books– Active Questioning, by Nancy Johnson Farris

We’re at the end…

Considerations and Questions:– Incorporation of the “Nine” into your classroom

practices– How to spiral the “Nine”– Use of the “Nine” into vocabulary instruction– Homework and practice policies

Which strategies to focus on…

Identifying differences and similarities Summarizing Using graphic organizers Using a variety of questioning strategies Use of “I can statements.”

Thanks!

Have a great rest of your year!!!