The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.
-
Upload
adele-oliver -
Category
Documents
-
view
221 -
download
1
Transcript of The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.
![Page 1: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/1.jpg)
The Highly Engaged
ClassroomMarzano and Pickering
Presented by Sandy Gessner-Crabtree
![Page 2: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/2.jpg)
The Highly Engaged
ClassroomMarzano and Pickering
Presented by Sandy Gessner-Crabtree
![Page 3: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/3.jpg)
3
ActivatorO Think of your favorite teacher in your
K-12 career. O Consider why they were engaging. O Stand and share your experience
with an elbow partner.
![Page 4: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/4.jpg)
4
The Complexity and Importance of Engagement
Research on motivation and engagement is essential to understanding some of the most fundamental and vexing challenges of school reform.
National Research Council’s Committee on Increasing High School Students’ Engagement and Motivation to Learn (2004)
![Page 5: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/5.jpg)
5
“There is, of course, no single correct definition of engagement.”
O MotivationO EngagementO AttentionO InterestO EffortO EnthusiasmO ParticipationO Involvement
![Page 6: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/6.jpg)
6
Learning Targets and Success Criteria
O Learning TargetsO Learn about the four essential questions a
learner internally audits before they engage. O Success Criteria
O I can articulate the role emotion plays in engagement
O I can articulate the role interest plays in engagement
O I can articulate how relevance contributes to engagement
O I can articulate how self-efficacy contributes to engagement
![Page 7: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/7.jpg)
7
Marzano and Pickering’s Essential Components for Engagement
O The 4 Questions Students Ask ThemselvesO How do I feel? O Am I interested?O Is this important?O Can I do this?
![Page 8: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/8.jpg)
8
AttentionO You have your students attention
when they answer positively to questions 1 and 2O How do I feel? O Am I interested?
O Attention involves working memory and if the answer to one and two is a negative response students will have no conscious experience of the material.
![Page 9: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/9.jpg)
9
EngagementO A positive response to questions 3
and 4 affect how long the information will be kept in the working memory.
O Information not deemed important, will not be kept in the working memory
O If students do not believe they can perform tasks relative to the information, the brain will eventually reject it.
![Page 10: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/10.jpg)
10
Do I have your
attention?
Are you engaged?
http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion
![Page 11: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/11.jpg)
11
Partner ReflectionO Find a partner and discuss:
O How did you feel watching Rita? O Where you interested? O Was it important to you? O Can you do this? O How did she gain your attention? O Were you engaged?
![Page 12: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/12.jpg)
12
When Presenting New Learning
OThere are 2 Essential Questions:ODo I have their attention?
OAre they engaged?
![Page 13: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/13.jpg)
13
Question 1:
How do I feel?
![Page 14: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/14.jpg)
14
Factors Out of Your Control
O IllnessO Amount of sleepO Home relationsO Emotional developmentO Proper nutritionO Amount of support they have
![Page 15: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/15.jpg)
15
Under Your Control
OEvery classroom can be a place where all students experience a lively, accepting and positive environment
![Page 16: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/16.jpg)
16
5 Strategies for Addressing ~How do I feel?
O1. Using effective pacingO2. Incorporating physical
movementO3. Demonstrating intensity and
enthusiasmO4. Using humorO5. Building positive teacher-
student peer relationships
![Page 17: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/17.jpg)
17
Strategy 1: PacingO Too slow then energy drops and attention
wanesO Too fast and there is confusion and
frustrationO Proper Balance combines high energy and
adequate time for student to process information.
O Times this matters most: admin tasks, making transitions, assigning seatwork, presenting new content
O Bueller? Buellar? Buellar?
![Page 18: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/18.jpg)
18
Strategy 2: Incorporating Physical Movement
O Impacts energy and ability to attend to taskO Over your lifetime you learned to adapt form
“sitting and getting”~ students are not as far along
O Any physical movement is helpfulO Dr. John Medina’s work supports this
strategyO Ideas- Stretch break, dance, rehearse daily
routine, give one, get one, vote with your feet, corners activity, charade type activity, acting out a math process, creating physical representation of a process or concept.
O https://www.gonoodle.com/results
![Page 19: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/19.jpg)
19
Strategy 3: Demonstrating Intensity and EnthusiasmO Yours is contagiousO Positive impact on students’ level of
attentionO Communicates
O This is excitingO This is fun
O Ideas: Sharing relevant experiences, be conscious of verbal and non-verbal cues, revive your zest for teaching, using humor
![Page 20: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/20.jpg)
20
Strategy 4: Using Humor
O Laughter is the best medicine. O Self Directed HumorO Funny headlines, cartoon, quotesO Media clips
![Page 21: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/21.jpg)
21
Strategy 5: Building Positive Teacher-Student and Peer Relationships
O Rita is an example. O PBIS Programs, CHAMPS, Compassionate
Schools, ACES, Resiliency TrainingO Positive ReinforcementO Ensure fair and equitable treatment of all
studentsO Accentuate the positiveO Each child needs a championO Teach and model the behavior you expectO Bumper Sticker: RESPECT NEURODIVERSITY
![Page 22: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/22.jpg)
22
Find a New PartnerO Discuss which one of the five
strategies you already use regularly and one you wish to use more this school year.
![Page 23: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/23.jpg)
23
Question 2: Am I Interested?
O It makes logical sense that if a student finds the material presented in class boring or irrelevant, he or she will most likely not attend to classroom activities. The content of instruction though is not always obviously interesting to students. Teachers can help trigger and maintain situational interest by utilizing academically based games and turning questions into spontaneous chances for inconsequential competition.
![Page 24: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/24.jpg)
24
Strategies for Increasing Interest
O https://www.teachingchannel.org/videos/elementary-math-lesson-plan
O GamesO Initiating Friendly ControversyO Presenting Unusual Information
O www.nytimes.comO http://free.ed.govO www.edutopia.orgO www.pbs.org Idea Lab Blog
O Questioning to Increase Student Response Rate
![Page 25: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/25.jpg)
25
Question 3: Is this Important?
O Reminder~ Questions 1 and 2 are about capturing your students’ attention.
O Questions 3 and 4 are about engagement.
O Engagement is a deeper and more long term phenomenon than attention.
O Classroom activities that make connections to the real world help generate a positive response to this question.
![Page 26: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/26.jpg)
26
3 Main Ways to Insure a Positive Response to Q 3
O 1. Connect to students’ daily livesO Make comparisons to student
interestsO 2. Connect to student’s life ambitionsO 3. Encouraging application of
knowledgeO Provide ChoiceO Real World ApplicationO Encourage Personal Projects
![Page 27: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/27.jpg)
27
1. Make Comparisons to Student Interests
O Identify items to be comparedO Ex. Compare the physical characteristics of an
alligator to anything of their choiceO Select characteristics on which comparisons
will be basedO Physical, process, sequence of events, cause
and effect, fame or notorietyO For each characteristic, identify similarities and
differencesO Ex. Analogical Reasoning Tasks
O Explain what was learned from doing the comparison
![Page 28: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/28.jpg)
28
2. Connecting to Student’s Lives Ambitions or Personal Projects
O 1. What do I want to accomplish?O 2. Who else has accomplished the same goal? O 3. What skill and resources will I need to
accomplish my goal?O 4. What will I have to change in order to
achieve my goal? O 5. What is my plan for achieving my goal and
how hard will I have to work?O 6. What small steps can I take now?O 7. How have I been doing? What have I
learned about myself?
![Page 29: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/29.jpg)
29
3. Encouraging Application of Knowledge
O Design Cognitively Challenging TasksO Decision MakingO Problem SolvingO Experimental InquiryO Investigations
O Provide ChoiceO Choice of TasksO Choice of Reporting FormatsO Choice of Learning GoalsO Choice of Behaviors
![Page 30: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/30.jpg)
30
3. Cont.~ Present Real World Applications
O Service Projects~ Grade level, school wide, district wide
O Exemplar ProgramsO 1. Kepner Educational Excellence
ProgramO 2. Fowler Unified School District
Service Learning ProgramO 3. National Novel Writing Month
![Page 31: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/31.jpg)
31
New PartnerO Find someone in the room you have
not partnered with today O Share one important aspect about
making learning important and why it might be important for student engagement.
![Page 32: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/32.jpg)
32
Break!Please take a 5 minute stretch
break
![Page 33: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/33.jpg)
33
Question 4: Can I Do This?
O If yes, students are more likely to engage. O If no, students might lessen or abort their involvement-
even if they have positive feelings about the task, are interested in the topic, and perceive it as being related to their personal goals.
O If students believe they can do something, they can. If they believe they can’t, they can’t. (Mindset)
O Some students believe that they are born with a certain amount of ability and can’t do better. In their minds, effort doesn’t count. ( Nurture Shock)
O “Learning is risking. Every time we venture to learn something new, we take a big risk beyond our comfort zone.”
O Deporter, Reardon, Singer-Noirie 1999
![Page 34: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/34.jpg)
34
4 Strategies to Enhance Students’ Self Efficacy
O Tracking and Studying ProgressO Using Effective Verbal FeedbackO Providing Examples of Self-EfficacyO Teaching Self-Efficacy
![Page 35: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/35.jpg)
35
Strategy 1: Tracking and Studying
Progress4 Take-Aways from Research
![Page 36: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/36.jpg)
36
ONot all students know the connection between effort and achievement.
OAchievement increases when teachers show the relationship between an increase in effort to an increase in success.
ORewards should be directly linked to successful achievement towards a goal.
OAbstract or symbolic recognition has more impact than tangible things.
![Page 37: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/37.jpg)
37
Fixed GrowthMindset Mindset
O Belief that your intelligence and abilities cannot be changed
O Talents are carved in stone
O Fear making mistakes.
•Belief that your abilities and intelligence can change through effort and learning
•View mistakes as learning opportunities.
Dweck, Mindset: The New Psychology of Success,2007
![Page 38: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/38.jpg)
38
Dat
e__9
/17_
Dat
e_9/
24_
Dat
e_10
/1_
Dat
e_10
/20_
Dat
e_10
/31_
Dat
e_11
/15_
Dat
e___
____
Dat
e___
___
4
3
2
1
My Progress in Writing Process—Content and Organization
Goal
Achievement
Effort
![Page 39: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/39.jpg)
39
Scale for Effort and Preparation
Score 4.0 To be sure I accomplish my goal, I’m trying harder and preparing more than I think is necessary.
Score 3.0 I’m trying hard enough and preparing well enough to accomplish my goal.
Score 2.0 I’m trying hard but not preparing as well as I could.
Score 1.0 I’m not trying very hard or preparing very well.
Score 0.0 I’m not really trying or preparing at all.
![Page 40: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/40.jpg)
40
Effort Rubric 4. I worked on the task until it was complete. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. I viewed difficulties that arose as an opportunity to strengthen my understanding.
3. I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident.
2. I put some effort into the task, but I stopped when difficulties arose.
1. I put very little effort into the task.
![Page 41: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/41.jpg)
41
Assessing EffortOOccasionally have students assess
their effort and achievement on a task and discuss the relationship between the two.
Have students create a class
effort rubric.
![Page 42: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/42.jpg)
42
Technology ToolsO RubiStar
O http://rubistar.4teachers.org/index.php
O iRubricO http://www.rcampus.com/
indexrubric.cfm
O Values Commercials/PostersO http://www.values.com/
![Page 43: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/43.jpg)
43
One WordOWrite one word that summarizes
your thoughts about tracking and studying progress effort.
OForm a group of 3 or 4 and share your words.
![Page 44: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/44.jpg)
44
Effective Feedback
![Page 45: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/45.jpg)
45
Feedback
Every word from adult to student sends a message.
![Page 46: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/46.jpg)
46
Have you ever received feedback like this?
![Page 47: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/47.jpg)
47
Feedback
Austin’s Butterfly
![Page 48: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/48.jpg)
48
“Feedback is among the most powerful influences on
achievement. The simplest prescription for improving
education must be ‘dollops of feedback’.”
Researcher John Hattie1992
![Page 49: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/49.jpg)
49
Think, Pair, ShareO Compare and contrast Austin’s
Butterfly and the grade on top of the term paper:O Consider impact on growth mindsetO Consider next steps for the learnerO Consider which you would prefer as a
learner
![Page 50: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/50.jpg)
50
What makes for effective feedback?
OTimelyOSpecific and clearOCorrectiveOFosters a growth mindset
![Page 51: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/51.jpg)
51
Feedback is most effective when it happens in a low-threat environment.
![Page 52: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/52.jpg)
52
Feedback should include the learner’s reflection on effort and preparation and foster a growth mindset.
![Page 53: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/53.jpg)
53
Are mindsets permanent?
Mindsets are an important part of your personality, but you CAN change them.
![Page 54: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/54.jpg)
54
Effective Praise and Verbal Feedback (Fixed Theory)
Types to avoidOReferences to permanent
characteristicsO“How good, bad, nice, naughty you
are…”O“You are the best, my favorite, very
smart, not very smart, very bright, quick to learn, not very good when it comes to…”
Marzano, Pickering & Heflebower, The Highly Engaged Classroom, 2011.
![Page 55: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/55.jpg)
55
Verbal Feedback that Expands the Growth Mindset
Reference how a student engages in a task. O You were very focused; keep it up. O You tried very hard on this—nice job.O You put a lot of effort into this. Way to go!O You were well prepared. It sure paid off. O You came well informed—very good
preparation. O You really thought this through, excellent
work.Marzano, Pickering & Heflebower, The Highly Engaged Classroom, 2011.
![Page 56: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/56.jpg)
56
So how shall we respond?
ONot... “Wow, you got nine of ten correct. You must be really smart.”
OInstead— “You got nine right. That’s a really good score, and you must have worked really hard.”
Dweck, Mindset: The New Psychology of Success,2007
![Page 57: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/57.jpg)
57
Feedback Tips
OGoldilocks PrincipleONot too much, not too little, but just
right. OVaries case by caseOTeachable momentsOPoint out at least as many strengths
as weaknessesOQuick and Quiet FeedbackOIn-class Conferencing
![Page 58: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/58.jpg)
58
Feedback StrategiesOFist to FiveORed-Green-Yellow Response CardsOThink-Pair-Share-SquareOExit SlipsORock, Paper, Scissors
O The teacher asks a question and each student discusses it with a partner. Students do rock, paper, scissors, and the winner has to give the response to the teacher on behalf of the team (pairs or trios).
![Page 59: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/59.jpg)
59
Tech Tools for Feedback
OQuizlet http://quizlet.com/OTeachingChannel https
://www.teachingchannel.org/OLinoit - http://en.linoit.com/OClickersOGoogle DocsO iPods
![Page 60: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/60.jpg)
60
Feedback
The message to students should always be that if you try hard and prepare well, you can accomplish great things.
![Page 61: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/61.jpg)
61
Your Turn
OWhat thoughts, questions, challenges, or ideas do you have regarding effective feedback?
OForm a group of three, share your responses
![Page 62: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/62.jpg)
Providing Examples of Self-
Efficacy
![Page 63: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/63.jpg)
63
OIt is significant for your students to get first hand experience correlating their effort and preparation with achievement and for them to discuss this process; however, it is equally important for them to be reminded of just how powerful a strong sense of self-efficacy can be in terms of shaping one’s future. To do this, use stories. Literature, history, weekly news stories are abounding with stories of people whose lives have demonstrated the power of self-efficacy.
![Page 64: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/64.jpg)
64
Providing Examples of Self Efficacy
![Page 65: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/65.jpg)
65
Reinforcing effort
![Page 66: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/66.jpg)
66
Way to Provide ExamplesO BING: Will Allen, Suraya Pakzad, Roland
FryerO Time Magazine online, www.time.com offers
personal profiles and a list of the 100 most influential people
O Books! About kids who show great courage, make a difference and dare to dream
O Movie clipsO When used consistently, students discern
common traits among those who accomplish great things overcoming obstacles and hardship.
![Page 67: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/67.jpg)
67
QuotationsO Perseverance
O When you get to the end of your rope, tie and knot and hold on. -FD Roosevelt
O ChangeO To change is difficult. Not to change is fatal. –Ed
AllenO Greatness and Following Hopes and Dreams
O Not knowing when the dawn will come, I open every door. - Emily Dickinson
O OppositionO No one can make you feel inferior without your
consent.- Eleanor RooseveltO Optimism
O Change your thoughts, and you change the world. – Norman Vincent Peale
![Page 68: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/68.jpg)
68
Think-Pair-Share
OThink of a time when you succeeded by continuing to try even when a task was difficult.
OFind a partner and share your story.
![Page 69: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/69.jpg)
69
Teaching Self- EfficacyO Teach directly the elasticity of the
human brain and reinforce the notion that hard work and practice enhance competence, enhanced competence improves achievement. When you teach directly about self-efficacy, you can improve their self-efficacy.
![Page 70: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/70.jpg)
70
ResourcesO Talent is Overrated: What Really Separates
World-Class Performers Form Everybody Else by Geoff Colvin (2008)
O Think Smart: A Neuroscientist’s Prescription for Improving Your Brain’s Performance by Richard Restak (2009)
O The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How. By Daniel Coyle. (2009)
O The Road to Excellence: The Acquisition of Expert Performance in the Arts and Sciences, Sports and Games edited by K. Anders Ericsson (1996)
![Page 71: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/71.jpg)
71
Carol Dweck’s Mindset (2006)
O Distinguish between growth and fixedO Have students identify their personal
theoriesO Keep the conversation alive
O One conversation or lesson on mindset and the brain is not going to impact learners
O Try once a monthO Have them collect the data that shows the
relationship between their effort and progress
![Page 72: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/72.jpg)
72
Planning for High Engagement
O www.marzanoresearch.com/classroomstrategies
O Dweck (200) p. 177 Self-Theory Survey
O Summary handout from today with essential questions for planning for high engagement
![Page 73: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/73.jpg)
73
Reflection Questions
O Ask Yourself: Are Students Engaged? O Question 1: Do I provide a safe, caring
and energetic environment?O Question 2: Do I make things interesting? O Question 3: Do I demonstrate why the
content is important? O Question 4: Do I help students realize
that personal effort if the key to success? O Marzano, March 2013, ASCD Educational Leadership
![Page 74: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/74.jpg)
74
ReflectionO Write down two
to three take-aways from what you have just learned that you can easily incorporate in your instructional practice.
![Page 75: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/75.jpg)
75
Learning Targets and Success Criteria
O Learning TargetsO Learn about the four essential questions a
learner internally audits before they engage. O Success Criteria
O I can articulate the role emotion plays in engagement
O I can articulate the role interest plays in engagement
O I can articulate how relevance contributes to engagement
O I can articulate how self-efficacy contributes to engagement
![Page 76: The Highly Engaged Classroom Marzano and Pickering Presented by Sandy Gessner-Crabtree.](https://reader038.fdocuments.net/reader038/viewer/2022110210/56649ea85503460f94babd19/html5/thumbnails/76.jpg)
76
Thank You!
Sandra Gessner-Crabtree
Director of Teaching and Learning
OESD 114