October 25, 2013 Urban Teaching and Leadership Conference ...€¦ · 888.849.0851...

MARZANO Research Laboratory888.849.0851 marzanoresearch.com

MARZANO Research Laboratory

Welcome!

The Art and Science of Teaching:

Enacted-on-the-Spot Behaviors

Dr. Tina H. Boogren Marzano Research Laboratory

Please set your own goal(s):

•  Handout, page 3 – By the end of the day today, I will better

understand... – By the end of the day today, I will be able to...

Lecture

Reading Audio-visual

Demonstration

Discussion Groups

Practice by doing Teach others/immediate use of learning

Average Retention Rate after 24 hours Pg. 2

5% 10%

75% 90%

Adapted from David Sousa’s figure 3.8 in his text, How the Brain Learns

Boosting Retention

Vote With Your Feet…

Effective teachers are

made, not born.

Student Achievement

Teacher Pedagogical Skill

At the level of planning, The Art & Science of Teaching involves 10 “design questions”

teachers ask of themselves as they plan a unit of instruction.

• Learning goals and feedback 1. Interacting with new knowledge • Practicing and deepening • Generating and testing hypotheses • Engaging students • Establishing rules and procedures • Adhering to rules and procedures • Developing teacher–student relationships • Maintaining high expectations

The Art and Science of Teaching Page 4

SEGMENTS ENACTED ON THE SPOT

Learning Goals and Feedback Rules and Procedures

ROUTINE SEGMENTS

Genera5ng/ Tes5ng Hypotheses

Prac5cing and

Deepening

Interac5ng with New Knowledge

CONTENT SPECIFIC SEGMENTS

Student Engagement

High Expectations

Adherence to Rules and Procedures

The Art and Science of Teaching Page 3

MARZANO Research Laboratory888.849.0851 marzanoresearch.com 10

Behaviors Enacted-on-the-Spot •  Elements that a teacher is prepared to use

but has not necessarily planned for a specific day or lesson.

•  Involve classroom strategies and behaviors that might not be part of every lesson.

•  When they are called for, a teacher must attend to them immediately, or the learning environment will quickly erode.

Design Question 5 Page 5

Student Engagement: What will I do to engage

students?

An Old Proverb states: •  You can lead a horse to water, but you can’t

make it drink. •  We learned that maybe with “reward and

punishment” the horse will do whatever we ask.

•  However, consider a different goal: “How can I make the horse thirsty?”

Elbow Partner Reflection:

•  How do you KNOW when students are/are not engaged?

•  Who is responsible for student engagement?

•  What do YOU do to re-engage your students?

Preview the Action Steps: •  Games/Inconsequential Competition •  Questioning/Response Rates •  Physical Movement ** •  Pacing •  Intensity/Enthusiasm •  Friendly Controversy •  Opportunities for students to talk about themselves •  Unusual Information

Physical Movement

“Amazingly, the part of the brain that processes movement is the same part of

the brain that processes learning.” Eric Jensen, Teaching With the Brain in Mind, 2005

—Ratey, Spark (2008)

“The real reason we feel so good when we get our blood pumping is that it makes the brain function at its best…. This benefit of physical activity is far more important than what it does for the body.”

  Stand up!   March in place,

alternately touching each hand to the opposite knee

  Continue for four to eight complete, relaxed breaths

Brain Gym: Cross Crawl Coordinates the whole brain Good for improving listening and memory

Brain Gym

•  Touch left hand to right ear and right hand to nose (at the same time).

•  Bring both hands back to your sides. •  Now swap: touch right hand to left ear and

left hand to nose (at the same time). •  Bring both hands back to your sides…

How fast can you go???

Rules & Procedures: What will I do to recognize and

acknowledge adherence or lack of adherence to rules and procedures?

Preview the Action Steps:

•  Use simple verbal and nonverbal acknowledgment. •  Use tangible recognition when appropriate. •  Involve the home in recognition of positive student

behavior. •  Be with-it. ** •  Use direct-cost consequences. •  Use group contingency. •  Use home contingency. •  Have a strategy for high-intensity situations. •  Design an overall plan for disciplinary problems.

Define ‘withitness’

•  How would you describe withitness to a non-educator?

•  How does one become withit? •  How would you rate your own withitness?

Relationships: What will I do to establish and maintain effective relationships with students?

Preview the Action Steps: •  Know something about each student. •  Engage in behaviors that indicate affection for each student. •  Bring students’ interests into the content and personalize

learning activities. •  Engage in physical behaviors that communicate interest in

students. •  Use humor when appropriate. •  Consistently enforce positive and negative consequences. •  Project a sense of emotional objectivity. •  Maintain a cool exterior.

Mix-and-Mingle

•  When the music is playing, you’re moving. •  When the music stops, pair up with one or

two other people and discuss the question on the screen.

•  We will conduct three rounds.

Humor When teachers use humor, students feel better about the content, the teacher, and perhaps even themselves. •  More oxygen •  Endorphin surge •  Posi5ve climate •  Gets aKen5on •  Increased reten5on

High Expectations:

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

Preview the Action Steps: •  Identify your expectation levels for students. •  Identify differential treatment of low-expectancy students. •  Make sure low-expectancy students receive verbal and

nonverbal indications that they are valued and respected. ** •  Ask questions of low-expectancy students. •  When low-expectancy students do not answer a question

correctly, stay with them.

THANK YOU!

•  BREAK-OUT SESSIONS: Applica5on/further explora5on of strategies – AM #1: Student Engagement – AM #2: Relationships – PM #1: High Expectations – PM #2: Rules/Procedures

AM #1: Student Engagement

What will I do to engage

students?

Review the Action Steps: •  Use games that focus on academic content ** •  Use inconsequential competition. •  Manage questions and response rates •  Use physical movement •  Use appropriate pacing. •  Demonstrate intensity and enthusiasm for content. ** •  Engage students in friendly controversy. •  Provide opportunities for students to talk about themselves. •  Provide unusual information. **

Research on the Use of Games to Improve Student Learning

Student growth in classrooms that used games ranged from a 13 percentile gain to an 18 percentile gain.

This is significant.

Games and Inconsequential (Just for Fun) Competition

•  Games should always have an academic focus. •  Regroup students so that all students experience

winning and losing. •  Points are tallied but not used to increase or

decrease scores or grades.

Talk a Mile a Minute

•  Everyone sees the category •  One person faces the screen, one turns

away •  Talker provides clues for each term/picture •  Continue until partner guesses all •  Stand up and declare, ‘We won!’

Positive Teacher Demeanor

•  Demonstrating enthusiasm (all the time)

•  Demonstrating intensity (some

of the time)

“Modeling may not only be the best way to teach; it may be the only way to teach.”

-‐-‐Albert Schweitzer

Unusual Information

Did You Know?

•  The question, ‘Do geese see God?’ is a palindrome.

•  Pick any number from 1 to 10 (including 1 or 10). Multiply it by 9. Now add the two digits of your answer together (using a 0 with 9). Did you get 9?

•  We blink roughly 4.2 million times each year.

Did You Know?

•  Louis Braille invented Braille when he was just thirteen years old! He perfected the system by the time he was fifteen.

•  Parent robins feed their chicks about one hundred meals each day.

•  In antiquity, people in Asia and Europe threw old shoes at newly married couples instead of rice or confetti.

AM #2: Relationships

What will I do to establish and maintain effective

relationships with students?

Preview the Action Steps: •  Know something about each student. ** •  Engage in behaviors that indicate affection for each student. •  Bring students’ interests into the content and personalize

learning activities. •  Engage in physical behaviors that communicate interest in

students. •  Use humor when appropriate. ** •  Consistently enforce positive and negative consequences. •  Project a sense of emotional objectivity. •  Maintain a cool exterior.

Rita Pierson: TED Talk

Relationships •  Three behaviors that forge positive

relationships with students: 1.  Identifying and using positive information about

students

2.  Showing interest in and positive attention for students

3.  Ensuring fair and equitable treatment of all students

Identifying and Using Positive Information About Students

Five ways to acquire and use information: 1.  Class inventory 2.  Class discussions 3.  Parents and guardians 4.  Fellow teachers 5.  Extinguishing negative conversations

about students

Student Background Surveys:

•  With Your Table Family: – Create 5 UNIQUE questions that could be

included in a background survey to learn more about each student’s background, interests, and goals.

•  Example: What would you do if you knew you wouldn’t fail?

Possible Questions: •  Where were you born? •  What are some things about your family that make

you proud? •  What would you do if you knew you wouldn’t fail? •  If you had to describe yourself in a sentence or

two, what might you say that would help a person learn something about your personal interests?

•  If I had a month of Saturdays, I’d spend most of my time ____.

Background Surveys

•  Use surveys multiple times a year? •  Include one survey question at the end of

an assignment, assessment, or exit slip. •  Tap into students’ interests/learning styles

through writing, drawing, conversations...

Six-Word Autobiographies

•  Write an autobiography in exactly six words. – Be prepared to share.

PM Session #1: High Expectations

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

Review the Action Steps: •  Identify your expectation levels for students. •  Identify differential treatment of low-expectancy students. •  Make sure low-expectancy students receive verbal and

nonverbal indications that they are valued and respected. •  Ask questions of low-expectancy students. •  When low-expectancy students do not answer a question

correctly, stay with them (demonstrate gratitude for students’ responses, do not allow negative comments from other students, point out what is correct and incorrect about students’ responses, restate the question, provide ways to temporarily let students off the hook).

Working with ALL students: •  Identify expectation levels for all

students •  Identify differential treatment of LE

students •  Use verbal and nonverbal messages

that indicate respect and value •  Ask questions of low-expectancy

students

Changing expectations alone is not the ultimate outcome…

Rather, we must work to change our behaviors…

Thin slices of human behavior:

Affective tone Quality of interactions

Consciously and Systematically

•  Engage in the following behaviors: – Make eye contact frequently – Smile at appropriate times – Make appropriate contact (hand on shoulder) – Maintain proximity (interest) – Engage in playful dialogue

Stay with them…

•  Demonstrate gratitude for response •  Do not allow negative comments from

other students •  Point out what is correct/incorrect •  Restate the question •  Provide ways to temporarily let students off

the hook

William Purkey’s work… Unintentionally Disinviting Intentionally Inviting

Intentionally Disinviting Unintentionally Inviting

What will you do EVERY SINGLE DAY that is intentionally inviting?

Building Efficacy •  Reward student effort along with quality of

completed work. •  Build in short-term rewards for student effort and

work completion. •  Give students frequent posi5ve aKen5on

–  at least 3 posi5ves for each nega5ve interac5on

Quotes

“The man on the top of the mountain did not fall there,” –Anonymous “It’s not whether you get knocked down; it’s whether you get up,” –Vince Lombardi “Genius is 99% perspiration and 1% inspiration,” --Thomas Edison

More Quotes…

•  “If you want to truly understand something, try to change it,” –Kurt Lewin

•  “If you done it, it ain’t bragging,” –Walt Whitman

Personal Reflec5on: Think of a 5me when you exceeded expecta5ons because of the hard work you did. Be prepared to share.

Use stories to promote self efficacy…..

– The Pursuit of Happyness – Mr. Holland’s Opus – Rudy – Philadelphia – A Beau5ful Mind

Can you think of a movie clip you would use in

your class?

PM Session #2: Rules/Procedures

What will I do to recognize and acknowledge adherence or lack of adherence to rules and

procedures?

Review the Action Steps:

•  Use simple verbal and nonverbal acknowledgment. •  Use tangible recognition when appropriate. •  Involve the home in recognition of positive student

behavior. •  Be with-it. •  Use direct-cost consequences. •  Use group contingency. •  Use home contingency. •  Have a strategy for high-intensity situations. •  Design an overall plan for disciplinary problems.

Give One, Get One

What’s the best classroom management advice you’ve ever received or could give?

MARZANO Research Laboratory888.849.0851 marzanoresearch.com cutting-edge research concrete strategies sustainable success

Effective Seatwork

Routines and Procedures….

Elbow Partner Brainstorm:

•  List all the ways you can ‘reward’ students that don’t cost money and take little time.

Thank You! Evaluations Dr. Tina H. Boogren tinaboogren@live.com THBoogren (Twitter)

Thank you!

October 25, 2013 Urban Teaching and Leadership Conference ...€¦ · 888.849.0851...

Documents

Right People, Right Project, Right Result

Direct Instruction in Knowledge Application and ...... · Teaching & Assessing Metacognitive Skills! Dr.!Tammy!Heﬂebower! Senior!Scholar! Marzano!Research!Laboratory! tammy.heﬂebower@marzanoresearch.com!

Six Sigma Right Projects…Right People…Right structure...Right Results

Right Person, Right Place, Right Time

Identifying Critical Components and Creating …...9/5/18 1 888.849.0851 marzanoresearch.com Identifying Critical Components and Creating Proficiency Level Descriptors Webinar Presented

Right team, right story, right price

right people • right acreage • right strategy

Right Product Right Time Right Price

The Four Noble Truths · Right Understanding 50 Right Aspiration 56 Right Speech, Right Action, Right Livelihood 57 Right Effort, Right Mindfulness, Right Concentration 60 Aspects

Right patient right place right time

888.849.0851 marzanoresearch.com Standard-Based Feedback, Teaching and Reporting Secondary

888.849.0851 marzanoresearch.com MARZANO Research … · 2014-08-15 · 888.849.0851 marzanoresearch.com MARZANO Research Laboratory Across the Room Partners •!Now find 2 or 3 people

· Becoming a Reflective Teacher C) 2012 Robert J. Marzano marzanoresearch.com ... 5. Be willing to answer questions other group members ask you about your ideas. ... The teacher

at Marzano Research Assisting Struggling Students … · TransMath: Number lines and the four operations. RELCentral@marzanoresearch.com. Colorado • Kansas • Missouri • Nebraska

HO p. 21 Addresses Content in Specific Wayssoltreemrls3.s3-website-us-west-2.amazonaws.com/marzano...888.849.0851 marzanoresearch.com MARZANO Research LaboratoryAddresses Content in

Right Tools, Right Time, Right Learners

Leading ASOT Through High Reliability Schools How to view … · 2014. 7. 14. · 5/30/13 1 888.849.0851 marzanoresearch.com MARZANOResearch Laboratory Leading ASOT Through High Reliability

Leading(ASOT(Through(( What We Know HANDOUT&PAGE&2...Leading(ASOT(Through((High(Reliability(Schools(Jan&Hoegh&&&Tammy&Heﬂebower& Vice&Presidents& Marzano&Research&Laboratory& 888.849.0851

888.849.0851 marzanoresearch.com MARZANO …soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch... · They kept it burled in the base of this old hollow tree. ... hermi

Leading the HRS Initiative - Amazon Web Servicessoltreemrls3.s3-website-us-west-2.amazonaws.com...888.849.0851 marzanoresearch.com District Recognition • Mid-Del, OK • 5 of the