A “Miss Alaineus” A “Miss Alaineus” Review of MarzanoReview of MarzanoA “Miss Alaineus” A “Miss Alaineus”

Review of MarzanoReview of Marzano

Vocabulary, Cooperative Vocabulary, Cooperative Learning, & Goal SettingLearning, & Goal Setting

Vocabulary

“…vocabulary is the glue that holds stories,

ideas, and content together…making

comprehension accessible for children”

(Rupley, Logan, & Nichols, 1998/1999, p. 339).

What is a word?• A word is the label associated with a packet

of knowledge stored in permanent memory.

• The understanding that a word is the representation for a packet of knowledge enhances our understanding of vocabulary and greatly expands it usefulness.

• The more words we have, the more packets of knowledge; therefore, the more background knowledge we have.

Vocabulary ResearchStrong relationship between:

• Vocabulary knowledge and background knowledge

• Family income or socioeconomic status• Vocabulary knowledge and academic

achievement• Vocabulary and intelligence -

Vocabulary knowledge is one of the best predictors of overall verbal intelligence

Vocabulary Research

• Recent federal documents (RAND 2002, NICHD Report of the- National Reading Panel 2000) have identified vocabulary instruction as one of the essential elements of literacy development for students at-risk.

Types of VocabularyReceptive

Requires a reader or listener to associate a specific meaning with a given label

as in reading or listening.

• Listening – Words we understand when others talk to us.

• Reading – Words we know when we see them in print (sight words and words we can decode).

Types of Vocabulary

ExpressiveRequires a speaker or writer to produce a

specific label for a particular meaning.

• Speaking – Words we use when we talk to others.

• Writing – Words we use when we write.

Direct Instruction

“Direct teaching of vocabulary might be one of the most underused activities in K-12 education. The lack of vocabulary

instruction might be a result of misconceptions about what it means to teach vocabulary and its potential effect

on student learning. Perhaps the biggest misconception is that teaching

vocabulary means teaching formal dictionary definitions.” Marzano et al. 2002

Dictionaries: Proceed with Caution

Things to consider when asking students to look up words in a

dictionary:

• Students must already have some knowledge of the word for the definition to make sense.

Dictionaries: Proceed with Caution

• The definition does not explain how the word is different from other analogous words.

• Definitions often use vague language with insufficient information.

• When reading definitions, students have difficulty taking syntax, structure, and part of speech into account. Beck, McKeown, and Kucan, 2002

The Case for Direct Vocabulary Instruction

Three Generalizations• Estimates of vocabulary size vary

considerably• Wide reading may not enhance

vocabulary as much as once thought• Direct vocabulary instruction works

Impact of Direct Vocabulary Instruction

Based on data in Stahl & Fairbanks, 1986

0

50

100

Percentile rank on test

No Voc. I n.

Direct In. (eff ectsize.32)

DI /Content (eff ectsize.97)

Characteristics of Effective Direct Vocabulary

Instruction

1. Descriptions as opposed to definitions2. Use of linguistic and nonlinguistic

representations3. Gradual shaping of word meanings

through multiple exposures4. Teaching and using word parts

Characteristics of Effective Direct

Vocabulary Instruction

5. Different types of instruction for different types of words

6. Students interacting about the words they are learning

7. Use of games8. Focus on terms important to

academic subjects

Gradual shaping of word meanings through multiple

exposures

• “Extended Mapping”- repeated & varied exposure to words…students revise their initial understanding

• Necessary to anchor information in permanent memory

• Must process words multiple times• Learning is greatly enhanced if students

interact with vocabulary in a variety of ways

Gradual shaping of word meanings through multiple

exposures

• Activities should involve:-writing-constructing graphic representation-drawing pictures-use various forms of identifying similarities and difference: comparing, classifying, creating analogies, and creating metaphors

Six Steps to Effective Vocabulary Instruction

• Step I: Teacher Provides a Description, Explanation, or Example of the New Term

• Step II: Students Restate the Explanation of the New Term in Their Own Words

• Step III: Students Create a Nonlinguistic Representation of the Term

- Steps 1-3 follow a related instructional sequence.

Six Steps to Effective Vocabulary Instruction

• Step IV: Students Periodically Do Activities That Help Them Add to Their Knowledge of Vocabulary Terms

• Step V: Periodically Students Are Asked to Discuss the Terms with One Another

• Step VI: Periodically Students Are Involved in Games That Allow Them to Play with the Terms

Less Effective Strategies

• Asking, “Does anybody know what ____ means?”• Having students “look it up” in a typical

dictionary• Having students use the word in a sentence after

#2• Telling students to “use context clues” as a

primary strategy• Rote memorization without context• Incidental teaching of words• Passive reading as a primary strategy (SSR)

In Summary• All teachers must use the same six-step

process

• Students keep response logs/vocabulary notebooks/journals

• Subject-specific terms are the best target for direct vocabulary instruction

• Knowledge of a given vocabulary term deepens over time if a student encounters the term multiple times

Cooperative Learning

Cooperative Learning is the most extensively

researched educational innovation of all time. And

the results are clear.

Need for Cooperative Learning

The role our schools must play in preparing all students for full

participation in the economy and society of the 21st century is

fundamentally different than the traditional role of schools.

Variety of Reasons to Use Cooperative

Learning

• Broadens student’s range of experiences to enhance the workplace of the future

• Provides a variety of ways to foster communication skills, higher-level thinking skills, and social skills

Positive Outcomes

• Academic gains, especially for minority and low achieving students

• Improved race-relations among students in integrated classrooms

• Improved social and affective development among all students

Teachers’ Roles and Behaviors

• Freed from the responsibility from always lecturing and directing

• Become consultants and gravitate to those students who can benefit from their attention

• On the same side of the student

Students’ Roles and Behaviors

• Are more active, self-directing, and expressive, all of which may be associated with achievement gains

• Take direct responsibility for teaching each other and receiving help from each other

• Are often given differentiated roles so that students of different ability levels have relatively equal status within their groups.

Two Important Aspects of Cooperative Learning

• Group Reward- The reward for each member depends on all members learning and performance

• Task Specialization- Each member of the group has a specific part of the task to do, and group members must depend on one another

Cooperative Learning Management

• Management is not and end… it is a means

• Use management techniques to set the appropriate environment for learning

• Students learn to manage themselves

Cooperative Learning Management

• Seating arrangement• Noise level• Giving instructions• Distribution and storage of team

materials• Methods of shaping the behavior of

groups

Six Key Concepts for Cooperative Learning

• Teams• Cooperative management• Will to cooperate• Skill to cooperate• Basic principles (PIES)• Structures

Basic Principles(PIES)

Four Basic Principles to Cooperative Learning

• Positive Interdependence• Individual Accountability• Equal Participation• Simultaneous InteractionWhen any one of the four principles is

not implemented, we do not have cooperative learning.

Basic Principles

Positive Interdependence• Occurs when gains of individuals or

teams are positively correlated…If a gain for one student is associated with gains for other students, the individuals are positively interdependent.

Individual Accountability• Can take different forms, depending on

the content and cooperative learning method

Basic Principles

Equal Participation• Learn by interacting with the content

and fellow students…participation is an essential ingredient for student success

Simultaneous Interaction• Goes a long way toward explaining the

advantage of cooperative learning over traditional teaching

Structured Domains of Usefulness

• Classbuilding structures promote networking among all the students in a class and create a positive context in which teams can learn

Find-the-FibLine UpsI Have, Who Has

Structured Domains of Usefulness

• Teambuilding structures promote enthusiasm, trust and mutual support within a team

Formation StrategyTeam Shape PictureBuild a ClownTeam Box

Team BoxTeams create a team box. Each side of the team

box has something about the team. Teams can use magazine clippings, markers, crayons, construction paper to create their unique box.

Directions for sides:Side 1 Favorite ActivitiesSide 2 Team NameSide 3 Teammember NamesSide 4 Favorite FoodsSide 5 Favorite Movies/TVSide 6 Places Visited

Structured Domains of Usefulness

• Mastery structures help students develop skill and mastery of academic content

Find-Someone-Who…Inside-Outside Circle

Structured Domains of Usefulness

• Thinking skills structures provide the opportunity for students to create and exchange unique, novel ideas to low consensus questions

Character Report CardTeam Word WebbingSorting

Structured Domains of Usefulness

• Information Sharing of team and individual ideas enhances teambuilding tutoring, concept development, and creating positive peer groups

Stand and ShareRound Robin

In Summary

Cooperative learning will boost achievement, prevent discipline

problems, and make learning more fun and meaningful for you and your

students!

Goal Setting

“If you don’t know where you’re going,

you’ll probably end up someplace else.”

-Yogi Berra

Factors Needed for Goal Setting

1. Student Self Knowledge

-Strengths-Challenges-Learning Style-Interests

Factors Needed for Goal Setting

2. Support

-Examples-Encouragement-Guided Experiences-Safe Environment for Risk Taking-Instruction with Appropriate Approach and Tools

Quotes to Prompt Great Goal Setting Discussions

• “ The difference between a dream and a goal is action.”

• “What is worth doing is worth doing well.”• “All glory comes from daring to begin.”

~ Eugene Ware• “Do what you can, with what you have,

where you are.” ~Theodore Roosevelt

Quotes to Prompt Great Goal Setting Discussions

• “I’ve missed more than 9,000 shots in my career. Twenty-six times I’ve been trusted to take the game winning shot and missed. I’ve failed over and over again in my life. And, that is why I succeed.” ~Michael Jordan

• “The difference between the impossible and the possible lies in a person’s determination.”~ Tommy Lasorda

Goal Setting Involves Answering Three

Questions

“What do I need to work on?”

“What is my plan?”

“Who will I ask to help me?”

Set the Stage

To encourage students to be honest and comfortable when looking at their strengths and weakness, we need to build the right environment- keep discussions around the “real” issue at all times-consistently honor classroom and individual strengths

The Importance of Encouraging Vocabulary

• Supportive words: I can, I will, I’ll try, I’ll do it, I can make it happen

• Excuse words: I can’t, Never, It won’t work, If, Maybe, Won’t

Sample

• Challenge: I want to improve my reading comprehension skills

• Goal: I will read a book each month• Action Steps:

-I will go to the library each week-I will choose a book at my Independent reading level-I will find magazines on subjects that interest me and will read them during my free time each day-I will find 30 minutes each day to read-I won’t watch TV or play video games from 6:30-8:30 each night-I won’t get on IM or take phone calls from friends between 6:30 and 8:30 pm each night

What would you change?

Sample Student Goal:

Name: ____________ Date: _______

Subject: (circle one) Reading/Language Arts, Math

Goal Area: (title & current score) ______________

What I specifically need to learn: ______________

My Plan of Action: _________________________

I will need the following help and resources: ______

Here is my time line: ________________________

Goal Setting- Action Steps

Step 1• Make a Distinction Between Learning

Goals and Learning Activities or Assignments

• A learning goal is a statement of what students will know or be able to do.

• Activities constitute the means by which the ends or learning goals are accomplished

Learn to Write Specific Action Steps

• Students may need to accurately define the challenge as well as the specific action steps. If they are “stuck” ask them to reflect on what they think they’d have to do differently in order to reach their goal. Then if you ask why they don’t do that now, you’ll find additional insights as well!

Marzano recommends that learning goals be stated in one of the following formats:

Students will be able to ______.Students will understand______.

Step2• Write a Rubric or Scale for Each

Learning Goal

When the learner goals have been articulated in scale format, the teacher and students have clear direction about instructional targets as well as descriptions of levels of understanding and performance for those targets.

Simplified Version of the Scale

4. I did better than I thought I would do.5. I accomplished my goal.6. I didn’t accomplish everthing I want to,

but I learned quite a bit.7. I tried but I didn’t really learn much.0. I didn’t really try to accomplish my

goal.

Self-Monitoring is Critical

• If a student doesn’t have a system to self-correct, the process isn’t intrinsic and the student won’t typically make lasting changes.

• Students may need help initially. You may need to build a bridge to self-monitoring by providing modeled support from a peer for a week or two

Step 3

• Have Students Identify Their Own Learning Goals

enhancing student involvement asks students to identify something that interests them beyond the teacher-identified learning goals

Step 4

• Assess Students Using a Formative Approach

It is a powerful measurement tool and a powerful instructional tool because it allows students to observe their own progress while learning new content.

Step 5

• Have Students Chart Their Progress on Each Learning Goal

Provides them with visual view of their progress and allows for powerful discussions between teachers and students

Step 6

• Recognize and Celebrate Growth

-Formative assessment allows students to see their progress over time

-Focusing on knowledge gain provides a legitimate way to recognize and celebrate- as oppose to reward- success.

SMART GoalsSMART Goals

Process

• Specific & Strategic

• Measurable• Attainable• Results-based• Timebound

Kid Friendly

• Specific• Measurable• Achievable• Real• Time line

Factors for Setting SMART Goals

1. Self-Reflection2. Goal Setting3. Rationale4. Action Plan5. Time line6. Evidence7. Implementation8. Reflection

In Summary

With the appropriate goals implemented in the classroom, students will be

forced to take a more active role in their learning process. They will also likely develop a continuous interest in and concern about the world around

them, which is important in developing lifelong learners. Students will develop goal setting and flexible thinking skills

that will be useful throughout their life.

Vocabulary, cooperative learning and goal setting are instructional strategies that

enhance the art and science of effective teaching.