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practical applications synthesized data inspired professional development

Art and Science by the numbers

n 41 instructional elements within… n 9 lesson design questions

embedded in… n 3 lesson segments for every

lesson.


Three Segments of a Lesson 1.  Segments that involve routine behaviors.

2.  Segments that address content in specific ways.

3.  Segments that are enacted on the spot.


1. Learning Goals and Feedback 2.  Interacting with New Knowledge 3. Practicing and Deepening 4. Generating and Testing Hypotheses

(application) 5. Student Engagement 6. Establishing Rules and Procedures 7. Adherence to Rules and Procedures 8. Teacher-Student Relationships 9. High Expectations Page 7, The Art & Science of Teaching

The Art and Science of Teaching P. 4

Learning Goals and Feedback Rules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expecta=ons Teacher/Stude

nt Rela=

onships

Adherence to Rules and Procedures

Genera=ng/ Tes=ng Hypotheses

Prac=cing and Deepening

Interac=ng With New Knowledge

ADDRESSES CONTENT IN SPECIFIC WAYS

P. 3

A few modes of operation… n This is YOUR valuable time…

n  (Ask questions, seek understanding) n Please adhere to our attention signal. n Misery is optional J n Please engage in respectful operating

procedures n  (cell phones in manner mode, minimal side-bar

conversations, etc.) n Attend and participate n Begin and end on time.

Learning Outcomes n Discover the framework.

n Experience instructional strategies.

n Use The Teacher Reflective Guide as a means

for reflection and growth


Helpful Resources


www.marzanoresearch.com



INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expecta=ons

Teacher/Stude

nt Rela=

onships Adherence to Rules and Procedures

Genera=ng/ Tes=ng

Hypotheses

Prac=cing and

Deepening


The Art and Science of Teaching



If the segment involves knowledge practice and

deepening activities,what do you expect to see?


Students Engaged in: n  Practicing skills, strategies, and processes n  Examining similarities and differences

n  Comparing/contrasting, n  Classifying, n  Creating analogies and metaphors

n  Identifying Errors in Thinking n  Using homework

n  Guided and independent practice n  Cooperative learning activities n  Revising knowledge

n  Reviewing/revising notes so they are useful to students and add clarity to understanding.

P. 7


Learning is dependent on prior learning; therefore it is basic to ask, “How is this different from what I

already know?”

Identifying Similarities and Differences


Effective tools include n  Venn diagrams n  Comparison matrix n  Classifying activities n  Concept maps n  Graphic organizers n  T charts n  Pro and con grids n  Metaphors and analogies

Identifying Similarities and Differences


Various Venn Diagrams


Double-Bubble Diagrams



Pro-Con Grid


Concept Map Example


Classification Chart


T-Charts


Let’s go inside a classroom using similarities and differences


Item 1 Item 2 Item 3

Characteristic 1

Similarities and Differences

Characteristic 2


Characteristic 3


Characteristic 4





Solving Analogy Problems One or two terms are missing. Please think about statements below. Turn to your elbow partner and provide terms that will complete the following analogies.

Bone is to skeleton as word is to ______.

Rhythm is to music as _____ is to _____. What is the relationship?_________________



Cooperative Learning

n What are some cooperative learning strategies you use?

n Remember how cooperative learning is most effective: n  Positive interdependence n  Individual accountability n  Equal participation n  Simultaneous interaction


Cooperative Learning n What are some cooperative learning

strategies you use? n Remember how cooperative learning is

most effective: n  I need you and you need me n  Individual accountability n  Equal participation n  Increased time on task with students

Spencer Kagan


Selector Tools


INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expecta=ons

Teacher/Stude

nt Rela=


Genera=ng/ Tes=ng

Hypotheses

Prac=cing and

Deepening




Different Lessons and Expected Behaviors

New Knowledge n  Preview n  Small chunks n  Students process

chunks. n  Summarize and take

notes. n  Students reflect.

Generating or Testing Hypotheses (application)

n Brief review n Students work

individually or in groups, applying content.

n Teacher as facilitator/resource provider


Moving to Application n Effective support

n  Valid claims n  qualifiers

n Experimental inquiry n Problem-solving n  Investigations n Decision-making

P. 8


With your table group… Come up with a list of criteria for addressing whether something should be considered art.



According to Wikipedia…

n  Art is the product or process of deliberately arranging symbolic elements in a way that influences and affects the senses, emotions, and/or intellect. It encompasses a diverse range of human activities, creations, and modes of expression, including music, literature, film, photography, sculpture, and paintings. The meaning of art is explored in a branch of philosophy known as aesthetics and even disciplines such as history and psychoanalysis analyze its relationship with humans and generations.


Observe the beginning of this lesson….


Moving to Application n Effective support

n  Valid claims n  qualifiers

n Problem-solving n  Investigations n Experimental inquiry n Decision-making


Invention Convention


Reflect

Add any additional notes to your handout regarding Design Question 4.


INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expecta=ons

Teacher/Stude

nt Rela=


Genera=ng/ Tes=ng

Hypotheses

Prac=cing and

Deepening



Strategies Modeled… n Grouping and regrouping n Attention signal (4 part signal) n Transition signal (When I say, “Go!”) n Application (writing a proficiency scale) n Video clips n Collective wisdom n Analogies, similes, metaphors n Comparison matrix n Roundtable notes review n Application of scale design


INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expecta=ons

Teacher/Stude

nt Rela=


Genera=ng/ Tes=ng

Hypotheses

Prac=cing and

Deepening




Strategies Enacted on the Spot

n Engagement (Q. 5) n Relationships (Q.8) n Recognizing Rules & Procedures (Q. 6-7) n High Expectations for All (Q. 9)


An Old Proverb states:

n You can lead a horse to water, but you can’t make them drink.

n We learned that maybe with “reward and punishment” the horse will do what ever we ask.

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


Strategies to increase engagement n Use of games n  Inconsequential competition n Manage response rates n Physical movement n Effective pacing n Student interest n Demonstrating intensity and enthusiasm

P. 9


Let’s Look at Some Games


Do two things…

n Participate in the game n Be a teacher on your shoulder and

observe: n  Participation n  Laughter n  Excitement


Talk a Mile a Minute n  Students are given a list of terms that have been organized into

categories. n  Each team designates a talker. n  The talker tries to get the team to say each of the words by

quickly describing them. n  The talker is allowed to say anything about the terms while

talking but may not use any words in the category title or any rhyming words.

n  The talker keeps talking until the team members identify all terms in the category.

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


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Strategies to increase engagement n Use of games n  Inconsequential competition n Manage response rates n Physical movement n Effective pacing n Demonstrating intensity and enthusiasm


Teachers asked an average of 50.6 questions; students

posed only 1.8 questions in a 30 minute period.

Susskind, E. (1979), Encouraging teachers to encourage children’s curiosity: A pivotal competence. Journal of Clinical Child Psychology, 8, 101-106.


Research finding #1

Teachers ask many questions


Implication: n Teachers should plan their questions

before asking.


Research Finding #2: Most teacher questions are at the lowest cognitive level—known as fact, recall, or knowledge.

Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.


Implication: n Teachers should purposefully

plan and ask questions that require students to engage in higher-level thinking.


Research finding #3: n Not all students are accountable to

respond to all questions. n Teachers frequently call on volunteers,

and these volunteers constitute a select group of students—especially in traditional settings.



Implication:

n Teachers should establish classroom norms that every student deserves an opportunity to answer questions

n  All students’ answers are important.


Try some procedures that get every child involved: n  Use paired responses (A/B partner response). n  Call on students randomly—Popsicle sticks with

names on them. n  Using response chaining. n  Using choral responses. n  Using quick draws. n  Using hand signals (thumbs up/down). n  Using response cards. n  Using response technologies.

(ASOT, pp. 71–74)


Research finding #4:

n Teachers typically wait less than 1 second after asking a question before calling on a student to answer.

n They wait even less time before speaking after the student has answered



Implication:

n Both wait times 1 and 2 promote student thinking and foster more students’ formulating answers to more questions.


Research finding #5: Teachers often accept incorrect answers without probing; They frequently answer their own questions.



Implication:

n Teachers should seek to understand incorrect or incomplete answers more completely by gently guiding student thinking with appropriate probes.


Research finding #6: Students ask very few content-related questions.



Implications:

n Value student questions n Help students learn to formulate

good questions, and n Make time for student questions.


(Johnson, Active Questioning, 1995)

Quantity Questions

From n  How many doors or

windows in this room? n  What is square root of 16? n  Name the members of the

United Nations.

To n  What are the possible ways

to get out of this room? n  List ways you can think to

say “4” or “-4”? n  What concern would you

take to the United Nations and why?


Classroom Instruction that Works, 2001

Compare/Contrast Questions (move from concrete to abstract)

n  How is _________like__________? n  How is ________different from_________? n  Seeing/believing n  Freedom/boundaries n  Human brain/computer n  Building a building/building a relationship n  National Party/Labor Party n  Use of analogies

Personification Questions Different Points of View

n  If the color green could talk, what would it say about the color purple?

n  The Story Bridge has been called by a TV station to tell about its experiences. What is the bridge’s version?

n  Be a compass. Describe what you do.

n  What would a doctor’s stethoscope ask a disease?

n  What would an obtuse triangle ask a parallelogram?

n  How would Lewis and Clark feel about our space exploration?

n  What questions would Beethoven ask Rappers?

(Marzano, Pickering, & Pollock, Classroom Instruction That Works, 2001)

Questioning Makes the Difference, Johnson, 1990

How can I assess my questioning style?

n  Record a complete day of teaching n  Review in privacy n  For every right/wrong answer (convergent) type of

question give yourself a check n  For every divergent (multiple options) question,

give yourself an X n  Add the total of checks and Xs n  How long did you wait for responses?

n  Hunter research 2.5 seconds—try 5 seconds or more.


Inside/Outside Circle


Strategies to increase engagement n Use of games n  Inconsequential competition n Manage response rates n Physical movement n Effective pacing n Demonstrating intensity and enthusiasm


Positive Teacher Demeanor

n Demonstrating enthusiasm n  Be enthusiastic often

n Demonstrating intensity n  Be intense selectively


How are emotions contagious?


Mirror Neurons Discovered in 1992 by Giacomo Rizzolatti

n What do you recall about mirror neurons? n Check out your thinking


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

--Albert Schweitzer


Putting it all together….

n  Lesson Design Template Page 25 n Teacher Reflective Guides n Where to start?


Involves Routines

Enacted on the Spot

Student Engagement

High Expectations

T

each

er–S

tude

nt R

elat

ions

hips

Adherence to R

ules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting With New

Knowledge


Addresses Content in Specific Ways


Design Question Seven

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

procedures?


Action Steps n  Simple verbal and nonverbal acknowledgement n  Tangible recognition when appropriate n  Involve the home. n  Be “with it”. n  Direct cost n  Group contingency (very limited use) n  Home contingency n  Strategy for high-intensity situations

How It Was Said

Body Movement/Facials

What Was Said 35% 35%

58%

7%

Communication

AIRS Conference San Diego, CA 154

CHOICES

Ignore Prompt (non-verbal)

Verbal Prompt

Teaching Interaction

180


The Child Often Teaches the Adult to Behave Inappropriately Faster Than the Adult Teaches

the Child to Behavior Appropriately.

Secondary Students What do your best teachers do to help us

learn? n  They are positive and listen to us.

n  One student said, “I like it when they actively ask me what I think.”

n  One student said, “I like teachers who exhibit STORM—supportive, tolerant, respect students, look us in the eyes, know me as a person, listen to us….things like that.”

n  Three students piggy-backed on that comment to say, “They don’t need to yell at us.” Another commented, “They don’t want us to be rude, yet it feels like they are rude to us sometimes.”

n  Another said, “I appreciate teachers who have a fun side—they make you want to learn.”


“When fear enters the classroom, learning is the first

victim.”

Scott Poland


How Do I Feel? n Peer Relationships are equally as

important as teacher/student relationships. n The longer that students were rejected by

their peers the less likely they were to participate in classroom activities. Ladd, Herald-Brown, Kichel, 2009


Question 8--Relationships Action Steps pg. 12

n  Know something about each student. n  Engage in behaviors that indicate affection. n  Use student interests. n  Use appropriate physical behaviors. n  Use humor when appropriate. n  Consistently enforce positive and negative

consequences. n  Project a sense of emotional objectivity. n  Maintain a cool exterior.


Relationships

n  “I don’t know, and I need you…” n Calling students by name… n Connecting student to something else… n Primary school in OK, morning assembly


Without significant relationships, there is no significant learning. K Ewing, Principal


2 minute intervention….

Question 8--Relationships Action Steps pg. 12

n  Know something about each student. n  Engage in behaviors that indicate affection. n  Use student interests. n  Use appropriate physical behaviors. n  Use humor when appropriate. n  Consistently enforce positive and negative

consequences. n  Project a sense of emotional objectivity. n  Maintain a cool exterior.


Humor n When teachers use humor, students feel better about the content, the teacher, and perhaps even themselves. n Use of appropriate humor

n associated with a 40 percentile point gain in instructional effectiveness.


Find Funny Headlines…


“Learning is risking. Every time we venture to learn something new, we take a big risk beyond

our comfort zone.”

Quantum Teaching: Orchestrating Student Learning, 1999


Involves Routines

Enacted on the Spot

Student Engagement

High Expectations

T

each

er–S

tude

nt R

elat

ions

hips

Adherence to R

ules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting With New

Knowledge


Addresses Content in Specific Ways


“Can I Do This”….The Research

n  If a student believes that they can do something, they can. If they believe they can’t, they can’t.

n Some students believe that they are born with a certain amount of ability and can’t do better. In their mind, effort doesn’t count.


Stated differently…

n  I am not who I think I am. n  I am not who you think I am. n  I am, who I think, you think, I am.


“Can I Do This?”….The Research

n “Self-efficacy has an effect size of .82 relative to students’ academic performance.

n This translates to an expected 29 percentile point gain. Marzano, 2010


Question 9 What will I do to communicate high expectations for all students?


“In the Classroom”


1.  Identify your expectation levels for students. 2.  Identify differential treatment of low

expectancy students. 3.  Revise your thinking about low expectancy

students. 4.  Push high expectations for low expectancy

students.


Consciously and Systematically n Engage in the following behaviors with

ALL students—especially ‘low-expectancy’ students: n  Make eye contact frequently n  Smile at appropriate times n  Make appropriate contact (hand on shoulder) n  Maintain proximity (interest) n  Engage in playful dialogue


School in Harlem---Dr. Monroe

n What do you hear about expectations?


Reflect

Add any additional notes to your handout regarding Design Question 9.


“For these are all our children. We will profit by, or pay, for whatever

they become.”

James Baldwin


Thank You! Tammy Heflebower & Toby Boss [email protected] [email protected]

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Art and Science by the numbers - Amazon Web Servicessoltreemrls3.s3-website-us-west-2.amazonaws.com/...Art and Science by the numbers ! 41 instructional elements within… ! 9 lesson