November 5-6 Becoming a Reflective Teacher …soltreemrls3.s3-website-us-west-2.amazonaws.com/marzano...– Construct a nonlinguistic representation (a picture, symbol, or graphic)

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MARZANO Research Laboratory


“The unexamined life isn’t worth living.”

•  Socrates, as quoted by Plato


Student Achievement

Teacher Pedagogical Skill

Teacher Reflective Practices


Research and Theory Book, Chapter 1

•  Five generalizations that characterize the research and theory base for reflective practice: – RP is not a new idea – RP is widely recognized as important – RP is greatly influenced by Schön – RP is critical to expertise – K-12 education has not fully embraced RP



– RP is not a new idea – RP is widely recognized as important – RP is greatly influenced by Schön – RP is critical to expertise – K-12 education has not fully embraced RP


Reflective Practice is Not a New Idea

•  Common theme throughout the literature on reflective thinking is seeing reflection as:

•  “…an active thought process aimed at understanding and subsequent improvement.”





Reflective Practice is Widely Recognized as Important

•  Widely used in many professions – On-the-spot decisions and adaptations

•  Attorneys •  Nurses •  Teachers •  Doctors •  Engineers





Schön •  Reflection-in-

action separates skilled practitioners from unskilled ones.

•  Reflection-in-action increases tacit knowledge.

•  Experimentation is important to reflective practice.

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Reflection-on-Action vs. Reflection-in-Action


What is Tacit Knowledge?

•  “…competent practitioners usually know more than they can say.”

•  tacit knowledge = knowing-in-action





Reflective Practice is Critical to Expertise

•  For centuries, people believed that expertise, or talent, was bestowed on select individuals, and that it was impossible to develop high levels of skill within a given domain unless one had innate talent for that domain.


“The differences between expert performers and normal

adults reflect a life-long period of deliberate effort to

improve performance in a specific domain.”

•  Ericsson and colleagues (1993)


Solo Time:

•  Please read through the vignettes on pages 5-6 (book).

•  Please one you may have known about. •  Please one you found particularly

interesting. •  Please share with your table family.


Metacognition

•  Developing expertise through deliberate practice requires a level of metacognition or ‘knowledge about one’s own knowledge and knowledge about one’s own performance.’

•  A coach can be very helpful in providing feedback and direction to someone working to develop expertise.





Structured Reflection Opportunities

•  Lesson Study Model •  ALACT •  Reflective Activities •  Reflective Writing •  Cognitive Coaching •  Critical Friends Groups


Five Categories for Reflective Practice

1. Having a model of instruction, 2.  Setting growth goals, 3.  Engaging in focused practice, 4.  Engaging in focused feedback, and 5. Observing and discussing effective

teaching


If the segment involves new knowledge what do you expect to see?

  Previewing activities   Info presented in small chunks   Students processing each chunk in small

groups   Students summarizing and taking notes

after content has been introduced   Students reflecting on their learning


Let’s Try It!

• Put on your ‘student hat’ so you can experience some of the strategies associated with this design question.


Today’s Vocabulary Word

• Peripatetic


First Rating: Level 4: I can define it and explain its meaning to

someone else.

Level 3: I have a good sense of the meaning of the word when I see it or hear it.

Level 2: I’m a little uncertain about what the term means, but I have a general idea.

Level 1: I’m very uncertain about the term. I really don’t understand what it means.


Peripatetic


PERIPATETIC

•  Elbow partner discussion: – What do you THINK it means?

•  WITHOUT using any resources, please!


Peripatetic (noun, adjective)

•  Synonyms: •  itinerant, traveler, wayfarer, wandering,

roaming, migrant, mobile, roving, nomadic, vagrant, vagabond


Elbow Partner Discussion:

•  How did the video remind you of some of the synonyms for PERIPATETIC?


Peripatetic: Definition

•  Noun: a person who walks or travels about.

•  Adjective: walking or traveling about; itinerant.


Peripatetic

– Write your own description, explanation, or example for peripatetic.

– Construct a nonlinguistic representation (a picture, symbol, or graphic) for peripatetic.


Elbow Partner

•  Compare your descriptions of the term.

•  Describe your pictures to one another.

•  Identify areas of disagreement or •  confusion.


Second Rating: Level 4: I can define it and explain its meaning to

someone else.

Level 3: I have a good sense of the meaning of the word when I see it or hear it.

Level 2: I’m a little uncertain about what the term means, but I have a general idea.

Level 1: I’m very uncertain about the term. I really don’t understand what it means.


Exit Slip Reflection

•  With whom will you share today’s learning?

•  What did you do well today?

MARZANO Research Laboratory888.849.0851 marzanoresearch.com practical applications synthesized data inspired professional development

What’d You See? Pages 191-198


Design Question 3

• What will I do to help students practice and deepen their understanding of new knowledge?

MARZANO Research Laboratory888.849.0851 marzanoresearch.com practical applications synthesized data inspired professional development

Action Step: Examining Similarities & Differences

•  Comparing •  Classifying •  Creating metaphors •  Creating analogies


•  The basic thought processes found in identifying similarities and differences is found to be basic to human thought.

•  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


Design Question 4:

• What will I do to help students generate and test hypotheses about new knowledge?


Table Family Discussion:

•  Please read: – Vignettes on pages 27-28 – Scales on pages 207-208

•  Share examples of when you’ve engaged students in cognitively complex tasks involving hypothesis generation and testing.


Moving to Application

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


www.wordle.net

• A new way to test and generate hypotheses…


Chapter 3

•  Setting Growth Goals – Handout, pg. 16 – Book, pg. 37


Conducting a Self-Audit

•  Involves determining one’s level of competence for each of the 41 elements.

•  To do this, a teacher needs a rubric/scale for each element.

•  Appendix B (pg. 185): Scales for the 41 elements


Innovating 4

Applying 3

Developing 2

Beginning 1

Not Using 0

New strategies are created to meet needs of specific students or class as a whole.

Strategy is used and monitored to see if it has desired effect.

Strategy is used but in a mechanistic way.

Strategy is used but pieces are missing.

Strategy is called for, but not used.


Personal Profile •  Text, pages 42-45 to review sample.

•  Complete your own personal profile. –  (Self Audit)—Handout pages 17-23


Chapter Four: Engaging in Focused Practice

Book pg. 49

•  HO pg. 25


Focused Practice

•  The hallmark of focused practice is specificity...


Focused Practice vs. Practice

•  Practice = performing an action multiple times

•  Focused Practice = repeating a specific strategy with attention to improving detailed aspects of the strategy


In the Classroom…

•  Teacher selects a specific strategy for practice

•  Growth goals (elements) Compendium (specific strategies)


Focused Practice

•  Focusing on specific steps •  Developing a protocol •  Developing fluency •  Making adaptations •  Integrating several strategies


Lecture

Reading Audio-visual

Demonstration

Discussion Groups

Practice by doing Teach others/immediate use of learning

Average Retention Rate after 24 hours

5% 10%

20%

30%

50%

75% 90%

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

Boosting Retention


Integrating Several Strategies to Create a Macrostrategy

•  At this stage of development, a teacher is competent with most, if not all, of the strategies for a particular element but wishes to combine some of those strategies

•  Usually at the Innovating Level (4)


Let’s Try It! •  Choose an area of ‘expertise’"•  Plan a 2-3 minute lesson (introducing new

knowledge) •  Integrate several strategies (Use the

Compendium, pgs. 103-119; you can also use pgs. 57-58)

•  Select a timekeeper •  Present to group members •  Reflect using Teacher Scales (pgs. 191-198)


Chapter Six: Observing and Discussing Teaching

Book, pg. 75

HO, pg. 27


Observing & Discussing Teaching

•  Requires interaction with other teachers – Videos of other teachers – Coaching colleagues –  Instructional rounds


Videos of Other Teachers (Pg. 75)

•  View video clips of other teachers •  After viewing the video clip, both teachers

would discuss the strengths and weaknesses of the lesson they observed.


Coaching Colleagues (pg.77)

•  Pairs or trios of teachers who agree to provide each other with honest feedback regarding their use of instructional strategies.


Training with Coaching vs. Training Alone

•  42%ile gain with regard to transfer of training strategies.

•  Coached teachers: –  practice new strategies more frequently –  develop greater skill with strategies –  use strategies more appropriately –  exhibit greater long-term retention of strategies –  better able to explain new strategies to their students


Coaching Colleagues

•  Must have a deliberate focus that matters to the individuals involved.


Instructional Rounds

•  Teams of teachers led by lead teacher •  Can be short or long in duration •  Primary focus is for observers to compare

and contrast their practice with observed practice

•  May or may not be used to provide feedback to observed




Thank You!

•  Evals: Dr. Tina Boogren •  [email protected]

Documents

November 5-6 Becoming a Reflective Teacher …soltreemrls3.s3-website-us-west-2.amazonaws.com/marzano...– Construct a nonlinguistic representation (a picture, symbol, or graphic)