The Art & Science of Norms Teaching Research-Based ...soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearc… · The Art & Science of Teaching Research-Based Instructional

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cutting-edge research concrete strategies sustainable success

The Art & Science of Teaching

Research-Based

Instructional Framework

Dr. Phil Warrick Associate VP

Marzano Research Laboratory www.marzanoresearch.com


q  Phones on silent please q  Misery is optional q  Return from breaks on time q  Avoid sidebar conversations q  This is a working session….

Norms One educational leader’s perspective…

“Our youth now love luxury. They have bad manners, contempt for authority; they show disrespect for their elders and love chatter in place of exercise; they no longer rise when elders enter the room; they contradict their parents, chatter before company; gobble up their food and tyrannize their teachers.”

n Socrates


“The illiterate of the 21st century

will not be those who cannot read and write, but those who cannot

learn, unlearn, and relearn.”

Alvin Toffler 2001 An American writer and futurist

Our Attention and Refocus Signal

n  I will move to the front and center of the room.

n Announce time remaining in activity….

n Signal Wrap-up by counting down from 5 to 0.

n At “Zero” everybody is in their seat ready to move on.


Please Draw and Label This Pyramid

Table Team Task

2


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


Boosting Retention

n Fill in the instructional activities that you think correlate to each level of the pyramid of retention.


Lecture

Reading Audio-visual Demonstration

Discussion Groups

Practice by doing Teach others/immediate use of learning


5% 10%

20%

30%

50%

75% 90%


Boosting Retention


Lecture

Reading Audio-visual Demonstration

Discussion Groups

Practice by doing Teach others/immediate use of learning


5% 10%

20%

30%

50%

75% 90%


Boosting Retention


Close Partners….

n When I say go…

n Please form groups of 2 or 3 with someone sitting near you in the room…

n But not at your table…

n Prepare to discuss the next slide I display


Close Partner Discussion

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Effective teachers are made, not born.

Do you agree or disagree?

What’s the role of talent?

What’s the role of deliberate practice?


Please return to your tables…


Great Educators….

n Are first and foremost learners who have a teachable spirit.

n Are constantly looking to improve their skills in the craft of teaching and learning.

Have an effect on

people in a positive way

Have some autonomy over

your work

Get involved in something

complex, and get good

at it

Happiness and Motivation

Purpose

Autonomy

Deci and Ryan

Daniel Pink


Important Research cutting-edge research concrete strategies sustainable success

Teacher School District Student

P50 P50 P50 P50

Findings: Reading

P= Percentile

4



P50 P50 P50 P50

P84 P50 P50 P60

Findings: Reading

P= Percentile cutting-edge research concrete strategies sustainable success


P50 P50 P50 P50

P84 P50 P50 P60

P98 P50 P50 P70

Findings: Reading

P= Percentile cutting-edge research concrete strategies sustainable success


P50 P50 P50 P50

P84 P50 P50 P60

P98 P50 P50 P70

P50 P84 P84 P57

Findings: Reading



P50 P50 P50 P50

P84 P50 P50 P60

P98 P50 P50 P70

P50 P84 P84 P57

P50 P98 P98 P63

Findings: Reading


Over 40 Years of Research

Clearly Supports One Fact


So...what is the most significant factor in student learning? ��

...the teacher! cutting-edge research concrete strategies sustainable success

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“What Matters Very Much is Which Classroom?”

“If a student is in one of the most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.”

Deborah Loewenberg Ball, Dean of Education, University of Michigan


The Art and Science of Teaching


Why The Art and Science of Teaching?


From….. To…..

n  Continuous research brought more about instructional practice to our knowledge.

n  The nine strategies in Classroom Instruction That Works needed to be understood in the context of the research.

n  We needed a more complete model for high quality instruction and to differentiate for teacher growth.


The Art & Science of Teaching shares nine lesson design questions teachers consider as they plan a unit of instruction.


Category Ave. Effect Size

Percentile gain

Identifying Similarities and differences

1.61

45

Summarizing and note taking

1.00

34

Reinforcing effort and providing recognition

.80

29

Homework and Practice .77

28

Nonlinguistic representations

.75

27

Cooperative learning

.73

27

Setting objectives/providing feedback

.61

23

Generating and testing hypotheses

.61

23

Questions, cues, and advance organizers

.59

22

6


Art and Science by the numbers

n 41

n 9

n 3


Art and Science by the numbers n  41 instructional elements

n  Why? Differentiate for professional growth of teachers

n  9 lesson design questions n  Why? Guide instructional planning for teams

or individuals

n  3 segments for every lesson. n  Why? To break the complex into simple parts


Elements and Strategies

n Elements = Broad categories of instructional practice and conditions matched to how our brains learn best.

n Strategies = Activities used in the classroom to enact the element of instruction. (Each element can have multiple strategies)


1. Communicating Learning Goals, Tracking Student Progress, Celebrating Success

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

10. How will I organize my lesson?

The Art and Science of Teaching

Learning Goals and Feedback Rules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High ExpectaFons

Teacher/Stude

nt RelaF

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


Learning Goals and Feedback

Rules and Procedures

INVOLVES ROUTINES

We begin here…RouFnes are the backbone of all that occurs in a

classroom.

Page 15 in your handout

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Segments that are routine components of every lesson

n Rules and procedures (Q 6)

n Communicating learning goals and providing feedback (Q1)

n Tracking student progress (Q1)

n  Providing Feedback and celebrating success (Q1)


Solo Thinking What are some key rules and procedures teachers must consider in a classroom to make it a successful learning environment? Make a quick list please…..


Once around the table...share your lists…


How Many Had These On Your List?

n Attention and Refocus Signal

n Transition Signal

n Strategies to group and regroup learners


Cognitive Routines and Procedures

n Be sure to establish these….

n Critical for getting students to engage with content and boost retention.

n Critical for developing fluid intelligence


Fluid Intelligence…

n The capacity to process and store information.

n Developed through students’ interaction with the content in multiple ways.

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According To Recent Studies

²  What is the balance of teacher talk to student talk during a typical class period?

²  What do you think it is in your classroom?

²  Studies show that teachers talk in a regular classroom between 80% and 90% of the &me.


What is the effect?

Assuming a 50 minute class period

Teacher talk = 40 minutes

Student interac&on with content/language = 10 minutes total for the class.

30 students in class

ü  = 20 seconds (or less) per student


The “Small” Miracle of Learning

cutting-edge research concrete strategies sustainable success cutting-edge research concrete strategies sustainable success cutting-edge research concrete strategies sustainable success

The Physiology of Learning

n Neural networks grow when a concept is actively, personally, and specifically experienced by the learner.

n When learners personally experience a concept neural networks grow.

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Cognitive Routines

n When you have them established as part of your classroom culture…

n You can help students personally, specifically, and actively experience the learning.

Close Partner Discussion…

Discuss the following student grouping strategies that I display….

Do you use any of these?

How do you use them?

What others would you add to the list?

Are there any here you have a question about?


Student Grouping Strategies n Think, Pair, Share, (Square)

n Speed Discussions

n  Learning Appointments

n Find Someone Who

n Four Corners

n What others can you add to this list?


Some important considerations

n Why use groups of 2 or 3?

n When can groups get too big?

n Why use multiple grouping strategies?


How important are grouping routines and procedures ???

n Grouping routines are like Bacon…

n They can be added to anything to make it more engaging.

n They help students interact with the content and allow teachers to assess what learners know….


Learning Brain Rule of Thumb Age = Attention Span

n The brain needs a change of state…

n Attention span tops out at 18-20 minutes…

n Grouping routines help bring physical movement into the classroom…

n Adult learners need change also…

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Additional Rules and Procedure Ideas

n What problems of practice can you address by implementing a classroom rule or procedure?

cutting-edge research concrete strategies sustainable success cutting-edge research concrete strategies sustainable success


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Reflective Journaling Questions n What did you learn, relearn or unlearn

about rules and procedures?

n What cognitive routines do you currently use?

n What will you add to your practice?


Learning Goals and Feedback

Rules and Procedures

INVOLVES ROUTINES

DQ 1: Page 3 in handout


Segments that are routine components of every lesson

n Rules and procedures (DQ 6)

n Communicating learning goals (Q1)

n Tracking student progress (Q1)

n Celebrating success (Q1)


Learning Goals

Implementing the curriculum at the classroom level.


Learning Goals versus Activities

Table Family Discussion: What is the difference between Learning Goals and Activities? What is the purpose of each?

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A learning goal is a statement of what

students will understand and/or be able

to do at the end of a unit of instruction.

What are learning goals?


Actions and strategies used in a classroom to

help learners reach the learning goal.

Activities


Learning Goals or Activities/ Assignments?

n Goal

n Students will be able to recognize the protagonist, theme, and voice of a piece of literature.

n Activity

n Students will read a short story and discuss elements of the story in literature circles.


What effect does this have on learners if we mix these up?


Activities instead of

Goals >>>> I need to learn…..

What do I have to finish by the end of

class?


Activities and Goals

Are commonly mixed up in classrooms around the country

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With clear learning

goals >>> I need to learn…..

This is what you want me to learn to do. .


Table Discussion Question

n What does it mean to communicate learning goals to students?


Research on Learning Goals

Study Focus of Study

Percentile Gain

Wright 1990 Goal Difficulty

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Hattie 1999 Goals and Feedback

18

Graham and Perin 2007

Goal Specificity

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The Challenge

Learning Goals must be challenging, yet attainable for

students.

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Students come with unique gaps in their

abilities and previous learning.


Sometimes our classes may seem a little like this…


English Problems” The Sketch Show which aired on Fox in 2005. Used with permission


Challenging and Attainable…

n Can be nearly impossible for one learning goal with multiple learning gaps.


“I have over 25 students in my class.”

n  Problem: How can I write a goal for all my students that is both challenging and attainable?


n  Solution: Construct goals at multiple levels of difficulty.

“I have over 25 students in my class.”

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Create Proficiency Scales

Generic Scale Format

Page 4 in handout

n Advanced = 4.0 More complex learning goal

n  Above and beyond the target goal

n Proficient = 3.0 target learning goal

n  At the level identified in the standards

n Progressing = 2.0 simple learning goal

n  Foundational knowledge needed to reach level 3

Organize learning goals into a scale


Please place the following learning goals in a scale in order

of cognitive complexity. 4 or Advanced

3 or Proficient 2 or Progressing


n  Explain the body’s most important dietary needs.

n  Recognize healthy vs. unhealthy foods given a list.

n  Discuss what would happen to the body if one of its needs was not met.

The student will:


4. Discuss what would happen to the body if one of its needs was not met.

3. Explain the body’s most important dietary needs.

2. Recognize healthy vs. unhealthy foods given a list.

The student will:


n  Write compound-complex sentences in isolation.

n  Write a variety of complete sentences with fluidity.

n  Write a simple sentence with a subject and a predicate.

The student will be able to:

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4. Write a variety of complete sentences with fluidity.

3. Write compound-complex sentences in isolation.

2. Write a simple sentence with a subject and a predicate.

The student will be able to:



Thinking about scales in World Languages Instruction

n Begin by identifying the specific skills your students must learn and develop over time in your content.

n Develop scales that communicate and measure student growth in these skills over time.

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Review Some Scale Samples

n Each of your tables has 3 sample World Language scales.

n You also have a blank scale template.

Table Family Discussion

n Review the 3 scale samples…

n What information could they provide to teachers, students, and/or parents?

n What other learning goals or topics for scales could you use in your classes.


Having Students Chart Progress on Learning Goals

n  14 experimental–control studies conducted by Marzano Research Laboratory

n  This practice is associated with a 32-percentile point gain in student achievement.

Article Beginning on Page 6

n Read the article and highlight key points for discussion….


Close Partner Discussion

n Share your thoughts and the key points you highlighted…

n How could you envision using this strategy in your classroom?

n What questions do you have?


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Deb Pickering.

2008


Consider Behavior or Learning Skills Scales

These can relate directly back to your rules and procedures



Proficiency Scale Bank

n QR Code on handout

n OR

n Web address on handout

n Scale template in Word format if you would like it…3 Flash Drives



INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High ExpectaFons

Teacher/Stude

nt RelaF


GeneraFng/ TesFng

Hypotheses

PracFcing and

Deepening

InteracFng With New Knowledge



Design Question 2: What will I do to help students effectively interact

with the new knowledge?

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8 Elements For New Content Design Question #2

n Start with Solo Thinking n Using the handout page 9 n  8 elements for helping students interact with

new knowledge… n Review the 8 elements…..

n Select 2 that you think are absolutely critical for teaching new knowledge.

n You are correct with any two that you select, you can’t be wrong here.

n Have a rationale for why you selected the two you select.

n  List a strategy you use to enact each of these two elements in your classroom.


Close Partner Discussions

n Share the two elements you selected and why you selected them.

n Swap strategies for the elements you identified.

n Add strategies under any elements that get shared.


Please return to your tables…


New Knowledge Elements

n These are not necessarily “new”

n The question is….are they common practice?

n  “Common sense is not always common practice”


All 8 are researched-based

We will focus on several a little deeper and look at strategies

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Multiple Strategies Exist For Each Element

We will look at a few


Identifying Critical Information

n Use “hot” colors to draw attention to specific topics or words.

n The brain is naturally drawn to Red, Orange, and Yellow.


Identifying Critical Information

n Verbal Clues: “This is a keeper”

n Pause and Think Time

n  “Close your eyes and think about that for a second please….”


Organize Students To Interact With New Knowledge

n This is where your cognitive routines become critically important.

n Group and regroup strategies


Recording and Representing New Knowledge

n We have to teach learners how to learn….

n Summarizing and Note Taking

n Nonlinguistic Representations

n Graphic Organizers


Combination Notes

Regular notes Symbol, picture or graphic

Summary

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Why is Summarizing so Critical?

As students personalize the information, they must effectively delete, substitute, and keep information. This requires students to analyze information at a fairly deep level.


A Few Summarizing Strategies


Limited Word Summaries

Read or review information and use a few words to summarize it.


Write A Headline

Write a short newspaper headline to summarize the information.

Nonlinguistic Representations

n Students build their own models based on new learning.

n Allow them to develop the “graphic” representation to solidify meaning.

n Helps students create mental images of their learning.

n  Includes Physical Models.


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Graphic Organizers


Effects of Different Learning Experiences

Type of Experience Percent of Recall After One Year

Visual Instruction 77 % Dramatic Instruction

57 %

Verbal Instruction 53 %

Nuthall 1999 cutting-edge research concrete strategies sustainable success

The Brain Looks for Patterns

1.   Classification: A is an example of B 2.   Causal: A causes B

3.   Difference: A is unlike B 4.   Similar: A is similar to B 5.   Sequence: A occurs before B

Sousa; How the Brain Learns 3rd Edition

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Common Advanced Organizers:

n Story Maps

n K-W-L Maps

n Venn Diagrams

n There are many choices available….FREE


Free Graphic Organizer Sites

n www.freeology.com/graphicorgs

n www.eduplace.comgraphicorganizer

Making Chunking Decisions

n Using content expertise, teachers must determine the nature and size of information chunks.

n Teachers have to know their students and their level of understanding in the content.

n Remember what it was like to learn it for the first time????


Factors that can help guide decisions on chunking.


Primacy-Recency Effect

n During a learning episode we remember best that which occurs first.

n Second best that which comes last.

n And least that which comes just past the middle.


David Sousa – “How the Brain Learns”

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Capacity of Working Memory

n How many chunks can your learners handle?

n  It differs with the age of the student.


Working Memory and Age:

Age Capacity of Items In Working Memory

Minimum Maximum Average

Age 5 1 3 2

Age 14 3 7 5

Age 18 5 9 7 David Sousa – “How the Brain Learns”

How many chunks can you handle?

n  9217053

n  Write the number

n  9217053

n  Try this one

n  4915082637

n  Write the number

n  4915082637


Previewing

n Students work with content prior to actual formal presentation or critical input.

n Absolutely Critical for those coming with little or no background knowledge.


New Learning Occurs Best When..

n  Learners have a basic, personal connection with a new concept.

n  Have an opportunity to do their own thinking and attach learning to their own experiences.

n  The brain is stimulated to find possible previous patterns that relate to new learning.

n  Smilkstein; We’re Born to Learn 2003


A few previewing strategies…

n K W L Charts

n Word Splash

n Preview Questions

n Short Video or Audio clips

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Samples of Practice


Graphic Organizers

And the power of Previewing


Reflective Journal

n What did you learn, relearn, or unlearn about helping students interact with new knowledge?

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INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High ExpectaFons

Teacher/Stude

nt RelaF


GeneraFng/ TesFng

Hypotheses

PracFcing and

Deepening

InteracFng With New Knowledge



3. What will I do to help students practice and deepen their

understanding of new knowledge?


Discussion Topic

n What do these two terms mean to you as a professional educators?


Procedural Knowledge Declarative Knowledge


Procedural Knowledge

n Strategies, Skills and Processes:

n  Long division, Dribbling a ball, Reading a map

n Practice is best in small amounts with immediate feedback to the learner.

n Goal: Accurate Automaticity


Declarative Knowledge

n Understanding of information

n Protagonist vs. Antagonist

n Characteristics of Atoms

n  3 to 4 exposures minimum for practice

n  2 day gap maximum between exposures

n Feedback soon but not as Immediate

n Reviewing and Revising by the learner

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Quality Practice Includes:

n Active retrieval and USE of the material by the learner in which:

n  The student is actively recalling material for use not just review

n  Includes adjustment from feedback

n  Student self-assessment


Identifying Similarities and Differences (Element 17)

1. Comparing 2. Classifying

3. Similes and Metaphors 4. Analogies

Declarative Knowledge


n  The the process of identifying similarities and differences is found to be basic to human thought.

n  Learning is dependent on prior learning; therefore it is basic to ask, “How is this similar to and different from what I already know?”

Compare and Contrast…


Avoid using just similarities

n Similarities help learn the concepts….

n Differences help recall the concepts….

n We often teach or practice concepts using just similarities…

n  Learners then mix up the concepts during recall…


Things students mix up…

n  Latitude and Longitude

n Meiosis and Mitosis

What examples come to mind for things your students mix up?


How to avoid this problem:

n Teach the differences first as new knowledge…

n And….

n Always have students practice by identifying the similarities and the differences.

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Fractions and Decimals are different because Fractions __, but Decimals __.

Fractions __, but Decimals __.

Fractions and Decimals are similar because they both ________________.


Use a Comparison Matrix for multiple comparisons

7 elements should be the maximum


Item 1 Item 2 Item 3 Summary Statement about Similarities and Differences

Characteristic 1

Characteristic 2

Characteristic 3

Characteristic 4


Monarchy Dictatorship Democracy

How the leaders came

to power

Summary Statements

The reaction from the people

The role of the people


Be sure to have the learners express what they learned

through the comparison!

Written and/or Oral

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Classifying

Not a natural skill for learners Teach Learners How To Learn


Classification Chart


Double-Bubble Diagrams


Similes and Metaphors

n Allow students to bring background knowledge to learning.

n Many correct examples can exist as long as we ask why?


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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:


Two Analogies For You To Try


Completing Analogies

n Bone is to skeleton as word is to ______.

Why?

n Rhythm is to music as _____ is to _____.

Why?


n Organizing Students To Practice And Deepen Knowledge…. (Element 15)


Coop Learning For Practice

n Protocols for practicing and deepening

n Works well with both Procedural and Declarative Knowledge

n Offers great opportunity for student monitoring and feedback

n Helps us teach the “intangibles”


The Intangibles

n Set ground rules up front for collaboration:

n Listening

n Providing evidence for an opinion

n Respecting other’s opinion, even in disagreement

n Contributing your share of the work

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Coop Learning = PIES

n Positive Interdependence

n  Individual Accountability

n Equal Participation

n Simultaneous Interaction


A few sample strategies


Progression of Thinking Protocol

n Teacher presents a question or problem

n Students solo think first

n Next they compare in groups of 2 or 3

n  Decide on a common, best answer

n Finally they compare as a larger team

n  Decide on an answer as a team of 4 or 5


For the next two I need some volunteers please.


Inside-Outside Circle

n  Allows conversations between students in low pressure, high engagement manner.

n  Provides accountability for all students.

n  Adjusts to all group sizes.

n  Allows for easy formative assessment/feedback.

n  Teacher and/or students write the questions.


Inside-Outside Circle

Teacher

Outside Circle Students

Inside Circle Students

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Success Story

“Just sending a quick note to let you know that the Inside-Outside Circle worked like a charm! I used it in both of my world history classes to review for the semester benchmark test. Some of my students were in after school for tutorials and were able to recall some of the information because they remembered who they were talking to in the circle about the question!” Emily Yeck World History, BCIS, BIMM Round Rock High School Round Rock, Texas


Line Up Strategy

n Present students with a topic….

n Demonstrate for them the continuum of perspectives….

n Extreme views on the polar ends if they in fact exist in this issue.

n Fit themselves in the place they belong….


Line Up: n  Fold or Split the line: n  Based on level of disagreement desired. n  1. One participant gets 30 seconds to

express his/her opinion on the issue. n  2. Their line partner takes 30 seconds to

summarize what he/she heard. n  3. Reverse Roles and repeat. n  4. Have students summarize their learning


Examine Errors In Reasoning

n An important practice element

n Watch this video example…

n Think about the content you teach

n How can you use this type of strategy in your classes?


Documents

The Art & Science of Norms Teaching Research-Based ...soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearc… · The Art & Science of Teaching Research-Based Instructional