Ensuring Effective Instruction through…
Ensuring Effective Instruction through…
Presenter: Mark P. Foseid
Marzano Research Laboratory
Killeen TX IVC January 26, 2010
Learning Goals
As a result of today’s work participants will understand:
1. Critical action steps from chapters 1-5 in The Art And Science of Teaching
And be able to:
1. Employ specific research based strategies to enhance student achievement Pkt 1.1
We believe:
1. Students learn in different ways.
2. Students learn in different time frames.
The FOUNDATIONAL PRINCIPLESfor Learning:
Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
Question 2: What will I do to help students actively interact with the new knowledge?
Question 3: What will I do to help students practice and deepen understanding of new knowledge?
Question 4: What will I do to help students generate and test hypotheses for new knowledge?
Question 5: What will I do to engage students?
Question 6: What will I do to establish or maintain classroom rules and procedures?
Question 7: What will I do to recognize and acknowledge adherence to or lack of adherence to rules and procedures?
Question 8: What will I do to establish and maintain effective relationships with students?
Question 10: What will I do to organize lessons into a coherent unit?
Question 9: What will I do to communicate high expectations for all students?
Ten Questions Teachers Should
Ask During Planning
1.2
Organizing Ideas
Vocabulary Terms and Phrases
Details
Processes
Skills
SPECIFIC
GENERAL
Information and Ideas
“Understand”
Skills and Processes
“Be able to…”
Episode
Cause/Effect
Time Sequence
Facts
Generalizations
PrinciplesWHAT’S THE KNOWLEDGE?
2.1
When students know what they are learning, their performance, on average, has been shown to be
SIGNIFICANTLY HIGHER
than students who do not know what they are learning.
Today you will be able to show that you…•Know where the letter “S” is in the alphabet
•Can tell us how a caterpillar changes into a butterfly
•Can make patterns
Learning Goals
2.2
Students will:
Understand the technique of foreshadowing in mysteries.
Be able to revise writing to improve use of descriptive adverbs.
Learning Goals
Setting Objectives and Providing Feedback
1. Feedback should be “corrective” in nature.
2. Feedback should be timely.
3. Feedback should be specific to a criterion.
4. Students can effectively provide their own feedback.
Generalizations from research on
Providing Feedback
4In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class.
3No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught
2No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes
1 With HELP, a partial knowledge of some of the simpler and complex details and processes
0 Even with help, no understanding or skill demonstrated.
Sample Rubric Scale
.
Providing Recognition
• Personalize recognition• Follow guidelines for effective and
ineffective praise• Use the “Pause, Prompt, and Praise”
strategy• Use concrete symbols of recognition.
3.2
Dat
e__9
/17_
Dat
e_9/
24_
Dat
e_10
/1_
Dat
e_10
/20_
Dat
e_10
/31_
Dat
e_11
/15_
Dat
e___
____
Dat
e___
____
4
3
2
1
My Progress in Writing Process- Content and Organization
Goal
4. Chunk/process
1. Identify critical input experiences
2. Preview and link
Question 2: What will I do to help students actively interact with the new knowledge?
3. Use student grouping
5. Question
6. Record and represent
7. Reflect 3.4
1. Identify critical input experiences
Question 2: What will I do to help students actively interact with the new knowledge?
Type of Experience Percent of information recalled one year after unit
Visual 77
Dramatic (incl. narrative)
57
Verbal 53
2. Preview
Question 2: What will I do to help students actively interact with the new knowledge?
KWL
Overt linkages
Preview questions
Brief teacher summary
Skimming
Teacher-prepared notes 4.1
What do you know or what do you think you know?
What would you like to know or what do you think you’ll learn?
What did you learn?
Preview with Blank Organizer
Topic:___________________
Homework 4.2
Greek God
_____________Powers:_________________________________________________
Influence on Language:_______________________________________________
Flaws_____________________________________
Responsibilities:___________________________________________
Preview with Blank Organizer
Homework: What will we be learning about the gods? How do you think we will find this information? Why might this information be important to learn?
What do you think will be the most important information? Why? What else might you add to this organizer? Why?
4.3
4. Chunk/process
Question 2: What will I do to help students actively interact with the new knowledge?
• Break content into manageable chunks then stop and process
Reciprocal teaching
Jigsaw
Concept attainment
4.4
Queen Anne’s Island
Allowed Not allowed
Beer Wine Football RugbyBooks Magazines Puppies Dogs
Halloween Valentine’s Day
Bookkeepers Lawyers
5.1
Question 2: What will I do to help students actively interact with the new knowledge?
6. Record and represent
• Notes
• Graphic Organizers
• Dramatic Reenactments
• Mnemonics with Imagery
• Academic Notebook
5.2
Generalizations from research on Note taking:
1. Verbatim note-taking is, perhaps, the least effective technique.
2. Notes should be considered a work in progress.
3. Notes should be used as study guides for tests.
4. The more notes that are taken, the better.
Classroom Strategies…..
Action Steps
Note taking• Teach students a variety of
note taking formats.
• Use combination notes.
1. Organizing Note Taking Around Patterns
• Definition pattern• Chronological list or sequence
pattern• Cause and effect pattern• Episodic pattern• Generalization/principle pattern• Concept pattern
Time Sequence
Cause
Generalization/ Principle
Common Patterns
EffectCause
Cause
Cause
Example
ExampleExample
Description
Cause
1 2
Comparison
Plant Reproduction
Plants and animals have life cycles—growth, reproduction, and death.
Reproduction can happen with seeds or without; when there are no seeds,there are spores. With seeds—conifers, and flowering plants.
Conifers have 2 cones, male contains pollen; female has ovules. When the pollen fertilizes the ovules, they become seeds.
Seeds have a new plant embryo.
Summary:
Female Cone
Without seeds; with sporesWith seeds
Conifers Flowering plants
Death
Growth
Reproduction
Circle of
Life
Plant Reproduction
Male Cone
pollen
pollen ovuleseed
Life Cycles- Birth Growth Reproduction Death
w/o seeds = spores
w/ seeds= male-pollen
Female-ovules
5.3
EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION
1.Effective vocabulary instruction relies on descriptions rather than definitions, especially initially.
2.Students must represent their knowledge of words in linguistic and nonlinguistic ways (consistent with how we know a word).
3.Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.
4.Teaching word parts enhances students’ understanding of terms.
Copyright Marzano Research Laboratory 2009
EIGHT RESEARCH-BASED CHARACTERISTICSOF EFFECTIVE VOCABULARY INSTRUCTION
5. Different types of words require different types of instruction.
6. Students should discuss the terms they are learning.
7. Students should play with words.
8. Instruction should focus on terms that have a high probability of enhancing academic success.
Copyright Marzano Research Laboratory 2009
Research on Imagery as Elaboration
637 percentile pts.
higher than… …students who kept repeating definitions.
421 percentile pts.
higher than… …students who were using the terms in a sentence.
Students who used imagery to learn vocabulary, on average, performed
# of studies
HUMUHUMUNUKUNUKUAPUA’A
(hū'mū-hū'mū-nū'kū-nū'kū-ä'pū-ä'ä')-(n), Rhinecanthus rectangulus, [Hawaiian humuhumu-
nukunuku-ā-pua'a, trigger fish with a blunt snout like a pig's : humuhumu, small trigger fish (from reduplication of Proto-Polynesian *sumu, trigger fish) + nukunuku, small snout, reduplication of nuku, snout + ā, like + pua'a, pig.]
2. Use a research-based process for teaching new terms and phrases.
• Effective vocabulary instruction does not rely on definitions.
LEVERS A lever is a bar that is free to move about a
point called a fulcrum. The force applied to one end of a lever is called the effort force. The force that is overcome at the other end is called the resistance force. A lever has two arms. The effort arm is the distance from the effort force to the fulcrum. The resistance arm is the distance from the resistance force to the fulcrum.
Principles of Science, Heimler,Neal,
Copyright Marzano and Associates 2008
Step 1: Provide a description, explanation, or example of the new term.
Step 2: Ask students to restate the description, explanation, or example in their own words.
Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
Step 5: Periodically ask students to discuss the terms with one another..
Step 6: Involve students periodically in games that allow them to play with terms.
A Six-Step Process for Teaching New Terms
Help students develop sufficient initial understandingso that they can
• describe the terms and • represent the terms nonlinguistically
Provide multiple opportunities for students to
• revisit and revise
descriptions and nonlinguistic representations.5.4
Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.
A Six-Step Process for Teaching New Terms
A and B are similar because they both
________________
________________
________________
A and B are different because
A is __________, but B is ___________.
A is __________, but B is ___________.
A is __________, but B is ___________.
7.1
Fun and Enjoyment are similar because they both
________________.
________________.
________________.
Fun and Enjoyment are different because
Fun is____, but Enjoyment is ___________.
Fun is____, but Enjoyment is ___________.
Fun is____, but Enjoyment is ___________.
Comparing Terms David Hyerle---Double Bubble
ItemItem
similar
similar
similar
different1
different2
different3
different1
different2
different3
similar
Item Item
7.3
2. Examine the items and decide what characteristics would lead to an interesting comparison.
The STEPS to Comparison Reasoning
1. Identify what you are comparing and decide on a format to organize your information and guide your thinking.
3. For each characteristic, explain how the items are similar and different.
4. Re-examine your information, and state what you learned or thought about by doing this comparison.
7.4
Same
Characteristic 1
WINGS X X
Similarities and Differences
Characteristic 2
FEET X X X
Similarities and Differences
Characteristic 3
LEGS X X X
Similarities and Differences
Characteristic 4
FUR X
Similarities and Differences
8.1
Same or different
Characteristic 2:Similarities and Differences.
Characteristic 1:Similarities and Differences.
Characteristic 3:Similarities and Differences.
8.2
Characteristic 4:Similarities and Differences.
Both Grasshopper and butterfly have wings but squirrel dosen’t…
i saw that a frog and a bean plant – how they are alikeThey grow the same but are difrintThey start out little things and grow bigger and bigger
I saw that a frog and a bean plant are the same Because a seed helps a plant grow and the egg helps the frog grow
I saw that a frog and a bean plant are the same in some waysThey both have something like a seed and an eggThey have babies – teenagers - adults
EXAMPLE # 4 (continued)
Hydrogen Carbon Neon
Protons
Neutrons
Electrons
Atomic Mass
One Six Ten
zero Six Ten
One Six Ten
One Twelve Twenty
Protons
Neutrons
Electrons
Shells
three Eight Two
Three Eight Two
Three Eight Two
Two- S, P Two – S, P One - S
Frayer Model
Birds
Essential Characteristics• Feathers• Hollow Bones• Warm-blooded• Breathe Air With Lungs• Wings• Beaks
Non-Essential Characteristics• Ability to fly
Examples• Robins• Meadowlarks• Parrots• Eagles• Ostriches• Penguins
Non-Examples• Bats• Flying Reptiles• Insects• Flying Squirrels
(Teaching Reading in Science, pg. 56)
Symbol or Picture
8.3
Provide The STEPS to Problem Solving Reasoning
1. Identify the goal you are trying to accomplish
3. Identify different solutions for overcoming the barriers or constraints and hypothesize which solution is likely to be the most effective.
4. Try your solution —either in reality or through a simulation.
2. Describe the barriers or constraints that are preventing you from achieving your goal—that are creating the problem.
5. Explain whether your hypothesis was correct. Determine if you want to test another hypothesis, using a different solution.
Overcoming constraints or limiting conditions that are in the way of pursuing goals. More simply, it is the process of overcoming limits or barriers that are in the way of reaching goals.
10.3
ConstraintsLimiting Conditions
“Brick Walls!”
The GoalThe Goal
PossibleSolution
PossibleSolution
PossibleSolution
SELECTEDSOLUTION
Workedwell
ProblemSolved
Did notworkwell
Try Another Solution
Provide a Graphic Organizer forProblem Solving Thinking
SOURCE: Marzano & Pickering, Dimensions of Learning
10.4
The Picture of Problem Solving ThinkingGoal:
Constraints orLimiting Conditions:
Poss
ible
Solu
tions:
11.1
Model the Steps Using a SimpleProblem Solving Task: “Salt & Food”
Salt has been used for centuries to cure meat, fish and other foods because it kills microoganisms. How can the same effect be produced without using salt and keep the food at room temperature?
Goal restated: I want to treat meat, fish and other foods with something that will kill the microorganisms even when it’s kept at room temp.
Constraints: Salt can’t be used and room temp.
How constraints are limiting: Salt kills microorganisms, and dropping the temperature of meat below freezing stops the organic processes that produce microorganisms. Therefore, I must either think of different ways of killing microorganisms or stopping the processes that allow their growth.
Possibilities and pluses and minuses of each: Ideas include vacuum packing or a drying process and pluses and minuses of each.
11.2
Preserve Meat
Preserve Meat
The Picture of Problem Solving ThinkingGoal:
Constraints orLimiting Conditions:
Vacuum Seal
Radiation
Inject with Nitrites
Poss
ible
Solu
tions:
Smoke
At room temp…..Can’t use salt…..
11.3
ProvidePractice Activity:
(for students) DIRECTIONS:
Practicing the process of problem solving with day-to-day problems helps us to more effectively use the process – both in our daily lives and in the classroom with academic content. Over the next few days, practice using the problem-solving process. Below is a form for you to copy and use on your own paper. First identify a number of problems that you see – in school, in your neighborhood, around town, etc. Then use the steps of the process to identify effective solutions to the problems.
“Everyday Problems”
Assist students with structured problems11.4
Practice Activity:Provide an Organizer:
(for students) A problem I see:
The goal:
The limits or barriers that are in the way:
Solutions for overcoming the limits or barriers:
The solution I think is best:
“Everyday Problems”(continued)
12.1
What is it?
A way to find practical solutions to persistent problems. A contingency diagram uses reverse logic to generate promising solutions. By thinking of all the ways you can make a problem get worse or persist longer, you gain insight into methods for solving the problem once and for all.
Why use it?
A contingency diagram can help you plan actions that will prevent a problem from recurring.
The Contingency Diagram (From TQM)
12.3
The Contingency Diagram (From TQM)
How does it work?1. Select a situation that you would like to change.
Draw a diagram like the one on the following page, and
write your situation in the circle. Now treat this
situation as a problem you want to solve.2. Brainstorm actions that would make the
problem continue or worsen, and write those actions on the lines to
the left of the circle..3. Think about actions that would PREVENT the
problem from continuing or worsening (the OPPOSITE of the
actions you have written on the lines). Write a “prevention
strategy” for each of the actions you listed in step 2. 4. For each prevention strategy: describe the
action specifically and list who is responsible for them and when
they will be completed.
12.4
STEP # 1: (What’s the)
Problem?
The Contingency Diagram (From TQM)
STEP # 2: (What could we do to)
Make the Problem Continue or Worsen?1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
4. _________________________________________________
5. _________________________________________________
6. _________________________________________________13.1
Test scores are too low
STEP # 1: (What’s the)
Problem?
The Contingency Diagram (From TQM)
STEP # 2: (What could we do to)
Make the Problem Continue or Worsen?1. __blame the test_________________________________________
2. __blame the students____________________________________
3. __don’t prepare students_______________________________
4. __teach what I want___________________________________
5. __ignore the problem____________________________________
6. _________________________________________________
1.
2.
3.
4.
5.
6.
Prevention Strategy
STEP # 3: Write a
“Prevention Strategy” (the opposite) for each of the actions you wrote in Step # 2.
The Contingency Diagram (From TQM)
STEP # 4: Identify the Person Responsible and
Target Date for each “Prevention Strategy.” Target DatePerson Responsible
13.2
1. Stop blaming the students
2. Stop blaming the test
3. Prepare students for the test
4. Teach a guaranteed curriculum
5. Address the problem
6.
Prevention Strategy
STEP # 3: Write a
“Prevention Strategy” (the opposite) for each of the actions you wrote in Step # 2.
The Contingency Diagram (From TQM)
STEP # 4: Identify the Person Responsible and
Target Date for each “Prevention Strategy.” Target DatePerson Responsible
Why Technique
What it is:
What to use it for:
How to use it:
A simple yet effective way to move through layers of causes to get at the preventable root cause of a recurring problem.
The why technique can help you find the root cause of a problem. You begin by asking why a problem occurs, and then repeatedly asking why that problem happened, until you have settled on a final, most important cause.
Step 1. Select a recurring problem.Step 2. Ask “Why did that problem occur?” to uncover the first layer causes.Step 3. Take the causes that you uncovered in Step 2 and ask “Why did they happen?” to uncover the second-layer causes.Step 4. Continue asking why the previous causes happened until you believe you have uncovered the most important, root cause.
13.4
• Readiness: Teachers read books, attend professional development activities, and try strategies on their own.
(YOU ARE HERE)
Phases of Fostering Support to Have Effective Teaching in Every Classroom
• Readiness: Teachers read books, attend professional development activities, and try strategies on their own.
• Phase I: The school/district develops a common “language of instruction” or model.
• Phase II: Teachers systematically interact about effective teaching using the model.
Phases of Fostering Support to Have Effective Teaching in Every Classroom
Focus area: I’m going to work on the partof question 2 that deals with elaboratingon what students have learned usingcomparison and contrast.
Reaction: (Nov. 5) This took more time than I thought to get through the comparison activity. It also seemed harder than it should be.
(Nov 7) I’m surprised that the kids remembered what we did 2 days ago about polynomials. This might have worked better than I thought.
Protocol for Monthly ReflectivePractice Meeting
• Describe what you were trying• Describe how well it worked and the
evidence for your conclusion• Identify areas of strength• Identify areas of weakness/questions
• Someone summarizes the data at the end of each meeting. Data is aggregated at the school level and reported at monthly faculty meetings.