Ensuring Effective Instruction through… Presenter: Mark P. Foseid Marzano Research Laboratory...

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

Question One: Establishing Learning

GoalsTracking Progress

Celebrating Success

1.3

Learning Goals Define What….

• “Students will understand………”

• “Students will be able to……….”

1.4

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.

TodayRead Chapter 2 in ..Finish Adverb assignment…Work on myth..

Activities/Assignments

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

Providing Feedback

2.3

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

Reinforcing Effort and Providing Recognition

3.1

.

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

Question Two: Interacting withNew Knowledge

3.3

4. Chunk/process

1. Identify critical input experiences

2. Preview and link


3. Use student grouping

5. Question

6. Record and represent

7. Reflect 3.4

1. Identify critical input experiences


Type of Experience Percent of information recalled one year after unit

Visual 77

Dramatic (incl. narrative)

57

Verbal 53

2. Preview


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


• 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


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

Using nonlinguistic representations in Academic Vocabulary Instruction

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

What Does

HUMUHUMUNUKUNUKUAPUA’A

Mean?Level of Understanding?


(hū'mū-hū'mū-nū'kū-nū'kū-ä'pū-ä'ä')-(n),


(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

Lite

ratu

re?


6.1


6.2

Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.

A Six-Step Process for Teaching New Terms

Question Three: Practice and Deepen

Understanding of new Knowledge

6.4

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 ___________.



Differences Similarities Differences

Term #1 Term # 27.2

Comparing Terms David Hyerle---Double Bubble

ItemItem

similar

similar

similar

different1

different2

different3

different1

different2

different3

similar

Item Item

7.3

Comparing Terms

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


Characteristic 3

LEGS X X X


Characteristic 4

FUR X


8.1

Same or different

http://images.google.com/imgres?imgurl=www.screensavershot.com/animals/insects.jpg&imgrefurl=http://www.screensavershot.com/animals4.htm&h=413&w=550&prev=/images?q=insects&svnum=10&hl=en&lr=&ie=UTF-8&oe=UTF-8&sa=G

http://people.montana.com/~coyote22/rocky2.gif

http://www.birdfood.co.uk/images/tips_advice/insects.jpg

Characteristic 2:Similarities and Differences.



8.2


Both Grasshopper and butterfly have wings but squirrel dosen’t…

frog

bean plant

EXAMPLE # 4

EXAMPLE # 4 (continued)

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

Question Four: What will I do to help students

generate and test hypotheses?

9.2

Three Problem Solving

Strategies9.3

Problem Solving# 1

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

Goal

Explain the steps to Problem Solving

Goal

9.4

Identify and state the Goal

Describe the Barrier

Goal

Problem Solving…Identify different solutions

10.1

Goal

Problem Solving…Try Your Solution

Goal Ach

ieved

10.2

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

Problem Solving# 2

12.2

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


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?


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?


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.


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.


STEP # 4: Identify the Person Responsible and

Target Date for each “Prevention Strategy.” Target DatePerson Responsible

Problem Solving# 3

13.3

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.

Ensuring Effective Instruction through… Presenter: Mark P. Foseid Marzano Research Laboratory...

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