UEN/USOE 6UEN/USOE 6thth Grade Grade“Intel QX3” Microscope Training“Intel QX3” Microscope Training

A Little Microscope HumorA Little Microscope Humor

“We educators stand at a special point in time…it is because the ‘art’ of teaching is rapidly becoming the ‘science’ of teaching…” (Marzano, Pickering & Pollack, Classroom Instruction That Works)

Robert MarzanoRobert Marzano

A Brief History of Educational A Brief History of Educational Philosophies and AttitudesPhilosophies and Attitudes

Coleman Report (1966) showed that only 10% of student achievement was directly affected by the schools. Student success seemed to be 90% dependent upon natural ability or aptitude, socioeconomic status, and a student’s home environment. These are all factors schools have no control over. This leaves schools, educators and administrators with a fairly hopeless and pessimistic view.

Traditional View of IntelligenceTraditional View of Intelligence

For the past 100 years, intelligence, (For the past 100 years, intelligence, (based on based on the research of Binet and othersthe research of Binet and others,) has been ,) has been

thought of as a general characteristic. thought of as a general characteristic. That is, an IQ of 140 is indicative of an That is, an IQ of 140 is indicative of an

all-around smart person. all-around smart person. Intelligence has been taught as a general Intelligence has been taught as a general

capacity which every human possesses to a capacity which every human possesses to a greater or lesser extent which, for the most greater or lesser extent which, for the most

part, is set at birth by genetics.part, is set at birth by genetics.

NOT TRUE!!!NOT TRUE!!!

Multiple IntelligencesMultiple Intelligences

Verbal / Linguistic Logical / Mathematical Spatial / Mechanical Bodily / Kinesthetic Musical Interpersonal Intrapersonal Naturalist

How Do We Create Powerful Learning?How Do We Create Powerful Learning?

SightSight HearingHearing Touch Touch Taste Taste SmellSmell Balance Balance Vestibular Vestibular PainPain Eidetic Eidetic imagery Temperatureimagery Temperature MagneticMagnetic Ultraviolet Ultraviolet Infrared Infrared IonicIonicVomeronasal Proximal Vomeronasal Proximal ElectricalElectricalGeogravimetric Geogravimetric BarometricBarometric

In order to create the rich environment In order to create the rich environment needed to stimulate powerful learning needed to stimulate powerful learning for for allall students, current research shows students, current research shows

that all that all 1919 senses need to be stimulated. senses need to be stimulated.

YES, 19 Senses (YES, 19 Senses (not 5not 5))

Lesson PlanningLesson Planning “When teachers plan lessons, they

often do not consciously consider activities or strategies they might use to help students develop productive habits of mind. They focus instead on content and on the need to cover the curriculum.” (Marzano, Pickering & McTighe, Assessing Student Outcomes, p.3)

The Role of an Effective TeacherThe Role of an Effective Teacher

“…more can be done to improve education by improving the effectiveness of teachers than by any other single factor. Effective teachers appear to be effective with students of all achievement levels, regardless of the level of heterogeneity in their classroom.” (William Sanders)

Aligning Assessment Tools Aligning Assessment Tools & Achievement Targets& Achievement Targets

Traditional Traditional Quizzes & TestsQuizzes & Tests

Worth being Worth being familiar withfamiliar with

Important to Important to know & doknow & do

Enduring Enduring UnderstandingUnderstanding

Performance Performance Tasks & ProjectsTasks & Projects

Wiggins & Wiggins & McTigheMcTighe

Understanding Understanding by Designby Design

Instructional Strategies That Affect Instructional Strategies That Affect Student Achievement Student Achievement (Robert Marzano)(Robert Marzano)

Category % GainIdentifying similarities & differences 45Summarizing & note taking 34Reinforcing effort & providing recognition 29Homework & practice 28Nonlinguistic representation 27Cooperative learning 27Setting objectives & providing feedback 23Generating & testing hypotheses 23Questions, cues & advance organizers 22

Four Four LevelsLevels of Science Education of Science Education

Textbook ScienceTextbook Science

Students read the chapter Students read the chapter answer the questionsanswer the questions and do a worksheet. and do a worksheet.(Involves the fewest (Involves the fewest

senses and senses and intelligences,)intelligences,)

““Hands-on” ScienceHands-on” Science

•Teachers demonstrate Teachers demonstrate or students do labs with or students do labs with

known outcomes. known outcomes. (“gee-whiz science” (“gee-whiz science” Involves a few more Involves a few more

senses and intelligences)senses and intelligences)

““Real-world” Real-world” Practical SciencePractical Science

•Students have the Students have the opportunity to conduct opportunity to conduct real experiments with real experiments with no known outcome. no known outcome.

(Students are the (Students are the scientists. Involves scientists. Involves multiple senses and multiple senses and

intelligences)intelligences)

““Real-world” Real-world” Integrated ScienceIntegrated Science

•Students see that Students see that science does not science does not

exist in isolation. exist in isolation. Science is taught in Science is taught in

conjunction with conjunction with English, history, art, English, history, art, math, technology, math, technology,

music, reading, etc. music, reading, etc. (Science becomes (Science becomes

part of the students part of the students other school work other school work and their everyday and their everyday

world. Involves world. Involves multiple senses and multiple senses and

intelligences)intelligences)

Powerful LearningPowerful Learning