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Classroom InstructionThat Works:
Research-Based Strategies for
Increasing Student Achievement
Dr. John L. Brown, ASCD, Presenter
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Welcome!
Classroom Instruction That Works!Classroom Instruction That Works!
represents Robert Marzanorepresents Robert Marzanos statisticals statistical
analysis of over 35 years of educationalanalysis of over 35 years of educational
research. Using a process ofresearch. Using a process ofmeta-meta-analysisanalysis based on determining thebased on determining the
effect sizes of various educationaleffect sizes of various educational
strategies,strategies, MarzanoMarzano identified nineidentified nine
major instructional practices (what hemajor instructional practices (what he
callscalls factorsfactors) that are proven by) that are proven by
research to promote the achievement ofresearch to promote the achievement of
all students.all students.
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Session ObjectivesSession ObjectivesAs a result of this workshop, you will be able to:
Describe nine research-based practices provenby Robert Marzano to promote high levels of
student achievement, motivation, andengagement.
Use a variety of research-based strategies tohelp to enhance student performance,
motivation and classroom management.
Enhance your role as instructional designer byusing research-based processes to promotecontinuous improvement and student learning.
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Four Big Ideas for
Todays Session
Improving student literacy across the
content areas (reading, writing, speaking,listening)
Improving student problem-solving,
including mathematical problem-solving
Improving classroom management
Enhancing student motivation
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Mike Schmoker. 2006.
Results Now (ASCD):We know two things that constitute a trulyhistoric opportunity for better schools: (1)Instruction itself has the largest influence on
achievement; (2) Most instruction, despite ourbest intentions, is not effective, but couldimprove significantly and swiftly throughordinary and accessible arrangements amongteachers and administrators (P. 10)
SOWhat are these ordinaryand accessible arrangements?
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According toAccording to SchmokerSchmoker, Four Focus Areas Are, Four Focus Areas Are
Essential for Student Achievement:Essential for Student Achievement:
Authentic, Argumentative Literacy: Students need to readcritically and write effectively, engaging in oral, written,and electronic discourse, debate, and inquiry.
A Guaranteed and Viable Curriculum: All instructors needto follow a coherent, agreed-upon curriculum grounded inconsensus-driven standards.
Instructional Supervision: Administrators need common,formal mechanisms to accurately gauge the contentteachers are actually teaching and how effectively they areteaching it.
Teamwork and Professional Learning Communities:Educators need to learn to work in teams. They need toprepare and review lessons and assessments together.They need to test and refine their lessons regularly on thebasis of assessment results.
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The Instructional Leader and theThe Instructional Leader and the
Guaranteed and Viable CurriculumGuaranteed and Viable Curriculum
Authentic, Argumentative Literacy: Students need to read critically and
write effectively, engaging in oral, written, and electronic discourse,
debate, and inquiry.
A Guaranteed and Viable CurriculumA Guaranteed and Viable Curriculum: All: All
instructors need to follow a coherent,instructors need to follow a coherent,agreed-upon curriculum grounded inagreed-upon curriculum grounded in
consensus-driven standards.consensus-driven standards.
Instructional Supervision: Administrators need common, formal
mechanisms to accurately gauge the content teachers are actually
teaching and how effectively they are teaching it.
Teamwork and Professional Learning Communities: Educators need to
learn to work in teams. They need to prepare and review lessons and
assessments together. They need to test and refine their lessons
regularly on the basis of assessment results.
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How Can You Ensure That YourHow Can You Ensure That Your
Curriculum Is Effective and Aligned?Curriculum Is Effective and Aligned?Use the handout An Evaluation Tool for Reviewing
Curriculum in Teamsto form expert groups to discuss
how well aligned your current curriculum is:
The Written: Group One The Tested/Assessed: Group Two
The Taught: Group Three
The Supported: Group Four
The Learned: Group Five
2. As you assess your curriculum, use the Observation
Checklist for Curriculum Monitoringto generate ideas for
addressing areas in which there are identified alignment
issues.
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Understanding, Not Mechanical Knowing/Doing,Understanding, Not Mechanical Knowing/Doing,
Is at the Heart of These ProcessesIs at the Heart of These Processes
Authentic, Argumentative Literacy: Students need to readcritically and write effectively, engaging in oral, written,and electronic discourse, debate, and inquiry.
A Guaranteed and Viable Curriculum: All instructors needto follow a coherent, agreed-upon curriculum grounded inconsensus-driven standards.
Instructional Supervision: Administrators need common,formal mechanisms to accurately gauge the contentteachers are actually teaching and how effectively they areteaching it.
Teamwork and Professional Learning Communities:Educators need to learn to work in teams. They need toprepare and review lessons and assessments together.They need to test and refine their lessons regularly on thebasis of assessment results.
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What Are Individuals Doing WhenWhat Are Individuals Doing When
They Demonstrate Understanding?They Demonstrate Understanding? ExplanationExplanation::
Backing up claimsand assertions with
evidence. InterpretationInterpretation::
Drawing inferencesand generatingsomething new fromthem.
ApplicationApplication:: Usingknowledge and skillsin a new orunanticipatedsetting or situation.
PerspectivePerspective:: Analyzingdiffering points of viewabout a topic or issue.
EmpathyEmpathy::Demonstrating theability to walk inanothers shoes.
Self-KnowledgeSelf-Knowledge::
Assessing andevaluating ones ownthinking and learning:revising, rethinking,revisiting, refining.
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ExplanationAgree or Disagree?
Those who fail to learnfrom the past are
condemned to repeat it
Provide evidence to
support your opinion.
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Interpretation
Brainstorm five (5) ormore ways that
teaching is like a
popcorn popper
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ApplicationSelect one of the following proverbsand describe for your partner how itapplies to your own life experiences:
The family is like the forest: If you areoutside, it is denseIf you are inside,you see that each tree has its own
position. (Akan/African)
If you cant change your fate, changeyour attitude. (Chinese)
Until you have smoked out the bees,you cant eat the honey. (Russian)
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PerspectiveCompare the idea ofback
to the basicsas it mighthave been presented in the
1950s to the basics of
education in the 21st
Century.
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Empathy
Imagine that you are a
student in a school in whichyou currently work or areaffiliated with. Describe
what you see, feel, and thinkas you go through yourday
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Self-Knowledge
How have your views on
the teaching-learning
process changed since
you first entered theprofession of
education?
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Using the Six Facets to Guide the
Questioning Process
DirectionsWith a
partner, consider whichfacet(s) ofunderstanding are
reinforced by each ofthe following questions:
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Questioning and the Six Facets
(cont., 2)
How are my views about other cultures affectedby my own culture?
How can I confirm or justify my position on thislegislation ?
How might George Washington feel about theAmerican presidency today?
How can we use the Pythagorean Theorem in
designing this project?What does Frost mean when he says: I havemiles to go before I sleep?
How do the varying points of view about thisissue compare and contrast?
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Questioning and the Six Facets
(cont., 3)
How are my views about other culturesaffected by my own culture? (Self-Knowledge)
How can I confirm or justify my position on thislegislation ? (Explanation)
How might George Washington feel about theAmerican presidency today? (Empathy)
How can we use the Pythagorean Theorem in
designing this project? (Application)What does Frost mean when he says: I havemiles to go before I sleep? (Interpretation)
How do the varying points of view about thisissue compare and contrast? (Perspective)
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Key Learning Principles (I)
Learning is active: we construct meaningthrough direct experience.
All new learning is internalized and
connected to existing cognitive schema. Learning is situated: transfer only occurs
if there is deliberate modeling, scaffolding,and instructional bridging.
Learning is optimized when studentsunderstand its purpose, can articulatepersonal goals, and monitor their ownprogress.
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Key Learning Principles (II)
Learning is brain-centered: (a) The brain asks
Why?; (b) The brain downshifts when
threatened; and (c) the brain looks for patterns
and connections. The semantic/linguistic memory is our weakest
memory system and needs to be complemented
by student use of the episodic and procedural
memory.
Experience and exploration should come beforeabstractions and concepts to provide a schema
base to which students can attach new
knowledge.
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Nine Research-Based Factors ForNine Research-Based Factors For
Classroom Instruction That WorksClassroom Instruction That Works(Marzano, Pickering, Pollock)
Identifying Similarities and Differences
Summarizing and Note-takingReinforcing Effort and Providing Recognition
Homework and Practice
Non-Linguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
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Factor OneFactor One
Finding Similarities,
Differences, and Classifying
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MarzanoMarzano Factor One: Implications forFactor One: Implications for
Instructional LeadersInstructional Leaders
The Marzano factor with the higheststatistical effect size is the act of findingsimilarities and differences.
Comparison, contrast, and classificationshould be a regular part of all studentslearning experiences.
Using comparison/contrast andclassification as a basis for designingteaching-learning-assessment tasks cangreatly enhance students deep processingand understanding of the curriculum they
are studying.
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Identifying Similarities and
DifferencesExplicitly guide students in identifyingsimilarities and differences.
Ask students independently to sort itemsinto categories based upon theirsimilarities and differences.
Present and help students create graphicand symbolic comparisons.
Reinforce key cognitive skills:
a. Comparing c. Metaphors
b. Classifying d. Analogies
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An IntroductoryAn Introductory
Comparison ActivityComparison Activity
With a partner, review the learning
theory assigned to your numbered
heads. Create a headline tosummarize the essence of your theory.
Next, work with your table group to
compare your respective theories and
headlines.Write a final headline as a table group,
synthesizing the connections and key
ideas common to the six theories.
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Tools for Identifying Similarities
and Differences
Venn Diagram
Comparison
Matrix
Category Matrix
Ball-Chain
GraphicOrganizer
Metaphor Creation
Through the
Literal-Abstract-Literal Process
Analogy Template:
A:B::C:D
Analogy GraphicOrganizer
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The Venn DiagramThe Venn Diagram
Similarities/
Areas
Of
Congruence
Socialism/Unique
Characteristics
CapitalismUnique
Characteristics
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The Comparison MatrixThe Comparison Matrix
Items to Be Compared
Characteristics
External
bodyfeatures
Habitat
Sources of
Energy
Lion Elephant Dolphin
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Ball-Chain Graphic OrganizerBall-Chain Graphic Organizer
LiteraryTexts
ProsePoetry
DramaticLiteratureFiction
Non-
Fiction
Novel
Novella
Short
Story
Essay
Editorial
Tragedy
Drama
Comedy
Ballad
Lyric Dramatic
Monologue
Ode
SonnetHaiku
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A Sample Metaphor(Part I)
Literal: The Cell
General/Abstract Pattern: Aliving system composed ofstructures, processes, androles that sustain life.
Literal Comparison: TheStarship Enterprise
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A Sample Metaphor(Part II)
Literal Element 1: The Cells Nucleus
General/Abstract Pattern: The part thatruns the whole system
Comparison Element 1: The bridge
Literal Element 2: Selectively permeablemembrane
General/Abstract Pattern: A part thatkeeps out bad things and lets in good
Comparison Element 2: The transporterroom
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Creating a Metaphor for
Teaching Think of a metaphor or analogy for
being a teacher: Being a teacher is
like being a(n)________________ .
Use Marzanos Literal Element/General/Abstract Pattern model to
elaborate on your metaphor. Share your metaphor and elaboration
with a partner.
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Application Activity 2Application Activity 21. Use this metaphor template to create an
original metaphororiginal metaphorfor one of the learningfor one of the learning
theories presented in your handout.theories presented in your handout.
2. Share your metaphor with a partner.
3. How might the ideas and strategies
reflected in this learning theory be usedto improve student achievement?
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Comparison and Classification: ImplicationsComparison and Classification: Implications
Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronicdiscourse, debate, and inquiry. Emphasize higher-order questionsand performance tasks focused on comparison, contrast, andclassification.
A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Emphasize comparison, contrast, and classification as
key curricular focus areas.
Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Compare pre/postartifacts to determine student achievement and staff progress overtime (e.g., observation data, meeting logs, reflective journals,
assessment data).
Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. They need to prepare and reviewlessons and assessments together. They need to test and refinetheir lessons regularly on the basis of assessment results. Comparelesson/unit designs and refine lesson/unit implementation basedupon lesson study cohorts.
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Reflection CheckpointReflection Checkpoint
Which of the strategies and tools foridentifying similarities and differencesare widely used?
Which strategies and tools should beadded to our collective repertoire? Why?
In which areas of student achievementmight the addition of these strategies andtools prove most useful?
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Factor TwoFactor Two
Summarizing and
Note-Taking
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MarzanoMarzano Factor Two:Factor Two:
Implications for Instructional LeadersImplications for Instructional Leaders
The Marzano factor with the second higheststatistical effect size involves the processesof summarizing and note-taking.
Students need to be taught to summarizeand paraphrase as an act of critical(evaluative) thinking.
The more students deep processinformation through summarizing and note-taking, the greater their level ofunderstanding and achievement.
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Summarizing and Note-Taking
(Part I)
1. To effectively summarize, studentsmust delete,substitute, and keepsome information.
2. To do # 1, students must analyze theinformation on a fairly deep level.
3. To summarize information, we mustbe aware of its structure andorganization.
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Summarizing and Note-Taking
(Part II)4. Summarizing Strategies Include:
Rule-Based Strategies (Summarizing key rules,principles, and protocols)
Narrative Frames (Summarizing major events andprocesses within a sequence)
Topic-Restriction-Illustration Frames (Stating atopic, summarizing key areas of specificity and
limitation, and providing illustrative examples)Definition Frames (Defining concepts bypresenting the genus/broad category, differentiae/distinguishing characteristics, and examples andillustrations)
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Summarizing and Note-Taking(Part III)
4. Summarizing Strategies (cont.):
Argumentation Frames (Summarizing key
assertions and claims for an argument with
accompanying limitations and restrictions)
Problem-Solution Frames (Identifying a coreproblem or barrier and synthesizing suggested
solutions and pros/cons for each)
Conversation Frames (Summarizing key
elements in a dialogue or conversation)
h. Reciprocal Teaching (Students take turns
leading a discussion of a text, including
summarizing key ideas and testing predictions)
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Summarizing and Note-Taking
(Part IV)Verbatim notes are least effective.
Notes are always a work in progress.
Notes should be used as a study guidefor tests.
The more notes taken, the better.
Successful formats include: (a) informal
outlines, (b) webbing, and (c)
combination techniques.
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MarzanoMarzanos Three-Column Note Models Three-Column Note Model
Visual
Representations
Graphic
organizers
Pictographs
Icons
Symbols
Running Notes
Verbatim notesOngoing syntheses of
speakers, texts, or
electronic sources
essential information
and content
Summaries
SummariesKey Ideas
Core
Concepts
Questions
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Using Three-Column Notes to
Respond to a Video Report Take a clean sheet of paper, draw three
columns: (1) Summaries,
(2) Running Notes, and (3) VisualRepresentations.
Use this three-column note format toobserve, take notes, and process theinformation in the next videotape report.
When youve finished processing yourrunning notes via the other two columns,compare your key ideas and visuals with a
partner.
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An Exercise in ClassroomAn Exercise in Classroom
Observation and SummarizingObservation and Summarizing
1.1. Reflect:Reflect: Examine the eleven itemsExamine the eleven itemsidentified in this handout,identified in this handout, ClassroomClassroom
Management Guide for Teachers.Management Guide for Teachers.2.2. Observe:Observe: Put yourself in the role of
observer as you watch the followingteaching episode.
3.3. Share:Share: With a partner, how many of theeleven items were highly evident in thisteachers classroom? Be prepared tosummarize your observations for the
entire group.
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Summarizing and Note-Taking: ImplicationsSummarizing and Note-Taking: Implications
Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronicdiscourse, debate, and inquiry. Use a variety of strategies toreinforce students ability to summarize and paraphrase informationin print, electronic, and oral text.
A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Incorporate summarizing and note-taking as core
competencies that spiral from one grade to another.
Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Provide feedbackon how effectively students are taught to summarize and use theirnotes as tools for learning, self-monitoring, and self-regulation.
Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. They need to prepare and reviewlessons and assessments together. They need to test and refinetheir lessons regularly on the basis of assessment results. Explorehow summarizing and note-taking can be enhanced in written andtaught lesson and unit designs.
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Small Group DiscussionSmall Group Discussion
1. To what extent do our studentscurrently use and understand these
various summarizing and note-taking strategies?
2. Which strategies might weemphasize at particular grade
levels or within particular subjectareas?
3. How might this process contribute
to student achievement?
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Factor ThreeFactor Three
Reinforcing Effort and
Providing Recognition
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MarzanoMarzano Factor Three:Factor Three:
Implications for Instructional LeadersImplications for Instructional Leaders
The Marzano factor with the third highest statisticaleffect size involves educators approach toreinforcing effort and providing recognition forstudent achievement.
Effective feedback and recognition should becriterion-based, reinforcing studentsunderstanding of lesson and unit standards andobjectives.
Ultimately, all learners should be motivated by thevarious ways teachers reinforce effort and providerecognition, including their approach to classroommanagement and discipline.
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Reinforcing Effort and
Providing Recognition (Part I)
1. All students can be assisted to believe
in the importance of effort.
2. Rewards are most effective when they
are based upon achieving a clear
standard for performance.
3. Abstract symbolic recognition is more
effective than tangible rewards.
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Reinforcing Effort and
Providing Recognition (Part II)
Teachers can reinforce effort and
provide recognition by:a. Personalizing it;
b. Using pause, prompt, and
praise; and
c. Using concrete symbols of
recognition.
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Coaching Activity
Form pairs or groups of three.
Determine who will be the coach and who
will be coached.
As the coach, use your best coachingstrategies (both verbal and non-verbal) to
help your partner get the correct answersto each of the following questions.
At the conclusion of the first set, reverseroles and work through the second list.
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Coaching Questions, Set One
What is the worlds second highest
mountain? (K-2)
Who wrote One Flew Over the
Cuckoos Nest? (Ken Kesey)
What is Queen Elizabeths
surname? (Windsor)
How do you spell Albuquerque?
What do you call a baby rabbit? (a
kitten)
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Coaching Questions, Set Two
What do you call a three-line
Japanese lyrical poem? (haiku)
In what country did the sport of golforiginate? (Scotland)
How many items are in a gross? (144)
How do you spell chrysanthemum?What wrote the song Stardust?
(Hogey Carmichael)
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Reinforcing Effort & Providing Recognition: ImplicationsReinforcing Effort & Providing Recognition: Implications
Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronic
discourse, debate, and inquiry. Regular, ongoing activities involvingcritical reading and writing should be tied to students use andunderstanding of rubrics, scoring guides, and related criteria.
A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Curriculum should incorporate strategies and processes
proven effective in motivating the performance of all learners.
Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Formal andinformal observations as well as peer coaching activities shouldincorporate feedback concerning student motivation and howinstructors reinforce effort and provide recognition.
Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. They need to prepare and reviewlessons and assessments together. They need to test and refinetheir lessons regularly on the basis of assessment results. Conductstudy groups and action research activities designed to addressissues related to student motivation and feedback processes,
including ways to improve classroom management and discipline.
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A Final Factor Three
Reflection Activity ( Group I)Think about the students in your current school ordistrict. As a group, how positively would they ratethemselves on the fifteen items identified in the
handout Student Questionnaire: How MotivatedAre You to Succeed?
Next, review the fifteen Strategies You Can Use toIncrease Your Motivation: A Resource forStudents.
Be prepared to share with the rest of the group twoto three of the most promising strategies youwould recommend for your students to use nextyear.
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A Final Factor Three
Reflection Activity (Group II)Think about the teachers in your current school or
district. As a group, how positively would they rate
themselves on the nine items identified in the
handout Teacher Self-Assessment forImplementing Classroom Discipline?
Next, share your observations and reflections with
others in your table group.
Be prepared to share with the whole group two to
three promising ideas and strategies you would
recommend for your students.
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Factor FourFactor Four
Homework and
Practice
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MarzanoMarzano Factor Four: Implications forFactor Four: Implications for
Instructional LeadersInstructional Leaders
The Marzano factor with the fourth higheststatistical effect size involves educators useof homework and practice.
Students should be engaged in effectivecoaching, with the instructor modelingdesired behaviors and helping students toshape understandings and behaviors.
Ultimately, all learners should be motivatedby the various ways teachers reinforce effortand provide recognition.
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Homework and Practice (Part I)
1. The amount assigned should vary from
elementary to high school.
2. Parent involvement should be kept to aminimum.
3. The purpose of homework should be
identified and articulated to students.
4. If homework is assigned, it should becommented upon in some way.
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Homework and Practice
(Part II)5. Effective homework practices
include:
a. Establishing and communicating ahomework policy;
b. Designing assignments thatarticulate purpose and expected
outcomes; andc. Varying approaches to applying
feedback.
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Homework and Practice
(Part III)
Research and theory related toeffective practice concludes:
a. Mastering a skill requires a fairamount of focused practice (The(TheMagic 20-25Magic 20-25));;
b. While practicing, students shouldadapt and shape what they havelearned.
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Homework and Practice
(Part IV)2. Practice should address:
a. Charting accuracy and speed;
b. Designing practice assignmentsthat focus on specific elements of a
complex skill or process; and
c. Planning time for students to
increase their conceptualunderstanding of the skill or process.
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Marzanos Three-Part
Approach to Effective Practice
ModelingModeling:: Showing students how to performkey steps within the skills sequence, including
Think-Alouds and peer modeling.
ShapingShaping:: Giving students multiple rehearsalopportunities, including chances to correct
mistakes (through coaching) and to learn about
individual variations.
InternalizingInternalizing:: Ensuring that students arrive at astate of automaticity (Anderson), with an ability
to use the knowledge or skills with a level of
independent application.
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Learning to Internalize
Knowledge and Procedures
Modeling: Observe the next video clip to see
how this instructor models the skills and
concepts she is emphasizing.
Shaping: How do her students begin to shapeand practice what they are learning with
independent variations and modifications,
eliminating misunderstandings?
Internalizing: To what extent have thesestudents internalized what they have learned at
a level of independent, automatic use? What
follow-up activities would you recommend?
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Homework and Practice: ImplicationsHomework and Practice: Implications
Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronic
discourse, debate, and inquiry. Homework should be an extendingand refining activity, reinforcing students growing understandingand use of critical reading and writing competencies.
A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Curriculum should be integrated horizontally andvertically, with spiraling skills and competencies reinforced through
growing levels of practice and independent application.
Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Formal andinformal observations as well as peer coaching activities shouldincorporate feedback concerning the integration of homework and
practice activities to reinforce students standards mastery.
Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. They need to prepare and reviewlessons and assessments together. They need to test and refinetheir lessons regularly on the basis of assessment results. Conductstudy groups and action research activities designed to improve the
use of homework and practice to reinforce standards mastery.
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Small GroupSmall Group
Evaluation CheckpointEvaluation Checkpoint1. Form a group of three to four
participants.
2. Evaluate the current status ofpractice and homework in yourschool or district. To what extentdoes the use of the Magic 20-25
and homework support studentachievement?
3. Group Debriefing: What are theimplications of our discussion?
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Factor FiveFactor Five
Non-Linguistic
Representations
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MarzanoMarzano Factor Five: Implications forFactor Five: Implications for
Instructional LeadersInstructional Leaders
The Marzano factor with the fifth higheststatistical effect size involves educators useof graphic organizers, pictographs, and other
forms of visual representation. Students should use both hemispheres of
their brain, translating linguistic informationinto visual and iconic formats.
Learners will more deeply process andunderstand curriculum content if theyinternalize it using visual representations.
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Non-Linguistic Representations
(Part I)
Knowledge is stored in two
forms: (a) linguistic and (b)
imagery. The more we use
both systems, the greater
the likelihood of ourretaining information.
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Non-Linguistic Representations
(Part II) Making physical models to represent
complex systems and ideas
Generating mental pictures
Drawing pictures and pictographs
Engaging in kinesthetic activitiesthat reinforce understanding of
abstract concepts and ideas
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AppointmentAppointmentinin SamarraSamarra
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One day in themarketplace in
Merrakech, a rich
man was walkingwith his servant
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Suddenly theservant stood
stilla look of
abject terror on hisface!
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What is it?the rich man
cried
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Master, the servant
replied, I see Death over
there at that stalland heis making a threatening
gesture at me
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I must run! the
servant declared. May
I go to your country
home in Samarra and
hide there?
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The rich man, who
valued and esteemedhis loyal servant,
agreedand then
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As the servant ran
to Samarra, the
rich man movedtoward the stall and
found the dreadedDeath
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Why did you make athreatening gesture at my
servant?! the rich manshrieked. He is a loyal
and valued servant andhas done you no harm
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Sir, the specter
replied, that was nota threatening
gestureIt was
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a look of
surprisefor I was
startled to see yourservant here in the
marketplace inMerrakech
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when I wasscheduled to meet
with him this eveningin your country home
in Samarra!
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Helping Students Deep Process
Appointment in Samarra
Examine each of the following forms of
graphic representation.
Consider how each of them might be
used to help students deep process
their reading of this parable.
Which of these might be especially usefulin your own school(s) or district(s) for
promoting students critical reading
skills?
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Sample Non-Linguistic Representations
Graphic organizers can reinforce students readingcompetencies:
a. Descriptive maps (bubbles with the thing beingdescribed and chained bubble descriptors)
b. Time sequences and story maps (e.g., sequence
maps)c. Cause-effect chains (cause box-effect box and
major precipitating factors)
d. Episode analysis maps (key events, individuals,sequences, and cause-effect patterns observed)
e. Generalization/support charts (claims/assertionswith summaries of supporting evidence)
f. Concept maps (key concepts with associatedattributes and examples of each attribute/criterion)
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Sample Descriptive MapSample Descriptive Map
Descriptive
ElementsRich Man
Servant
DeathMarketplace
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Sample Time Sequence/Sample Time Sequence/
Story MapStory MapServant
sees
Death
in the
market-place.
Servant
runs to
Samarra.
Rich
man
confronts
Death.
We
realize
servant has
run to his
owndemise.
ExpositionCom-
plicationRising
Action
Turning
PointClimax and
Denouement
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Sample Cause-Effect Chain
EFFECT
Servant runs
to his own
demise.
CAUSE
Servant runs
to Samarra.
CAUSE
Servant sees
Death.
Secondary
Event
Secondary
Event
Secondary
Event
S l E i d P M
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Sample Episode Pattern Map
Appointment
in
SamarraEFFECTCAUSE
Character Character Character
TIME
PLACE
DURATION
S l G li ti /Sample Generalization/
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Sample Generalization/Sample Generalization/
Support ChartSupport Chart
The central theme of Appointment in Samarra is
that human beings cannot avoid or cheat their
fate or destiny.
Supporting Statement with
Evidence
Supporting Statement with
Evidence
Supporting Statement with
Evidence
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Sample Concept Map
Destiny
An event or
experience that is
pre-determined
EXAMPLE
EXAMPLE
Something decreed
by some higheroften
Supernatural--force
EXAMPLE
EXAMPLE
Something which we
cannot controlEXAMPLE
Non-Linguistic Representations: ImplicationsNon-Linguistic Representations: Implications
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Non Linguistic Representations: ImplicationsNon Linguistic Representations: Implications
Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronicdiscourse, debate, and inquiry. Pre-writing activities should includethe use of non-linguistic representations, including graphicorganizers, pictographs, etc. Students can read more critically anddeeply by processing text using visual representations.
A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Curriculum should incorporate strategies and processes
that involve all brain structures and hemispheres.
Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Graphicorganizers and other visual tools should be a regular part ofteaching-learning activitiesand not used as fill-in-the-blank
activities.Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. They need to prepare and reviewlessons and assessments together. They need to test and refinetheir lessons regularly on the basis of assessment results. Conductstudy groups and action research activities designed to assess theimpact of students work with non-linguistic representations.
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Pairs-SharePairs-Share
1.1. Find a Partner:Find a Partner: What are yourreactions to these strategies for thevisual representation ofinformation?
2.2. Pairs-Share:Pairs-Share: Which strategies andtools should we emphasize or add
to our repertoire?
3.3. Full-Group DebriefingFull-Group Debriefing
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Factor SixFactor Six
Cooperative
Learning
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MarzanoMarzano Factor Six:Factor Six:
Implications for Instructional LeadersImplications for Instructional Leaders
The Marzano factor with the sixth higheststatistical effect size involves educators useof cooperative learning.
Marzano suggests that many educators makethe mistake of thinking cooperative learningis just putting students into small groups.
Cooperative learning can greatly enhancestudent participation, motivation,engagement, and deep processing ofcurriculum content.
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Cooperative LearningCooperative Learning
David and Roger Johnson (1999): Fivedefining elements
a. positive interdependenceb. face-to-face promotive interaction
c. individual and group accountability
d. interpersonal and small groupskills
e. group processing
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A Seminar Activity UsingA Seminar Activity Using
Essential QuestionsEssential Questions (Part I)(Part I)Cooperative learning-based seminars can
greatly enhance students inquiry into and
understanding of the big ideas and essential
questions of the curriculum they are studying.
Create a fishbowl inner circle seminar group
(3-4 members) and an outer circle coaching
cadre (2-3 members).
If you are in the inner-circle seminar group,
appoint a (a) facilitator, (b) recorder, (c)
timekeeper, and (d) designated synthesizer.
A S i A ti it U iA Seminar Activity Using
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A Seminar Activity UsingA Seminar Activity Using
Essential QuestionsEssential Questions (Part II)(Part II)
If you are in the outer circle coaching cadre,be prepared to observe the seminar group inaction as they explore one of the essentialquestions on the next slide. Be prepared topresent commendations and recommendationsconcerning such issues as the following:
a. How responsive and engaged were allparticipants?
b.How effectively did each seminar member
fulfill his or her role?c. What are the strengths, commendations, and
recommendations you and your fellowobservers might offer the seminarparticipants?
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Your Choices for SeminarYour Choices for Seminar
Essential QuestionsEssential QuestionsWhy do all major world civilizationshave some form of organized
athletic competition?How would our world change if theInternet were to disappeartomorrow?
How has the concept of Back toBasics changed in 21st Centuryeducation?
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Self-Reflection ActivitySelf-Reflection Activity
Observe the video clip onclassroom meetings. To what
extent is this process in usein your current school(s) ordistrict(s)? (Handout:Suggestions forDiscussions DuringClassroom Meetings: A Toolfor Students)
Cooperative Learning: ImplicationsCooperative Learning: Implications
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p g pp g p
Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronicdiscourse, debate, and inquiry. Integrate a variety of cooperative
learning processes into reading and writing activities (e.g., peerresponse groups, peer coaching, seminar activities).
A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Curriculum should model and showcase teachingstrategies that reinforce student understanding, including
cooperative learning structures.
Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Ensure that avariety of cooperative learning structures are used, with shiftingroles and both group as well as individual accountability.
Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. They need to prepare and reviewlessons and assessments together. They need to test and refinetheir lessons regularly on the basis of assessment results. Conductstudy groups and action research activities to determine the qualityof cooperative learning strategies and the value they add to studentachievement and motivation.
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Full-Group ProcessingFull-Group Processing
1. How well do the educators in our
district understand the research
principles underlying cooperative
learning?
2. To what extent is cooperative
learning an active part of all
students education? In what areas
(grade, content) might we expand
our emphasis?
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Factor SevenFactor Seven
Setting Objectives and
Providing Feedback
MM F t SF t S
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MarzanoMarzano Factor Seven:Factor Seven:
Implications for Instructional LeadersImplications for Instructional Leaders
The Marzano factor with the seventh higheststatistical effect size involves educators approachto setting and communicating objectives andproviding feedback on student progress relative to
desired results.
Marzano reinforces the need for a guaranteed andviable curriculum with manageable (i.e., withinallotted time) standards that are monitored viainstructional supervision.
Feedback is an essential part of this process,aligned to the taught/assessed curriculum via abalanced, comprehensive approach to assessment(diagnostic, formative, summative).
S i Obj i d
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Setting Objectives and
Providing Feedback(I)1. Instructional goals and objectives
should frameframe and inform studentlearning.
2. Instructional goals and objectivesshould not be so constrictive ornarrowing that they limit studentlearning.
3. Students need support inpersonalizing goals and objectivesaccording to their individual needs andexperiences.
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Setting Objectives and
Providing Feedback(II)
Feedback should be corrective in nature.
Feedback should be timely.
Feedback should be specific to a criterion.
Wherever possible, feedback shouldemphasize student reflection, rethinking,
refinement,andrevisiting.
S tti Obj ti d
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Setting Objectives and
Providing Feedback(III)Individually, review the Twenty
Suggestions for Providing Student
Feedbackhandout.
Find one or two partners, and identify
two-three strategies that you consider
especially important but underutilized in
your school(s) or district(s).
Be prepared to share your choices with
the rest of the group.
S tti Obj ti d
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Setting Objectives and
Providing Feedback(IV)Individually, review the Feedbackfor My Teacherhandout.
How would you expect the studentsin your school(s) or district(s) torespond to the items on thisquestionnaire?
Be prepared to share your choiceswith your table partners and thewhole group.
Setting Objectives and
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Setting Objectives and
Providing Feedback(V)A key facet of providing effective feedbackinvolves staff use of a balanced approach toassessment, as presented in the A School
Assessment Review Checklist.After reviewing the following assessmentprinciples and types, use the questionnaire toconsider which aspects of effective assessmentyour staff needs to emphasize or add to their
repertoire.
Be prepared to share with the rest of the groupyour suggestions for improving assessment inyour school or district.
Assessing Understanding:
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Assessing Understanding:
Some Starting Points Assessment and instruction are inextricably
linked.
The nature of your desired result(s) will
determine the type(s) of assessment task
you use to monitor student achievement.
When assessing for understanding, morethan selected-response test items (true-
false, fill in the blank, multiple choice) are
required.
Ali i C i l P i iti d
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Aligning Curricular Priorities and
Assessment Methods
Traditional quizzes
and tests (selected response).
Quizzes and tests
(constructed response).
Performance tasks and projects
Performance tasks and projects
(complex, open-ended, authentic)...
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Assessing Your AssessmentsAssessing Your Assessments
Does your staff select the appropriate
assessment tool or process to assess student
achievement ofeach desired result?
Does your staff use a range of assessment tools,rather than just tests and quizzes?
Does your staff strive to create a photo album,
not a snapshot, of student performance data?
Does this photo album provide a full portrait of
what students know, do, and understand relative
to desired results?
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Assessing Your AssessmentsAssessing Your Assessments
Do your staff make use of
Tests and quizzes that include
constructed-response items? Reflective assessments (reflective
journals, think logs, peer response groups,interviews)?
Academic prompts with a FAT-P (audience,format, topic, purpose) clearly stated?
Culminating performance assessmenttasks and projects?
Constructed Response
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Constructed-Response
Test Items Require some form of performance by the
student within the testing situation.
Involve students in demonstrations ofunderstanding, not just knowledge-recall
learning.
Are often written, but can be differentiated
to allow for alternative approaches. Can involve some form of choice by the
learner.
S l C t t d
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Sample Constructed-
Response Test Items1. Defend or negate the following
statement: Those who fail to learn fromthe past are condemned to repeat it.
2. Examine the solution to the math wordproblem presented below. Describe analternativeand more efficientway ofsolving it.
3. Observe the following videotape, whichhighlights elements of a local eco-system. Describe your observations andconclusions about the health of thatsystem.
Formal and Informal
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Formal and Informal
Reflective Assessments Encourage students to internalize and
apply to themselves and peers significant
evaluation standards and criteria. Engage students in self-evaluation and
meta-cognitive processing.
Ensure that all learners are becoming self-
monitoring and are owning the evaluationcriteria.
Encourage active feedback and adjustment.
Sample Reflective Assessment
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Sample Reflective Assessment
Activities1. Reflective Journal Entries: How well do you understand
this passage? What are the main ideas from this lesson?What did this material mean to you?
2. Think Logs: How would you describe the process of
classification? How has your approach to problem-solving changed during this unit?
3. Self-Evaluations: Based upon our evaluation criteria, whatgrade would you give yourself? Why?
4. Peer Response Group Activities: What can you praiseabout the work? What questions can you pose? What
suggestions can you make for polishing the product?
5. Interviews: Tell me about your perceptions of thisproject. What do you consider to be your strengths andareas in need of improvement?
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The Academic Prompt
A structured performance task thatelicits the students creation of a
controlled performance or product. These performances and products
should align with criteria expressedin a scoring guide or rubric.
Successful prompts articulate aformat, audience, topic/contentfocus, and purpose.
A Sample Academic PromptA Sample Academic Prompt
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A Sample Academic PromptA Sample Academic Prompt
with awith a FFAATT--PP
Think about a time when you were
surprised (topic).(topic). Write a letter(format)(format)
to a friend (audience)(audience)in which youdescribe that experience. Use a logical
narrative sequence with concrete
sensory details to help your friend
understand what this event was like andhow you experienced it (purpose).(purpose).
Elements of an EffectiveElements of an Effective
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lements of an ffectivef ff
Culminating Performance Task orCulminating Performance Task or
Culminating ProjectCulminating Project
GG=real-world goals=real-world goals
RR=real-world role(s)=real-world role(s)
AA=real-world audience=real-world audience
SS=real-world situation=real-world situation
PP=real-world products and=real-world products andperformancesperformances
SS=standards for acceptable performance=standards for acceptable performance
A SampleA Sample GG..RR..AA..SS..PP..SS..
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A SampleA Sample GG..RR..AA..SS..PP..SS..
You are a member of a team of scientistsmember of a team of scientistsinvestigating deforestation of the Amazoninvestigating deforestation of the Amazonrain forest.rain forest. You are responsible forgatheringscientific data (including such visualevidence as photographs) and producing a
scientific report in which you summarizecurrent conditions, possible future trends, andtheir implications for both the Amazon itself andits broader influence on our planet.YourYour
report,report, which you will
presentpresent
to a United
Nations sub-committee, should includedetailed and fully-supporteddetailed and fully-supportedrecommendationsrecommendations for an action plan whichwhichare clear and completeare clear and complete.
A i
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Assessing
Performance Tasks
Modified Holistic
Scoring Rubrics
Analytic-Trait Rubrics
Analytic Scoring Guides
Modified Holistic
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Scoring Rubric
3=All data are accurately represented on the graph. All partsof the graph are correctly labeled. The graph contains a titlethat clearly tells what the data show. The graph is very neatand easy to read.
2=Data are accurately represented on the graph or the graphcontains only minor errors. All parts of the graph arecorrectly labeled or the graph contains minor inaccuracies.The graph contains a title that generally tells what the datashow. The graph is generally neat and readable.
1=The data are inaccurately represented, contain majorerrors or are missing. Only some parts of the graph arecorrectly labeled, or labels are missing. The title does notreflect what the data show, or the title is missing. The graphis sloppy and difficult to read.
The Analytic-Trait Rubric
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The Analytic-Trait Rubric
The performance or product is
ineffective.
Shows little apparent
understanding of the relevant
ideas and processes
1
The performance or product issomewhat effective
Shows a somewhat nave orlimited understanding of
relevant ideas or processes
2
The performance or product is
effective
Shows a solid understanding
of the relevant ideas and
processes
3
The performance or product ishighly effective
Shows a sophisticatedunderstanding of relevant
ideas and processes
4
35 percentWeights: 65 percentScale
Performance or
Performance Quality
UnderstandingTraits
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Analytic Scoring Guide
50%=Content: Clearly-presented thesis statement withfully-developed supporting ideas and balancedevidence to make a compelling and convincingargument.
25%=Organization: Consistent support of thesisstatement with all ideas and supporting evidencealigned with the controlling ideas of the composition.Consistent attention to the use of transitionalexpressions and other techniques to ensure coherenceand clarity.
25%=Editing: Elimination of major grammar and usageerrors with clear attention to correct syntax andsentence variety.
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A Coaching ResourceA Coaching Resource
As you begin to explore with your
staff key issues related to
assessment, you may wish toadminister the handout, Faculty
Questionnaire: How Balanced Is
Your Assessment Approach?
Differentiating Assessments:
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ff g
Some Questions for Your Consideration
How do you assess students readiness
levels when designing assessments?
To what extent are students learningprofiles taken into account when
designing assessment products?
When is it possible to align assessment
products with student interests? To whatextent can doing so enhance student
achievement?
Criteria for Differentiated
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Criteria for Differentiated
Assessment Products Clearly lay out what students should demonstrate, transfer,
or apply to show what they understand and can do as aresult of the study.
Provide one or more modes of expression.
Lay out clear, precise expectations for high-quality content(e.g., rubrics, scoring guides); steps and behaviors ofdeveloping the product; and the nature of the product itself.
Provide support and scaffolding for high-quality studentsuccess.
Provide for variations in student readiness, interest, andlearning profile.
Some Approaches to
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Some Approaches to
Differentiating Assessments
Multiple Learning
Modality Options
Varied Journal
Prompts
Independent Study
Anchored Activitiesand Varied Texts and
Materials
CurriculumCompacting
Orbital Studies
Cooperative
Learning JIGSAWS
Varied HomeworkLearning Contracts
Aligning Productswith Multiple
Intelligences
Interest GroupsTiered Centers
Complex InstructionInterest CentersTiered Lessons
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Coaching for Differentiation
Observe this next video episode from the
perspective of differentiated assessment
and instruction.
What specific approaches and strategiesdoes this instructor use to address
students readiness levels, learning styles,
and interests?
What commendations and
recommendations would you make?
Setting Objectives and Providing Feedback: ImplicationsSetting Objectives and Providing Feedback: Implications
A th ti A t ti Lit St d t d t d iti ll
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Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronicdiscourse, debate, and inquiry. Critical reading and writing should
be integrated into all content areas with direct instruction of keyreading and writing competencies, including inquiry-based analysisof print, electronic, and artistic texts.
A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Curriculum should be guaranteed and viable (i.e.,
sufficiently transparent to be taught within allotted schedules).Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Monitor and
provide coaching relative to how educators communicateobjectives, ensure students understand the purpose andauthenticity of what they are learning, and provide appropriate andsustained feedback that produces positive changes in learning.
Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams, including lesson study. Conductstudy groups and action research activities to examine the impactand value added of feedback and assessment processes related toconsensus-driven curriculum standards.
Staff Questionnaire:Staff Questionnaire: To What Extent Are We
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Differentiating Instruction to Address the Strengths
and Needs of All Our Learners?
1. How well do allallour educators
differentiate instruction?
2. Based upon your review of thisquestionnaire, which aspects of
differentiated instruction are highly
evident?
3. Which aspects require much more
attention and emphasis?
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Factor EightFactor Eight
Generating and
Testing Hypotheses
MarzanoMarzano Factor Eight:Factor Eight:
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gg
Implications for Instructional LeadersImplications for Instructional Leaders
The Marzano factor with the eighth highest statistical
effect size involves educators work with students in
generating and testing hypotheses.
Marzano suggests that the thinking processesassociated with hypothesis generation and testing
are critical for students development of higher-order
reasoning skills, processes, and habits of mind.
In addition to student development, work withhypothesis generation and testing can have a huge
and positive impact upon teamwork and
professional learning communities, especially via
action research.
Generating and
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Generating and
Testing Hypotheses (I)
1. Students need support in drawing
conclusions based upon
information they know or arepresented with (induction)(induction) as well
as using general rules to make
predictions about a future actionor event (deduction).(deduction).
Generating and
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Testing Hypotheses (II)
2.2. Engaging students in generating and
testing hypotheses can reinforce their
application of key cognitive processes:
a. problem solvingb. decision making
c. experimental inquiry
d. investigation (historical,
projective, I-SEARCH)
e. systems analysis
f. invention
Generating and Testing Hypotheses: ImplicationsGenerating and Testing Hypotheses: Implications
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Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronic
discourse, debate, and inquiry. Use the higher-order thinkingprocesses Marzano associated with hypothesis generation andtesting to reinforce inquiry and student investigation via the
processes of reading and writing.
A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Curriculum should articulate standards and performance
indicators consistent with the six thinking processes Marzanoassociates with hypothesis generation and testing.
Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Monitor and
provide coaching feedback related to educators and students work
with hypothesis generation and testing via the six major thinkingprocesses identified by Marzano.
Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. Conduct study groups and actionresearch activities to determine the impact of hypothesis generationand testing upon student achievement and understanding.
Assessing StudentsAssessing Students CriticalCritical
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Assessing StudentsAssessing Students CriticalCritical
Thinking CompetenciesThinking CompetenciesTo what extent do we:To what extent do we:
1.1.Reinforce students ability to drawdraw
conclusionsconclusions both inductively anddeductively?
2.2.What are students strengths andweaknesses when working with the sixsix
identified critical thinking processes?identified critical thinking processes?
3.3.To what extent do we emphasize studentsability to generate and test hypothesesgenerate and test hypotheses?
The Role of Investigation in theThe Role of Investigation in the
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The Role of Investigation in theThe Role of Investigation in the
Professional Learning CommunityProfessional Learning Community (I)(I) A critical component of professional
learning communities involves variationson the action research process.
Action research emphasizes: (a) staffidentification of key student achievementproblems, staff productivity issues, and/ororganizational effectiveness concerns and
(b) related hypothesis generation andtesting via staff-facilitated investigation,study, action planning, and reporting onresults.
Action Research Template with QuestionsAction Research Template with Questions
(Handout)(Handout)
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(Handout)(Handout)
Beginning the Process (building consensus about potential
targets for investigation)
Formulating Action Questions (framing the investigation
through focused achievement-oriented questions)
Collecting Preliminary Data (confirming the validity of the
action research questions)
Presenting a Preliminary Data Analysis Report (ensuring
involvement of major stakeholders)
Generating an Action Research Intervention Plan
Implementing the Plan
Presenting Preliminary Conclusions Based on Collected Data
Revising the Plan Based on Data Analysis and Initial Results
Bringing Action Research into
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Your School or District Consider the eight-step action
research process (and related steps)
described in your handout.
Individually or with one or more
partners, be prepared to share with the
whole group a potential actionresearch project you might initiate in
your school(s) or district(s).
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Factor NineFactor Nine
Cues, Questions, and
Advance Organizers
MarzanoMarzano Factor Nine:Factor Nine:
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Implications for Instructional LeadersImplications for Instructional Leaders
The Marzano factor with the ninth highest statistical effect size
involves educators reinforcement of student understanding
and higher-order reasoning via cues, questions, and advance
organizers.
The use of cueing tools ensures that all students are focused
on what they are to learn, where they should be in the process,
and how they are engaged in the process of self-assessment.
Students must receive ongoing coaching in responding to
higher-order questions with valid and complete evidence to
support their responses.
Advance organizers (Ausubel) provide an outline of the content
and processes to be emphasized in a lesson or unit, ensuring
that students develop an initial gestalt of what they are
learning and why they are learning it.
Student Achievement Related toStudent Achievement Related to
i O Q i
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Higher-Order QuestionsHigher-Order Questions
1. According to Marzano, the average instructor stilluses factual-recall questioning at least 65-75% ofthe time.
2. Marzano also suggests that average teacher wait
time is still one second or less.
3. The National Assessment of Educational Progress(NAEP), the Third International Mathematics andScience Study (TIMSS), and the recent PISAinternational assessment of student mathematicsliteracy all confirm American students difficultywith questions and assessment prompts requiringhigher-order reasoning and independent orpractical application of skills and knowledge.
Cues, Questions, andCues, Questions, and
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, Q ,, Q ,
Advance Organizers (II)Advance Organizers (II)
1. Cueing and questioning accounts for
80% of what occurs in a classroom ona given day.
2. Cues and questions should focus on
what is important, not unusual.
3. Wait time (2-5 seconds) can increase
depth of student response to questions.
Sample College Entrance Essay Questions:
H W ld Y D ?
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How Would You Do?
1.Have you ever walked through the aislesof a warehouse store like Costco or SamsClub and wondered who would buy a jar of
mustard a foot and a half tall? Wevebought it, but it didnt keep us fromwondering about other things, like absurdeating contests, impulse buys, excess,unimagined uses for mustard, storage
preservatives, notions of bignessanddozens of other ideas both silly andserious. Write an essay somehow inspiredby super-huge mustard. (U. of Chicago)
College Entrance
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g
Essay Questions (2)2.How have your life experiences and
background shaped you into an
individual who will enrich theUniversity of Maryland community?
3.Discuss an aspect of a book that has
shaped the way you think. (St.Johns College, Annapolis)
College Entrance
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Essay Questions (3)4.What is your favorite wordand
why? (University of Virginia)
5. Franz Kafka once said: A belief is
like a guillotine, just as heavy and
just as light. How would you relate
this quote to your own convictions?(University of Virginia)
College Entrance
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Essay Questions (4)6.The following Japanese character
represents the Zen concept of Mindthat does not stick. How does thisidea apply to your life andexperience? (University of Chicago)
7. If you could balance on a tightrope,
over what landscape would youwalk? (University of Chicago)
College Entrance
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Essay Questions (5)8.How do you feel about Wednesday?
(University of Chicago)
9. You have just completed your 300-
page autobiography. Please submit
page 217. (University of Pennsylvania)
Question Types
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1. Analytical: How does the author presentand develop his theme?
2. Interpretive: Why is Hamlet so conflictedabout his course of action?
3. Inferential: What do you conclude is thewriters main idea in this passage?
4. Evaluative: What is the best solution tothis problem? Why?
5. Essential: In what sense is history a
story shaped by the historian?6. Reflective: How has your understanding
of scientific inquiry changed thissemester? Why?
Advance Organizers (I)
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Advance Organizers (I)
Ausubel (1968): Advanceorganizers represent appropriately
relevant and inclusive introductorymaterials introduced in advance of
learning and presented at a higher
level of abstraction, generality, and
inclusiveness than the informationpresented after it
Advance Organizers (II)
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Advance Organizers (II)
Advance organizers should focuson what is important as opposed towhat is unusual. They are most
useful with information that is notinitially well organized.
Advance organizers can be: (a)expository, (b) narrative, and (c)skimming.
Cues, Questions, and Advance Organizers: ImplicationsCues, Questions, and Advance Organizers: Implications
Authentic Argumentative Literacy: Students need to read critically
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Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronicdiscourse, debate, and inquiry. Enhancing students ability torespond to higher-order questions greatly enhances all facets ofauthentic and argumentative literacy.
A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Curriculum should emphasize big ideas, essentialquestions, and enduring understandings, not just discrete or
isolated knowledge and skills.
Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Monitor and
provide coaching feedback related to educators use of cueingtools, higher-order questions, and advance organizers.
Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. Conduct study groups and actionresearch activities to determine students ability to respond tohigher-order questions, especially in relationship to high-stakesaccountability tests.
Reflection CheckpointReflection Checkpoint
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Reflection CheckpointReflection Checkpoint
1. How well do we cuecue our students intothe big ideas, issues, andskills/processes at the heart of ourcurriculum?
2. To what extent are higher-orderhigher-orderquestionsquestions and follow-up probesfollow-up probes anessential part of all students education?
3. How are advance organizersadvance organizers used toframe and guide student learning? Howcould we expand their use?
A Final Note and Handout:
A Questionnaire: How Effective Is Your
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A Questionnaire: How Effective Is Your
Professional Development?
As we conclude our day, consider howMarzanos nine factors play into yourprofessional development programs and
activities.
Individually, complete the questionnaire onprofessional development.
Be prepared to share with the whole groupyour action steps for professionald l t i h l( )
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