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Marzano Tips and Planning Strategies
Transcript of Marzano Tips and Planning Strategies
for SSE 3312 Marzano Teaching Tips and Planning Strategies By Sharon Woods and Hannah Gordon Marzano's Principles Information Teacher evidence the observer will be looking for:
Learning goals posted so students can see them
Learning goals as a clear statement of knowledge
Teacher making reference to the learning goal throughout the lesson
Teacher has a scale or rubric that relates to the learning goal
Students can see the scale or rubric throughout the lesson
Teacher makes reference to the scale or rubric throughout the lesson
Student can identify the learning goal and scale and be able to relate them to the lesson and activities
Student can explain the meaning of the performance goals articulated in the scale Evaluating Teachers http://marzanoresearch.com/About/about_dr_marzano.aspx
Marzano, R. (2007). The art and science of teaching. Alexandria, VA: ASCD. References Use the teacher evaluation provided to evaluate us on our effectiveness in using:
Rubrics Group Activity 3: Evaluate Us What is iObservation and why is it important to you? iObservation Involves:
Organizing the classroom for effective teaching and learning
Establishing a small set of rules and procedures
Interacting with students about classroom rules and procedures
Periodically review rules and procedures, making changes as necessary
Use classroom meetings Classroom Management Teacher reviews expectations regarding rules and procedures to ensure their effective execution.
Open to alteration
Value student input
More effective teachers spend a great deal of time establishing and reinforcing rules and procedures, whereas first year teachers typically spend little time. Classroom Management Design Question 6: What will I do to establish or maintain classroom rules and procedures? Establishing Classroom Routines Use formative assessment approach so students are able to see their own growth
Students can plot their progress in a personalized folder
Virtually every student will succeed in the sense that each student will increase his or her knowledge to specific learning goals
Intrinsic motivation Celebrating Student Success Learning Goal: You will be able to create a scale for a learning goal for a second grade class.
Choose your topic:
LG1: Students will be able to complete two-digit addition with regrouping.
LG2: Students will be able to identify the stages of the water cycle.
Create a rubric for your chosen topic.
Assignment Rubric for Group Activity
3 = The group provides in-depth learning scale over and beyond requirements.
2 = The group exhibits no major errors or omissions when creating the learning scale: 4 levels, title, grade appropriate
1 = With some help, the group was able to demonstrate partial understanding of creating a learning scale.
0 = Even with help, group could not create a scale for the learning goal chosen. Group Activity 2 Learning Goal: You will be able to distinguish between learning goals and activities.
Learning Goal Scale
4 = I could teach someone the difference between learning goals and activities.
3 = I can distinguish between learning goals and activities on my own.
2 = I can almost distinguish between learning goals and activities on my own.
1 = I am starting to understand the difference between learning goals and activities but I need a little help.
0 = I can’t understand the difference between learning goals and activities without help. Individual Activity 1: Our Student Self Evaluation Scale Scales – Student Self Evaluations
Must be highly visible
Must be BIG
Must be appropriate to the grade level
Must be used in a manner in which student’s self evaluation remains anonymous Tracking Student Progress Students will be able to recognize the protagonist, theme, and voice of a piece of literature.
Students will produce a book report on a book of their choice, including a table of contents, with proper pagination and format throughout.
Given a set of coordinates, students will be able to graph the slope of a line. Group Activity 1: Identify Learning Goals vs. Activities Design Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? Communicating Learning Goals & Feedback His practical translations of the most current research and theory into classroom strategies are internationally known and widely practiced by both teachers and administrators
These practices have been adopted by both Orange and Seminole County Public Schools and possibly many other counties in Florida
Adoption of his principles are part of Race to the Top Why are Marzano’s Principles important to you? Making Central Florida’s Schools Successful
(firstname.lastname@example.org) Marzano’s Principles iObservation
The only system featuring frameworks of Dr. Marzano and other researchers to develop teacher and leadership effectiveness
Used in both Orange and Seminole Counties
Administrators do both formal and informal observations and evaluations using an iPad or computer Evaluating Teachers Scales/Rubrics: Teachers Evaluate Students
Students must know what they are being evaluated on
Can be applied to all content area topics
Must incorporate the learning goal
Students must be able to explain how the scale is used Tracking Student Progress Student Self Evaluation Scale
Second Grade Example Student Self Evaluation Scale Third Grade Example Teacher provides a clearly stated learning goal.
Students will be able to __________________.
Learning goals are not activity based.
Learning goals state what students will understand or know.
They are not measurable.
They do not include specific activities. Setting & Communicating Learning Goals Marzano’s Domains A leading researcher in education
He is a speaker, trainer, and author of more than 30 books and 150 articles on a variety of education topics
His books include:
Designing & Teaching Learning Goals & Objectives,
The Highly Engaged Classroom, Formative Assessment & Standards-Based Grading
On Excellence in Teaching
District Leadership That Works
The Art and Science of Teaching Who is Dr. Robert Marzano? To help students process information that is essential to understanding specific content, teachers can use an effective strategy that involves the following five elements.
Chunking means presenting new information in small, digestible bites. This requires carefully examining the manner in which students will experience new content. If the teacher intends to present content in the form of a lecture, he or she needs to determine the crucial points at which to pause so students can interact with one another about the new information.
For example, for a lecture on the topic of theoretical probability, the teacher might decide to make her first stop after she has discussed some basic differences between theoretical and experimental probability. If she's using a videotape or a video clip she's downloaded from the Internet, she might decide to stop the video about two minutes into the discussion of how theoretical probability is used in games of chance. This idea of stopping so that students can digest the information also holds true for demonstrations, exhibitions, guest speakers, reading content in a textbook, and the like
Whereas chunking involves the size of the bites for new content, scaffolding involves the content of the bites and their logical order. To illustrate, let's say that a teacher is showing students a strategy for editing a composition for overall organizational logic. The teacher might organize the steps in that strategy into three chunks. The first chunk would involve steps that deal with determining whether the composition has good transitions from paragraph to paragraph. The second chunk would involve steps that deal with determining whether the major sections of the composition (that is, its beginning, middle, and end) logically flow into one another. The third chunk would involve steps that deal with determining whether the composition as a whole sends a unified message. Each chunk logically sets up the next chunk.
Interacting refers to how students process the information in each chunk. One common way to facilitate processing is to organize students in groups and ask each group to summarize the content in the chunk, identify what was confusing, try to clear up the confusion, and predict what information might be found in the next chunk.
It's important that as many students as possible respond. Teachers can increase the response rate to questions in several ways. One technique, response chaining, involves having students respond to the answers of other students. Students can agree with, disagree with, or add to a response. Another technique is to use the voting technologies that frequently come with interactive white boards. These allow students to electronically cast their vote regarding the correct answer to a question. Their responses are immediately displayed on a pie chart or bar graph, enabling teacher and students to discuss the different perceptions of the correct answer. If voting technologies are not available, students can record their responses on inexpensive slates.
As its name implies, pacing involves the extent to which a teacher moves through chunks at an appropriate pace—not too fast and not too slow. The teacher will need to slow down if students do not understand the content in a particular chunk or speed up when student engagement in a chunk begins to wane.
Monitoring involves continually checking for student understanding. If students do not understand the content in a particular chunk, the teacher revisits or reteaches that information before moving on to another chunk.
What Teacher Research Found
This information-processing strategy comprises a set of component strategies, each of which has its own research support (Good & Brophy, 2003; Marzano, 2007; Mayer, 2003). Simply executing the strategy in the basic sequence described is effective in and of itself. However, research studies I conducted in 85 elementary, middle school, and high school classrooms, each of which was videotaped and analyzed regarding the relationship between teacher behaviors and student achievement (Marzano & Haystead, 2009), reveals nuances regarding how best to use this strategy:
1.Scaffolding is the keystone of the entire process. If the content of the chunks does not follow a logical progression to a clear goal, the rest of the process is not as effective in enhancing student learning.
2.A necessary component of interacting is keeping the student response rate high. By the time a class period ends, all students should have responded to multiple questions or been asked to explain their summaries of the content. Students should discuss all answers and summaries as opposed to just moving on in response to a correct answer.
3.Monitoring should be a natural outcome of effective interaction. If the teacher asks many students to report on how they summarized, cleared up confusions, and so on, he or she should have a good sense of how well students understand the new content. Likewise, if a number of students have responded to questions about the new content, the teacher should have a good sense of the entire class's level of understanding.
4.Teachers cannot easily predetermine their pacing. Rather, they must continually read student engagement levels and adjust the pace accordingly.
When executed well, this process dramatically increases students' understanding of new information across content areas and at every grade level, which makes it a strategy that all teachers can use to great benefit.
Good, T. L., & Brophy, J. E. (2003). Looking in classrooms (9th ed.). Boston: Allyn and Bacon.
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective teaching. Alexandria, VA: ASCD.
Marzano, R. J., & Haystead, M. (2009). Final report on the evaluation of the Promethean technology. Englewood, CO: Marzano Research Laboratory.
Mayer, R. E. (2003). Learning and instruction. Upper Saddle River, NJ: Merrill, Prentice Hall.
Robert J. Marzano is Cofounder and CEO of Marzano Research Laboratory in Denver, Colorado. He is the author of The Art and Science of Teaching (ASCD, 2007) and coauthor, with Mark W. Haystead, of Making Standards Useful in the Classroom (ASCD, 2008). To contact Marzano or participate in a study regarding a specific instructional strategy, visit www.marzanoresearch.com. The Five Avenues for Understanding! Helping Students Process Information: What to expect.... As a beginning teacher, you are striving to be highly effective, however, effective and even developing are categories that you may fall into during the first three years of teaching. Teacher with 0-2 years of experience will be observed six times; informally, four times with two formal observations. Four Domains of Marzano's Teaching Framework:
1. Classroom Strategies and Behaviors 2. Planning and Preparing 3. Reflecting on Teaching 4. Collegiality and Professionalism