assessment literacy phase iii€¦ · participants will: • learn about and experience a framework...
TRANSCRIPT
AssessmentLiteracyPhaseIII:TheArtandScienceofTeaching
PresentedbyMarzanoResearchfor
WyomingDepartmentofEducation2016-17
Ms.JanK.HoeghAssociateVicePresident
Participantswill:• learnaboutandexperienceaframeworkfordesigninghigh-quality
classroominstructionthatincreasesthelikelihoodthatstudentswillmasterthecontentofthestandards;
• deepenunderstandingofresearch-basedelementsofinstruction;and
• exploreformalandinformaloptionsforassessingstudentlearningandusingtheresultstoplannextstepsforsupportingalllearners.
OUTCOMES
ThreeCriticalInterventions(COMMITMENTS):
•Asystemofindividualclearlearninggoalsconnectedtostudentfeedbackandevaluationattheclassroom,school,anddistrictlevels•Ensuringeffectiveteachingineveryclassroom•Buildingbackgroundknowledgeforallstudents
“Educationalresearchsuggeststhatthesinglemostinfluential(alterable)componentofan
effectiveschoolistheindividualteacherswithintheschool.”
~RobertJ.Marzano~
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FEED
BACK
CONT
ENT
CONT
EXT
Prov
idin
g an
d C
omm
unic
atin
g C
lear
Le
arni
ng G
oals
1. Pr
ovidi
ng S
cales
and R
ubric
s2.
Trac
king S
tuden
t Pro
gres
s3.
Celeb
ratin
g Suc
cess
Ass
essm
ent
4. In
forma
l Ass
essm
ents
of the
Who
le Cl
ass
5. Fo
rmal
Asse
ssme
nts of
Indiv
idual
Stud
ents
Dire
ct In
stru
ctio
n Le
sson
s6.
Chun
king C
onten
t7.
Proc
essin
g Con
tent
8. Re
cord
ing an
d Rep
rese
nting
Con
tent
Prac
ticin
g an
d D
eepe
ning
Les
sons
9. S
tructu
red P
racti
ce S
essio
ns10
. Exa
minin
g Sim
ilariti
es an
d Diffe
renc
es11
. Exa
minin
g Erro
rs in
Reas
oning
Kno
wle
dge
App
licat
ion
Less
ons
12. E
ngag
ing S
tuden
ts in
Cogn
itively
Com
plex T
asks
13. P
rovid
ing R
esou
rces a
nd G
uidan
ce14
. Gen
erati
ng an
d Defe
nding
Clai
ms
Stra
tegi
es T
hat A
ppea
r in
All
Type
s of
Le
sson
s15
. Pre
viewi
ng16
. High
lighti
ng C
ritica
l Infor
matio
n17
. Rev
iewing
Con
tent
18. R
evisi
ng K
nowl
edge
19. R
eflec
ting o
n Lea
rning
20. P
urpo
seful
Hom
ewor
k21
. Elab
orati
ng on
Infor
matio
n22
. Org
anizi
ng S
tuden
ts to
Inter
act
Enga
gem
ent
23. N
oticin
g Whe
n Stud
ents
Are N
ot En
gage
d and
Re
actin
g24
. Incre
asing
Res
pons
e Rate
s25
. Usin
g Phy
sical
Move
ment
26. M
aintai
ning a
Live
ly Pa
ce27
. Dem
onstr
ating
Inten
sity a
nd E
nthus
iasm
28. P
rese
nting
Unu
sual
Infor
matio
n29
. Usin
g Frie
ndly
Contr
over
sy30
. Usin
g Aca
demi
c Gam
es31
. Pro
viding
Opp
ortun
ities f
or S
tuden
ts to
Talk
Abou
t Th
emse
lves
32. M
otiva
ting a
nd In
spirin
gStud
ents
Rul
es a
nd P
roce
dure
s33
. Esta
blish
ing R
ules a
nd P
roce
dure
s34
. Org
anizi
ng th
e Phy
sical
Layo
ut of
the C
lassro
om35
. Dem
onstr
ating
“With
itnes
s”36
. Ack
nowl
edgin
g Adh
eren
ce to
Rule
s and
Pro
cedu
res
37. A
ckno
wled
ging L
ack o
f Adh
eren
ce to
Rule
s and
Pr
oced
ures
Rel
atio
nshi
ps38
. Usin
g Ver
bal a
nd N
onve
rbal
Beha
viors
that In
dicate
Af
fectio
n for
Stud
ents
39. U
nder
stand
ing S
tuden
ts’ B
ackg
roun
ds an
d Inte
rests
40. D
isplay
ing O
bjecti
vity a
nd C
ontro
l
Com
mun
icat
ing
Hig
h Ex
pect
atio
ns41
. Dem
onstr
ating
Valu
e and
Res
pect
for R
elucta
nt Le
arne
rs42
. Ask
ing In
-Dep
th Qu
estio
ns of
Relu
ctant
Lear
ners
43. P
robin
g Inc
orre
ct An
swer
s with
Relu
ctant
Lear
ners
THE
NEW
ART
AND
SCI
ENCE
OF
TEAC
HING
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TeacherActions StudentMentalStatesandProcesses
FEED
BACK
ProvidingandCommunicatingClearLearningGoals
1.Studentsunderstandtheprogressionofknowledgetheyareexpectedtomasterandwheretheyarealongthatprogression.
Assessment
2.Studentsunderstandhowtestscoresandgradesrelatetotheirstatusontheprogressionofknowledgetheyareexpectedtomaster.
CONTENT
DirectInstructionLessons3.Whennewcontentisbeingpresented,studentsunderstandwhichpartsareimportantandhowthepartsfittogether.
PracticingandDeepeningLessons
4.Afternewcontenthasbeenpresented,studentsdeepentheirunderstandinganddevelopfluencyinskillsandprocesses.
KnowledgeApplicationLessons
5.Afternewcontenthasbeenpresented,studentsgenerateanddefendclaimsthroughknowledgeapplicationtasks.
StrategiesThatAppearinAllTypesofLessons
6.Studentscontinuallyintegratenewknowledgewitholdknowledgeandrevisetheirunderstandingaccordingly.
CONT
EXT
Engagement 7.Studentsarepayingattention,energized,intrigued,andinspired.
RulesandProcedures 8.Studentsunderstandandfollowrulesandprocedures.
Relationships 9.Studentsfeelwelcome,accepted,andvalued.
CommunicatingHighExpectations
10.Typicallyreluctantstudentsfeelvaluedanddonothesitatetointeractwiththeteacherortheirpeers.
EffectiveApplication
ofInstructionalStrategies
SpecificMental
StatesandProcesses
EnhancedStudentLearning
StructureofTheArtandScienceofTeaching
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feedback (specificinformationprovidedtoandfromtheteacherandlearnertoclarifyandguidelearning)content (thewaysinwhichlessonstypicallyprogressfromdirectinstructionthroughuseandreviewoftheknowledgeandskillsbeinglearned)context (addressingthepsychologicalneedsofstudents—thingslikeengagement,asenseofbelonging,andhighexpectations)
Thesearesuggestedasconsiderationsasateacherplansdailylessons.
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Ø Designareaswithguidingdesignquestionsteachersaskthemselvesas
theyareplanningforeffectiveinstructionalunitsandthedaily
lessonswithinthem
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Ø43categoriesofinstructionalstrategies(referredtoaselements)embeddedinthetendesignareasembeddedinthreegeneralcategories.
ØThese43elementsaddressinstructionalstrategiesthathavebeendetailedinmultipleanddiversesources.
ØEachelementinvolvesmultiplestrategies.
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FEED
BACK
DesignArea1:ProvidingandCommunicatingClearLearningGoals
HowwillIcommunicateclearlearninggoalsthathelpstudentsunderstandtheprogressionofknowledgetheyareexpectedtomasterandwheretheyarealongthatprogression?
DesignArea2:Assessment
HowwillIdesignandadministerassessmentsthathelpstudentsunderstandhowtheirtestscoresandgradesarerelatedtotheirstatusontheprogressionofknowledgetheyareexpectedtomaster?
CONTENT
DesignArea 3:DirectInstruction
Whencontentisnew,howwillIdesignanddeliverdirectinstructionlessonsthathelpstudentsunderstandwhichpartsareimportantandhowthepartsfittogether?
DesignArea4:PracticingandDeepening
Aftercontenthasbeenpresented,howwillIdesignanddeliverlessonsthathelpstudentsdeepentheirunderstandinganddevelopfluencyinskillsandprocesses?
DesignArea5:KnowledgeApplication
Aftercontenthasbeenpresented,howwillIdesignanddeliverlessonsthathelpstudentsgenerateanddefendclaimsthroughknowledgeapplication?
DesignArea6:StrategiesThatAppearinAllTypesofLessons
Throughoutalltypesoflessons,whatstrategieswillIusetohelpstudentscontinuallyintegratenewknowledgewitholdknowledgeandrevisetheirunderstandingaccordingly?
CONTEXT
DesignArea7:Engagement
WhatengagementstrategieswillIusetohelpstudentspayattention,beenergized,beintrigued,andbeinspired?
DesignArea8:RulesandProcedures
WhatstrategieswillIusetohelpstudentsunderstandandfollowrulesandprocedures?
DesignArea9:Relationships
WhatstrategieswillIusetohelpstudentsfeelwelcome,accepted,andvalued?
DesignArea10:CommunicatingHighExpectations
WhatstrategieswillIusetohelptypicallyreluctantstudentsfeelvaluedandcomfortableinteractingwithmeortheirpeers?
10DesignAreasandDesignQuestions
7
4Innovating
3Applying
2Developing
1Beginning
0NotUsing
The teacheradaptsorcreatesanewversionofthestrategyorbehaviorforuniquestudentneedsandsituations.
The teacherusesthestrategyorbehaviorandmonitorstheextenttowhichitaffectsstudentoutcomes.
Theteacherusesthestrategyorbehaviorbutdoessoinasomewhatmechanisticway.
Theteacherusesthestrategyorbehaviorincorrectlyorwithpartsmissing.
Theteachershouldusethestrategyorbehaviorbutdoesnot.
GenericFormoftheTeacherScale(BART,p.37)
“Clearly,teachingisaskill,andlikeanyskill,itmustbepracticed.”
Marzano,2012
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FEEDBACK
Providing andCommunicatingClearLearningGoals
Element1Providing ScalesandRubrics
Element2Tracking StudentProgress
Element3Celebrating Success
FEEDBACKAssessment
Element4InformalAssessmentsoftheWholeClass
Element5Formal AssessmentsofIndividualStudents
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Eachlearningtarget isa“part”ofthe“whole”academic
standard/learninggoal.
LearningGoalsAstatementofwhatstudentswillknowandbeabletodo.Dr.Marzanosuggeststwoformats,onefordeclarativeknowledgeorinformation(representedas:“Studentswillunderstand…”andoneforproceduralknowledgeorstrategies,skills,andprocesses(representedas:“Studentswillbeableto…”).
The student will determine a theme or central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from personal
opinions or judgments.
Thestudentwilldetermineathemeorcentralideaofatextandhowitisconveyedthroughparticulardetails;providea
summaryofthetextdistinctfrompersonalopinionsorjudgments.
STANDARD/LEARNING GOAL
Recognize or recall specific terminology, such as: central
idea, detail, summarize, support, text, theme
Determine a theme or central idea of a text
Identify details that support the theme or central idea of
a text
Summarize a text using a teacher-provided graphic
organizer
Describe a theme or central idea of a text
Summarize a grade-appropriate text
The student will determine a theme or central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from personal
opinions or judgments.
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THEME/CENTRAL IDEA
Score4.0
Thestudentwill(forexample):• Analyze multipletextswithdifferent
themes.• Explainhowhe/shehasexperienced
thethemeofatext.
Score3.0
Thestudentwill:• Describeathemeorcentralideaofa
text.• Summarizeagrade-appropriatetext.
Score2.0
Thestudentwill:• Recognizeorrecallspecific
terminology,suchas: centralidea,detail,summarize,support,text,theme.
• Determineathemeorcentralideaofatextfromteacher-providedoptions
• Identifydetailsthatsupportthethemeorcentralideaof atext.
• Summarizeatextusingateacher-providedgraphicorganizer.
Score4.0
Inadditiontoexhibitinglevel3performance,in-depthinferencesandapplicationsthatgoBEYONDwhatwastaughtinclass
Score3.0
Nomajorerrorsoromissionsregardinganyoftheinformationand/orprocesses(SIMPLEORCOMPLEX)thatwereexplicitlytaught
Score2.0
NomajorerrorsoromissionsregardingtheSIMPLERdetailsandprocessesBUTmajorerrorsoromissionsregardingthemorecomplexideasandprocesses
Score1.0
WithHELP,apartialknowledgeofsomeofthesimplerandcomplexdetailsandprocesses
Score0.0
Evenwithhelp,nounderstandingorskilldemonstrated
ProficiencyScales
ProficiencyScale“LookFors”
ScalesSHOULDbe:² Relatedtothelearninggoal² Postedandabletobereadbystudents² Writteninstudent-friendlylanguage(when
appropriate)² Referencedduringthelesson
StudentsSHOULDbeabletoexplain:² Themeaningofthelevelsofperformance
articulatedinthescale
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Score4.0– MorecomplexDemonstrationsoflearning thatgoaboveandbeyondwhatwasexplicitlytaught
Score3.0– Thelearninggoal/expectation forall
Score2.0– Thesimple contentFoundationalknowledge,simplerprocedures,isolateddetails,vocabulary
Score1.0– withhelp,thestudentcanperformScore2.0and3.0expectations
Score0.0– Evenwithhelp,thestudentcannotperformexpectations
STANDARD/LEARNINGGOALThestudentwillsolvewordproblemsinvolvingdollarbills,quarters,dimes,nickels,and
pennies,using$and¢symbolsappropriately.
LearningTargets
1)Thestudentwilluse$and¢symbolsappropriately.
2)Thestudentwillrecognizeorrecallspecificterminology,suchas:value,coin,alltogether,remaining,decimal.
3)Thestudentwillsolvewordproblemsinvolvingdollarbills,quarters,dimes,nickels,andpennies.
4)Thestudentwilladdorsubtractdifferentcoinstodetermineatotalamountofmoneyormoneyremaining.
5)Thestudentwillidentifycoinvalues(quarter,dime,nickel,penny).
MeasurementTopic Standards
Multiplication
4.OA.1Interpretamultiplicationequationasacomparison.4.OA.2(firstpart)Multiplytosolvewordproblemsinvolvingmultiplicativecomparison.4.NBT.5Multiplyawholenumberofuptofourdigitsbyaone-digitwholenumber,andmultiplytwotwo-digitnumbers,usingstrategiesbasedonplacevalueandthepropertiesofoperations.Illustrateandexplainthecalculationbyusingequations,rectangulararrays,and/orareamodels.
4.0Selectthequickeststrategytousetosolvewordproblemsthatrequiremultiplyingwholenumbersuptofourdigitsbyone-digitwholenumbersormultiplyingtwotwo-digitnumbers.
3.5 Inadditiontoscore3.0performance,partialsuccessatscore4.0content
3.0
1•Multiplytosolvewordproblemsinvolvingmultiplicativecomparison.2•Explainhowtomultiplyawholenumberofuptofourdigitsbyaone-digitwholenumberandhowtomultiplytwotwo-digitnumbers.
2.5 Nomajorerrorsoromissionsregardingscore2.0content,andpartialsuccessatscore3.0content
2.0
1•Understandvocabularysuchasmultiply,comparison,wordproblem,equation.1•Interpretamultiplicationequationasacomparison.1•Usearraysandequationstorepresentmultiplicationsituations.2•Understandvocabularysuchasmultiply,one-digit,two-digit,four-digit.2•Multiplyawholenumberofuptofourdigitsbyaone-digitwholenumber.2•Multiplytwotwo-digitnumbers.
EXAMPLEASSESSMENT
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DetermininganAppropriateSummativeScoreforaPriorityStandard
Student #1BodyofEvidence
Standard(s) FormativeScore#1
FormativeScore#2
FormativeScore#3
FormativeScore#4
FormativeScore#5
SummativeScore
Multiplication(4.OA.1,4.OA.2,
4.NBT.5)1.5 2.0 2.0 3.0 3.0
Student#2BodyofEvidence
Standard(s) FormativeScore#1
FormativeScore#2
FormativeScore#3
FormativeScore#4
FormativeScore#5
SummativeScore
Multiplication(4.OA.1,4.OA.2,
4.NBT.5)2.0 3.0 3.5 3.0
Student#3BodyofEvidence
Standard(s) FormativeScore#1
FormativeScore#2
FormativeScore#3
FormativeScore#4
FormativeScore#5
SummativeScore
Multiplication(4.OA.1,4.OA.2,
4.NBT.5)2.0 3.0 2.0 1.5 3.0
Student#4BodyofEvidence
Standard(s) FormativeScore#1
FormativeScore#2
FormativeScore#3
FormativeScore#4
FormativeScore#5
SummativeScore
Multiplication(4.OA.1,4.OA.2,
4.NBT.5)4.0 3.5 3.5
Tracking Student Progress
MARZ ANO COMPENDIUM OF INSTRUCTIONAL STRATEGIES18
Charting Class ProgressThe teacher uses a whole-class tracking chart to create a snapshot of the progress of a group of students,
such as the following.
Tracking the progress of an entire class is different from charting the progress of a single student, primarily in that the chart typically shows what percentage of students scored at a proficient (3.0) level or above for a particular assessment. This type of aggregated data can provide teachers and administrators with a snapshot of the progress of entire grade levels or an entire school. Individual teachers or teams of teachers can use such aggregated data to identify future instructional emphases. If the aggregated data indicate that an insufficient percentage of students in a particular grade level are at or above the designated performance standard, then teachers at that grade level might mount a joint effort to enhance student progress for the measurement topic.
Teacher Actions• Selecting data points for whole-class tracking
• Adjusting instruction based on whole-class progress
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Perc
ent P
rofic
ient
or
Ab
ove
40
80
100
Teacher Name: Mrs. Josey
Measurement Topic: Persuasive Essays
Class name/Subject: Language Arts Grading period: 3rd Quarter
Total number of students represented in graph: 95
0a b c d e f g h i j
Date
a. Holiday Essay (Jan 12) f. Seasonal Essay (Mar 9) b. Pollution Essay (Jan 23) g. Environmental Essay (Mar 21) c. Presidential Essay (Feb 3) h. d. Valentine Essay (Feb 14) i. e. Scientific Theory Essay (Feb 29) j.
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Tracking Student Progress
MARZ ANO COMPENDIUM OF INSTRUCTIONAL STRATEGIES15
Charting Student ProgressThe teacher provides students with charts on which they can record their progress on a learning
goal over time, as in the following example.
The student sets a goal relative to a specific scale at the beginning of a unit or grading period and then tracks her scores on that scale. At the end of the unit or grading period, the teacher assigns a final or summative score to the student for the scale (see column S in the figure).
Because formative scores are designed to provide a view of students’ learning over time, it is useful to have students chart their own progress on the scale for each learning goal. To do so, the teacher provides a blank chart for each learning goal. Having each student keep track of his or her scores in this fashion provides a visual representation of his or her progress. It also allows for powerful discus-sions between teacher and students. The teacher can discuss progress with each student regarding each learning goal. Also, in a tracking system such as this one, the students and the teacher are better able to communicate with parents regarding the students’ progress in specific areas of information and skill. Finally, note that the chart has places for students to identify the progress they wish to make and the things they are willing to do to make that progress.
Name: Courtney
Learning Goal: Make and defend inferences about the Civil War.
My score at the beginning: 1.5 . My goal is to be at 3.0 by November 17 .
Specific things I am going to do to improve: Work 15 minutes three times a week.
2
0
Sco
re o
n Le
arni
ng G
oal
1
3
4
a b c d e f g h i S
Date
a. September 12 f. b. October 18 g. c. November 9 h. d. i. e. Summative Score: 3.0
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DIRECTINSTRUCTIONLESSONSElement6Chunking Content
• Involvestheteacherbreakingthecontentintosmallchunksofinformationthatcanbeeasilyprocessedbystudents
Element7ProcessingContent
• Involvestheteacherusing avarietyofstrategiestoallowstudentstoprocessnewknowledge
Element8RecordingandRepresentingContent
• Involvestheteacherengagingstudentsinactivitiesthathelpthemrecordtheirunderstandingofnewcontentinlinguisticandnonlinguisticways
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Element#6:ChunkingContent
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Small Chunks
üThemosteffectiveteachersteachnewmaterialin“smallsteps”.
üOurworkingmemoryissmall.Itcanonlyhandleafewbitsofinformationatonce.
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After presenting a small chunk of information, ask for…
DescriptionsDiscussionPredictionsSummarization
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Primacy-RecencyEffect
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üDecideonthechunksinacritical-inputexperienceinadvance.
üNosetrulesonhowlargeorsmall.üThemorestudentsalreadyknow,thelargerthechunkscanbe.
üIfaprocedureisinvolved,studentsneedtopracticeeachstep.
EXAMPLEOFCHUNKINGCONTENTFOR A50-MINUTECLASSPERIOD
Chunk#17minutes
Chunk#210minutes
Chunk#313minutes
Chunk#410minutes
Chunk#510 minutes
Reviewofcontentfromyesterday5minutes
New content8minutes
Newcontent10minutes
Guidedpractice
Independentpractice
Processingopportunity2minutes
Processingopportunity2minutes
Processingopportunity3minutes
Processingopportunity2minutes
Processingopportunity3minutes
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Element#8:RecordingandRepresentingKnowledge
Thiselementinvolvesprovidingstudentswithopportunitiestorecordandrepresentthecontentthathasbeenthefocusofthelesson.Theendgoalofsuchactivitiesisthatstudentscreateaninternalrepresentationofthecontent.Intechnicalterms,studentsencodethecontentinwaysthatarepersonallymeaningful.Therearetwobasicwaystoencodeinformation:linguisticallyandnonlinguistically.Linguisticrepresentationinvolvesusinglanguagetoencodenewcontent.Forexample,studentsarerepresentingcontentlinguisticallywhentheywriteasummaryaboutwhattheyhavejustlearnedorwhentheycreateawordwebthatincludesthekeypartsofthecontent.Theyarerepresentingcontentnonlinguisticallywhentheycreategraphicorganizersandmakepictorialmodels.
StrategiesforRecording andRepresentingKnowledge
Strategy BriefDescription
PRACTICING ANDDEEPENINGLESSONSElement9StructuredPracticeSessions
• Involvestheteacherengagingstudentsinpracticeactivitiesthathelpthemdevelopfluency
Element10ExaminingSimilaritiesandDifferences
• Involvestheteacherhelpingstudentsdeepentheirknowledgebyexaminingsimilaritiesanddifferencesbetweenitems
Element11ExaminingErrorsinReasoning
• Involvestheteacherhelpingstudentsdeepentheirunderstandingofinformationalcontentbyhavingthemexaminetheirownreasoningorthelogicoftheinformationpresentedtothem
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Element#9:StructuredPracticeSessions
HowcanIhelpstudentspracticeskills,strategies,andprocesses?
q Structurepracticesessionsspacedcloselytogether.q Planforpracticesessionsthataregraduallylessstructuredandmore
varied.q Planforpracticesessionsthathelpstudentsdevelopfluency.q Considercooperativelearningstrategiesforpracticeactivities.This
canoccuroncestudentshaveengagedinsomeformofindividualpracticeandthencollaboratewithpeerstochecktheirworkandialogueaboutwhatledtotheircorrect/incorrectanswer.
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DesiredEffect:Studentsperformtheskill,strategy,orprocess____________________________________.
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Element#10:ExaminingSimilaritiesandDifferences
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ClassificationChart
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“LifeisaStage”Element1:
LifeCommonCharacteristics Element 2:
Stage
Apersonisbornintolife.
Entrance/birthAplayhasanopening
scene.
Apersondiesattheendofhisorherlife
span.Exit/death
Aplayhasanendingscene.
Apersonprogressesthroughlife. Acts/Scenes
Aplayprogressesthroughactsand
scenes.
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Element#11:ExaminingErrorsinReasoning
Ifstudentsareabletoexaminetheirownreasoning,they:q Candescribeerrorsorinformal fallaciesininformation.q Canevaluatetheefficiencyofaprocess.q Canexplaintheoverallstructureofanargumentpresentedtosupportaclaim.q Canidentifyerrorsinreasoning.q Canidentifysupportfortheirperspectivesusingtheappropriateevidence.q Canidentifythesupportsbehindmultipleperspectives.q Canidentifytheevidenceusedtosupporttheclaimofothersinpresented
information.q Canidentifyandtakevariousperspectives.
WhatWeCanDoToHelpOurStudentsExamineTheirReasoning1. Useauthenticexampleswithstudents. Collectexamplesoferrorsinreasoning
fromeverydaylife (newspapers, Internet,television,advertising,etc.).Usetheseexamplestoshowstudentsthatfaultyreasoningiseverywhere.Invitestudentstobringexamplestoshareinyourclassroom.
2. Requirestudentstoprovidejustification.Provideongoingopportunitiesforstudentstoexplaintheirworkandproviderationalefortheirprocessesandsteps.Encouragemultiplewaystosolveproblemsandexpectthemtoexplaintheirthinking.
3. Anticipatestudenterrorsandmodeltheminthepresentationofcontent.Designlessonstoincorporatecommonerrorsyouanticipatestudentsmightmake.Helpthembecomeawareofthesecommonerrorssothattheycanavoidpitfalls.
4. Modelandthinkaloudforstudents.5. Givestudentsenough“thinktime”toreasonduringclassdiscussions.
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STRATEGIESTHATAPPEARINALLTYPESOFLESSONSElement15Previewing
• Involvestheteacherengaging studentsinactivitiesthathelpthemlinkwhattheyalreadyknowtothenewcontentabouttobeaddressedandfacilitatestheselinkages
Element16Highlighting CriticalContent
• Involves theteacheridentifyingimportantinformationtowhichstudentsshouldpayparticularattention
Element17Reviewing Content
• Involvestheteacherengagingstudentsinabriefreviewofcontentthathighlightsthecriticalinformation
Element18Revising Knowledge
• Involvestheteacherengagingstudentsinarevisionoftheirknowledgeofcontentaddressedinpreviouslessons
Element19Reflecting onLearning
• Involves theteacherengagingstudentsinactivitiesthathelpthemreflectontheirlearningandthelearningprocess
Element20PurposefulHomework
• Involvestheteacherdesigninghomeworktohelpstudentsdeepentheirknowledgeofinformationalcontentorpracticeaskill,strategy,orprocess
Element21Elaborating onInformation
• Involvestheteacheraskingquestionsorengagingstudentsinactivitiesthatrequireelaborativeinferencesthatgobeyondwhatwasexplicitlytaught
Element22OrganizingStudentstoInteract
• Involvestheteacherorganizingstudentstointeractinathoughtfulwaythatfacilitatescollaboration
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Element#16:HighlightingCriticalInformation
Highlightingcriticalinformationstrategiesinvolvetheteacherpointingoutwhatisimportantandwhatisnotimportantininformationthatisbeingaddressed.Theneedforsuchasetofstrategiesstemsfromthefactthatstudentsarebombardedwithamyriadofincominginformationevenwithintheconfinesofasingleclassperiod.Studentsheartheteachertalkingaboutthecontentaswellasotherstudents.Theyreadaboutthecontent;theyseepicturesdepictingthecontent,andobservedemonstrations.Allofthisinformationisnotequallyimportant.Thestrategieswithinthiselementhelpstudentsattendtothemostimportantcontent.
StrategiesforHighlightingCriticalInformation
Strategy BriefDescription
TheAS
OT
Fram
ework
Chun
king
Conten
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Recordingand
Represen
ting
Conten
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TheAS
OT
Fram
ework
Chun
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Conten
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Recordingand
Represen
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Conten
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Organizin
gStud
ents
Organizin
gStud
ents
TheArta
nd
Scienceof
Teaching
Exam
ining
Similarities&
Diffe
rences
Exam
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Similarities&
Diffe
rences
Purposeful
Homew
ork
Previewing
Conten
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Exam
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Errorsin
Reason
ing
Purposeful
Homew
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Previewing
Conten
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Exam
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Errorsin
Reason
ing
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ArtandScienceofTeaching/ReviewforRetention
RobertJ.Marzano
Toensurethatcontentstayscurrentforstudents,teachersmustplanforandprovidecumulativereviews.Contentwillfadeinstudents'memoriesifit'snotreviewedsystematically.Althoughteacherscommonlyengagestudentsinreviewsofcontentfrompreviouslessonsorunits,theyrarelyengagestudentsinreviewingthecontentfromanentiresemesteroryear.Irefertothisascumulativereview.Cumulativereviewsarenotonlyuseful—they'realsonecessary.Considertherathercommonpracticeoftestingstudentsattheendofasemesteroryearonpreviouslytaught(butnotsystematicallyreviewed)content.Atthebeginningofasemester,a5thgradelanguageartsteachermightemphasizechronologies—howtoreadthem,howtocreatethem,whattypeofinformationtheyprovide,andsoon.Iftheteacherdoesn'taddresschronologiesinsubsequentunitsbutincludestheminacomprehensivetestattheendofthesemester,it'sunreasonabletoexpectstudentstoaccuratelyrememberwhattheylearnedaboutchronologies.
HowtoDoaCumulativeReviewToensurethatcontentstayscurrentforstudents,teachersmustplanforandprovidecumulativereviews.Theserequireanumberofteacheractions.
IdentifyCrucialInformationandSkillsManyteachersorganizecontentintounitsbasedonstandards,betheystatestandards,theCommonCorestandards,ortheNextGenerationScienceStandards.Unfortunately,manystandardsstatementsaresobroadthattheyfailtoprovidespecificguidanceconcerningessentialinformationandskills.Considerthefollowing4thgradesciencestandard:Makeobservationsand/ormeasurementstoprovideevidenceoftheeffectsofweatheringortherateoferosionbywater,ice,wind,orvegetation (NGSS-4-ESS2-1)Thestatementcontainsagreatdealofcontentandavarietyofgoals:
Studentswillbeabletomakeobservations.Studentswillbeabletomakemeasurements.Studentswillunderstandwhatevidenceisandwillbeabletoprovideit.Studentswillunderstandwhatweatheringisandwillbeabletorecognizeitseffects.Studentswillunderstandwhaterosionisandwillbeabletorecognizeit.Studentswillunderstandhowwater,ice,andwindaffecterosion.Studentswillunderstandhowvegetationaffectserosion.
Todeterminewhichoftheseelementswillbethesubjectofacumulativereview,ateachermustaskofeach,"Willstudentsbeheldaccountableforthisattheendofthesemesteroryear?"Inthelistabove,ateachermightdeterminethatstudentswillbeheldaccountableformakingmeasurementsandunderstandinghowwater,ice,wind,andvegetationaffecterosion.Thereviewshouldfocusontheseelements.
Thestandardsstatementencompassesnotonlymultiplegoals,butalsotwotypesofcontent:declarativeknowledge andproceduralknowledge.Declarativeknowledgeisinformational,suchasunderstandingwhaterosionisandhowwater,ice,andwindaffectit.Proceduralknowledgeinvolvesskillsandprocesses,suchasmakingobservationsandmakingmeasurements.Bothkindsofknowledgeareimportanttothecumulativereviewprocess.
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ReviewforDeclarativeKnowledgeCumulativereviewsfordeclarativeknowledgeshouldhelpstudentsidentifyerrorsandomissionsintheiroriginalunderstanding.Theyshouldalsohelpstudentsmergenewinformationwitholdinformationandorganizethetwointobigideas.Forexample,studentsmighthavelearnedthefollowingdeclarativeknowledgeabouterosion:It'sanaturalprocess,humanactivitieshaveincreasederosiongloballyby10–40times,waterandwinderosionarethetwoprimarycausesoflanddegradation,andsoon.Duringacumulativereview,theteacherwouldaskstudentstoidentifyanythingnewtheyhadlearnedabouterosion,eveniftheyhadn'tdiscusseditrecentlyinclass.Astudentwhohadreadanewsitemthatexplainedhowirrigationcancauseerosioncouldsharethisinformationwiththeclass.Theteacherwouldthenhelpstudentsdevelopcomprehensivestatementsabouterosion,whichwouldencompasseverythingthey'dpreviouslylearnedaboutthetopic—forexample,"Erosionisaprocessbywhichsoilandrockareremovedfromtheircurrentlocationandtransportedtootherlocationsbyforceslikewindandwater.”
ReviewforProceduralKnowledgeCumulativereviewforproceduralknowledgealsoinvolvesaddingtowhatstudentshavepreviouslylearned.Let'ssaythatan8thgradesocialstudiesteacherpresentedstudentswithastrategyforreadingcontourmaps.Duringacumulativereview,studentsmightdescribehowtheirexperiencessincetheinitialpresentationhaveaugmentedtheirskillinthisarea.Theirnewexperienceswithcontourmapsmightalsohelpthemidentifyerrorsandomissionsintheiroriginalthinking.Forexample,astudentmighthavewatchedatelevisionprogramshowinghowbarometricpressureindifferentregionscanbecomparedusingcontourmaps—somethingheorshewaspreviouslyunawareof.
Cumulativereviewforproceduralknowledgealsoinvolvesdevelopingfluency.Themoreproceduresstudentspractice,themorefluenttheybecome.Likereviewsfocusedondeclarativeknowledge,cumulativereviewsforproceduralknowledgeshouldhelpstudentsseehowtheoriginalcontentfitsintoabiggerpicture.Inthiscase,theteachermighthelpstudentsseehowcontourmapsaresimilartoanddifferentfromothertypesofmaps,suchastopographicalmapsandthematicmaps.
MakeItSystematicIdeally,someformofcumulativereviewshouldoccuraftereveryunitofinstruction.Eachtimeacumulativereviewoccurs,studentsshouldrecordinanotebookoronlinejournal,inconnectionwiththatreview,anychangesandadditionstotheiroriginalknowledgebase.Overtime,studentswillbeabletoseethegradualshapingoftheirknowledge.
SimpleButPowerfulCumulativereviewisastraightforwardandeasilyexecutedstrategythatcouldhavealargeeffectonstudentunderstanding.Probablythemostdifficultaspectisthatitrequiresathoughtfulanalysisofstateanddistrictstandardsstatementstoidentifythedeclarativeandproceduralknowledgeforwhichstudentswillbeheldaccountableattheendofthesemesteroryear.Butsuchanalysisshouldpaybigdividendsinstudentlearningovertime.
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FiveStepsforRevisingKnowledge(example:usingvocabularynotebookentry)
1.Review/revisitpriorunderstanding ofcontent.
“Look atyourcurrentvocabularynotebookentryandconsiderifthereisanythingyouwanttoaddorchange.”
2.Identifyandcorrectmistakes.
“Examine yourworkcarefullytosee ifyoucanfindanymistakes. Ifyoudo,taketimetofixtheerror.”
3.Identifygapsinknowledgeandfillinthegaps.
“Determine iftherearethingsthatarepartiallycorrectbutneedattention inordertobecompletelyright.”
4.Decidewheretoamendpriorknowledge.
“Thinkaboutnewthingsyouhavelearnedabout thiswordsinceyoulastworkonthisvocabularyjournalentry. Makechangestoyourworktoshowwhatyouknownow.”
5.Providereasonsforknowledgerevisions.
“Explain yourthinkingaboutthechangesyoumade.”
Notes:
Element#18:RevisingKnowledge
Marzano Compendium of Instructional Strategies © 2016 Marzano Research marzanoresearch.com/compendium
R E P R O D U C I B L E6
Reflective Journal Entry Template
Name: Date:
What information, process, or other content did you learn about today?
How do you feel about what you learned today? What parts were easy? What parts were hard?
What did you do well today?
What could you have done better today?
If your teacher gave you an additional question to answer, record the question here:
Write your answer here:
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Element#19:ReflectingonLearning
March2007|Volume64 |Number6RespondingtoChangingDemographics Pages74-79
SpecialTopic/TheCaseForandAgainstHomeworkRobertJ.MarzanoandDebraJ.Pickering
http://www.ascd.org/publications/educational-leadership/mar07/vol64/num06/The-Case-For-and-Against-Homework.aspx
TYPESOFHOMEWORK
•Homeworkthathelpsstudentsdeepenknowledge
•Homeworkthatenhancesstudents’fluencywithproceduralknowledge
•Homeworkthatintroducesnewcontent
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Element#20:PurposefulHomework
ElaborativeInterrogation
Theteacherprobesastudent’sanswerbyaskingelaborativequestionswhichpromptthestudenttoreflectonthenatureofandjustificationsfortheirresponse.Theteachermightask“Whydoyoubelievethattobetrue?”inordertostimulateastudenttoprovideevidencetosupporthisorherconclusion.Basedonthestudent’sresponse,theteacherasksthestudenttogenerateanif-thenstatement.Afteranif-thenstatementhasbeengenerated,theteacherasksthestudentifheorshemightthinkdifferentlyabouttheoriginalconclusion.
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Element#21:ElaboratingonInformation
Short-TermGroupingStructures
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Element#22:OrganizingStudentsToInteract
888.849.0851 marzanoresearch.com
Long-Term Grouping Structures (up to an entire class period or more)
1) Heterogeneous groups(varyingabilitylevels)
2) Homogeneous groups(likeabilitylevels)
3) Groupsdeterminedbysocialbehaviors(similarordifferent)
DAILY LESSON PLAN
Unit: ________________________________________ Week: _____ Day: _____ What will I do to remind students about the instructional goals and how today’s class fits into those goals?
Will I use a “hook” or “bell ringer” in today’s class?
What type(s) of lessons will I use in today’s class (Direct Instruction; Practicing and Deepening; Knowledge Application)?
How will I assess students during the class period?
x Instructional feedback at the whole class level x Assessments of individual students
What activities will I use to ensure high engagement?
Are there specific students in class to whom I should pay particular attention and what actions will I take with those students?
x Remind them of rules and procedures? x Deliberately interact with the student to foster a positive relationship? x Go out of my way to interact with reluctant learners?
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