classroom instruction that works barb rowenhorst esa 7 [email protected]
TRANSCRIPT
Agenda
Theme of his work:
translating research and theory into practical programs and tools for K-12 teachers and administrators
Dr. Robert MarzanoDr. Robert Marzano
Marzano Research
Improving Student Achievement: Instructional Strategies
Cues, Questions and Advance Organizers
Presented by:
Barb Rowenhorst, ESA 7
Research literature supports one compelling fact:
What students already know about the content is one of the strongest indicators of how well they will
learn new information.
Student background knowledge is critical to success in school.
If teachers front-load a lesson, research shows a 28%-ile gain in student achievement.
Background Knowledge and Vocabulary Knowledge have a strong relationship.
Cues, Questions, and Advance Organizers
Purpose• Cues are reminders or “hints” about what
students are about to experience. They trigger student’s memories so they can connect new information to what they already know.
• Questions function the same as cues, in that they elicit what students already know about a topic prior to instruction in a questioning format.
– Higher order questions ask students to restructure, analyze information, or apply what they know.
• Advance organizers focus on essential information and are used to help students get ready to use the information they are going to learn.
• They are organizational frameworks teachers use PRIOR TO teaching new content to prepare students for what they are about to learn.
Purpose
Category Percentile Gain
Identifying Similarities and Differences 45
Summarizing and Note taking 34
Reinforcing Effort and Providing Recognition 29
Homework and Practice 28
Nonlinguistic Representations 27
Cooperative Learning 27
Setting Objectives & Providing Feedback 23
Generating & Testing Hypotheses 23
Cues, Questions, & Advance Organizers 22
Questioning Research
Abraham Lincoln
Advance Organizer
After the lesson, add new words in RED.
Advance Organizer
Skimming Graphic Organizer
Handbook for Classroom Instruction That Works (Pages 265 - 287)
Graphic Organizer (Web Activity Sheet)
Marzano
Cues
Questioning
Advance Organizer
Advance Organizers
Skimming Graphic Organizer
After reading… How was using a graphic organizer beneficial
to you while skimming?
4 Types of Advance Organizers
• Skimming – Teach students proper way to skim information
• Graphic Organizers – Visually represent information
• Expository – Straightforward descriptions of new content
• Narrative – Stories (personal or real-world connections)
Advance Organizers Narrative
Other Advance Organizers
• Timelines
• Anticipation Guide
• Teacher Prepared Notes
• Skeleton Notes
• Other
Questioning Techniques
Questioning Practices
1. In general, avoid “Yes/No” or short answer questions.
2. Have students explain all responses.
3. Question each and every student every day.
4. If a student responds with “I don’t know,” follow-up with 1-2 additional questions.(Hannel, 2003)
Purpose of Questioning
Build knowledge rather than mere chronological facts.
Maintain student engagement.
Take students to the next level of learning.
Bloom’s Taxonomy Handout
Bloom’s Taxonomy Research
The verbs in each category indicate a kind of thinking skill needed to complete an assignment.
As you move up the scale, the level of thinking increases.
Bloom’s Taxonomy Research
• Higher order questions produce more learning, but most of the questions teachers ask are lower order in nature. (Davis, O.L., & Tinsley, 1967; Fillippone, 1998; Guszak, 1967; Mueller, 1973)
• Teachers tend to ask questions in the “knowledge” level of Bloom’s Taxonomy _________ of the time.80-90%
Questioning Why question?
What is it used for?
Does it make a difference?
When should we concentrate on questioning?
Thinking Verbs Handout
Thinking Verbs Handout
Verbs to Create Questions
As a group of 4
Determine a topic to practice writing questions.
Roll the dice -- if you get a number one, you need to ask a question about the topic that fits the 1st level of Blooms, a 3 the 3rd level of Blooms (application), etc.
Verbs to Create Questions
What questions were the easiest to write?
What questions were more difficult to write?
Creating Questions
Why might it be important to compose questions prior to teaching a lesson?
Questioning Practice
Using your Bloom’s questions,
re-write some at the
Knowledge/Comprehension Levels (#1-2 on dice)
to one at the higher level of Bloom’s (#5-6 on dice)
Formative Assessment
• Discuss how you can use questioning as a formative assessment.
Funny QuestionsIf corn oil comes from corn, where does baby oil come
from?
Why do kamikaze pilots wear helmets?
When you choke a Smurf, what color does it turn?
Do Twinkle, Twinkle Little Star and the ABC Song have the same tune?
Why did you start singing the two songs above?
Questioning Practices1. In general, avoid “Yes/No” or short answer questions.
2. Have students explain all responses.
3. Question each and every student every day.
4. Give wait time before asking a question, and following a student response.
5. If a student responds with “I don’t know,” follow-up with 1-2 additional questions without giving hints.
(Hannel, 2003)
Classroom Ideas
Expository – ABC Chart
Narrative – Civil War Bayonet Story
Skimming – Web
Graphic Organizer – Web
Higher Level Questioning – Bloom’s Taxonomy
Cues, Questions,Advance Organizers
Classroom Transfer
Cues, Questions, Advanced Organizers
Classroom Transfer
Head, Heart, Feet• Head- Write down one “thought” you have that
relates to what you learned today.
• Heart- How do you “feel” about that new learning?
• Feet- What are your next “steps?” What might you do differently because of what you learned?
Lesson Planning Cues, Questions, Advance Organizers
• Lesson Plan– Sped/Title/Paras: pick a grade level, a group
of students you work with, or 1 student
•