october 25, 2013 urban teaching and leadership conference dr....
TRANSCRIPT
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MARZANO Research Laboratory
MARZANO Research Laboratory888.849.0851 marzanoresearch.com
Welcome!
The Art and Science of Teaching:
Enacted-on-the-Spot Behaviors
Dr. Tina H. Boogren Marzano Research Laboratory
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Please set your own goal(s):
• Handout, page 3 – By the end of the day today, I will better
understand... – By the end of the day today, I will be able to...
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Lecture
Reading Audio-visual
Demonstration
Discussion Groups
Practice by doing Teach others/immediate use of learning
Average Retention Rate after 24 hours Pg. 2
5% 10%
20%
30%
50%
75% 90%
Adapted from David Sousa’s figure 3.8 in his text, How the Brain Learns
Boosting Retention
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Vote With Your Feet…
Effective teachers are
made, not born.
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Student Achievement
Teacher Pedagogical Skill
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At the level of planning, The Art & Science of Teaching involves 10 “design questions”
teachers ask of themselves as they plan a unit of instruction.
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• Learning goals and feedback 1. Interacting with new knowledge • Practicing and deepening • Generating and testing hypotheses • Engaging students • Establishing rules and procedures • Adhering to rules and procedures • Developing teacher–student relationships • Maintaining high expectations
The Art and Science of Teaching Page 4
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SEGMENTS ENACTED ON THE SPOT
Learning Goals and Feedback Rules and Procedures
ROUTINE SEGMENTS
Genera5ng/ Tes5ng Hypotheses
Prac5cing and
Deepening
Interac5ng with New Knowledge
CONTENT SPECIFIC SEGMENTS
Student Engagement
High Expectations
Te
ache
r/St
uden
t Rel
atio
nshi
ps
Adherence to Rules and Procedures
The Art and Science of Teaching Page 3
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Behaviors Enacted-on-the-Spot • Elements that a teacher is prepared to use
but has not necessarily planned for a specific day or lesson.
• Involve classroom strategies and behaviors that might not be part of every lesson.
• When they are called for, a teacher must attend to them immediately, or the learning environment will quickly erode.
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Design Question 5 Page 5
Student Engagement: What will I do to engage
students?
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An Old Proverb states: • You can lead a horse to water, but you can’t
make it drink. • We learned that maybe with “reward and
punishment” the horse will do whatever we ask.
• However, consider a different goal: “How can I make the horse thirsty?”
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Elbow Partner Reflection:
• How do you KNOW when students are/are not engaged?
• Who is responsible for student engagement?
• What do YOU do to re-engage your students?
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Preview the Action Steps: • Games/Inconsequential Competition • Questioning/Response Rates • Physical Movement ** • Pacing • Intensity/Enthusiasm • Friendly Controversy • Opportunities for students to talk about themselves • Unusual Information
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Physical Movement
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“Amazingly, the part of the brain that processes movement is the same part of
the brain that processes learning.” Eric Jensen, Teaching With the Brain in Mind, 2005
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—Ratey, Spark (2008)
“The real reason we feel so good when we get our blood pumping is that it makes the brain function at its best…. This benefit of physical activity is far more important than what it does for the body.”
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Stand up! March in place,
alternately touching each hand to the opposite knee
Continue for four to eight complete, relaxed breaths
Brain Gym: Cross Crawl Coordinates the whole brain Good for improving listening and memory
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Brain Gym
• Touch left hand to right ear and right hand to nose (at the same time).
• Bring both hands back to your sides. • Now swap: touch right hand to left ear and
left hand to nose (at the same time). • Bring both hands back to your sides…
How fast can you go???
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Design Question 7 Page 6
Rules & Procedures: What will I do to recognize and
acknowledge adherence or lack of adherence to rules and procedures?
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Preview the Action Steps:
• Use simple verbal and nonverbal acknowledgment. • Use tangible recognition when appropriate. • Involve the home in recognition of positive student
behavior. • Be with-it. ** • Use direct-cost consequences. • Use group contingency. • Use home contingency. • Have a strategy for high-intensity situations. • Design an overall plan for disciplinary problems.
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Define ‘withitness’
• How would you describe withitness to a non-educator?
• How does one become withit? • How would you rate your own withitness?
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Design Question 8 Page 7
Relationships: What will I do to establish and maintain effective relationships with students?
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Preview the Action Steps: • Know something about each student. • Engage in behaviors that indicate affection for each student. • Bring students’ interests into the content and personalize
learning activities. • Engage in physical behaviors that communicate interest in
students. • Use humor when appropriate. • Consistently enforce positive and negative consequences. • Project a sense of emotional objectivity. • Maintain a cool exterior.
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Mix-and-Mingle
• When the music is playing, you’re moving. • When the music stops, pair up with one or
two other people and discuss the question on the screen.
• We will conduct three rounds.
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Humor When teachers use humor, students feel better about the content, the teacher, and perhaps even themselves. • More oxygen • Endorphin surge • Posi5ve climate • Gets aKen5on • Increased reten5on
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Design Question 9 Page 8
High Expectations:
What will I do to communicate high expectations for all students?
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Preview the Action Steps: • Identify your expectation levels for students. • Identify differential treatment of low-expectancy students. • Make sure low-expectancy students receive verbal and
nonverbal indications that they are valued and respected. ** • Ask questions of low-expectancy students. • When low-expectancy students do not answer a question
correctly, stay with them.
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THANK YOU!
• BREAK-OUT SESSIONS: Applica5on/further explora5on of strategies – AM #1: Student Engagement – AM #2: Relationships – PM #1: High Expectations – PM #2: Rules/Procedures
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AM #1: Student Engagement
What will I do to engage
students?
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Review the Action Steps: • Use games that focus on academic content ** • Use inconsequential competition. • Manage questions and response rates • Use physical movement • Use appropriate pacing. • Demonstrate intensity and enthusiasm for content. ** • Engage students in friendly controversy. • Provide opportunities for students to talk about themselves. • Provide unusual information. **
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Research on the Use of Games to Improve Student Learning
Student growth in classrooms that used games ranged from a 13 percentile gain to an 18 percentile gain.
This is significant.
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Games and Inconsequential (Just for Fun) Competition
• Games should always have an academic focus. • Regroup students so that all students experience
winning and losing. • Points are tallied but not used to increase or
decrease scores or grades.
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Talk a Mile a Minute
• Everyone sees the category • One person faces the screen, one turns
away • Talker provides clues for each term/picture • Continue until partner guesses all • Stand up and declare, ‘We won!’
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Positive Teacher Demeanor
• Demonstrating enthusiasm (all the time)
• Demonstrating intensity (some
of the time)
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“Modeling may not only be the best way to teach; it may be the only way to teach.”
-‐-‐Albert Schweitzer
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Unusual Information
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Did You Know?
• The question, ‘Do geese see God?’ is a palindrome.
• Pick any number from 1 to 10 (including 1 or 10). Multiply it by 9. Now add the two digits of your answer together (using a 0 with 9). Did you get 9?
• We blink roughly 4.2 million times each year.
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Did You Know?
• Louis Braille invented Braille when he was just thirteen years old! He perfected the system by the time he was fifteen.
• Parent robins feed their chicks about one hundred meals each day.
• In antiquity, people in Asia and Europe threw old shoes at newly married couples instead of rice or confetti.
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AM #2: Relationships
What will I do to establish and maintain effective
relationships with students?
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Preview the Action Steps: • Know something about each student. ** • Engage in behaviors that indicate affection for each student. • Bring students’ interests into the content and personalize
learning activities. • Engage in physical behaviors that communicate interest in
students. • Use humor when appropriate. ** • Consistently enforce positive and negative consequences. • Project a sense of emotional objectivity. • Maintain a cool exterior.
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Rita Pierson: TED Talk
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Relationships • Three behaviors that forge positive
relationships with students: 1. Identifying and using positive information about
students
2. Showing interest in and positive attention for students
3. Ensuring fair and equitable treatment of all students
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Identifying and Using Positive Information About Students
Five ways to acquire and use information: 1. Class inventory 2. Class discussions 3. Parents and guardians 4. Fellow teachers 5. Extinguishing negative conversations
about students
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Student Background Surveys:
• With Your Table Family: – Create 5 UNIQUE questions that could be
included in a background survey to learn more about each student’s background, interests, and goals.
• Example: What would you do if you knew you wouldn’t fail?
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Possible Questions: • Where were you born? • What are some things about your family that make
you proud? • What would you do if you knew you wouldn’t fail? • If you had to describe yourself in a sentence or
two, what might you say that would help a person learn something about your personal interests?
• If I had a month of Saturdays, I’d spend most of my time ____.
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Background Surveys
• Use surveys multiple times a year? • Include one survey question at the end of
an assignment, assessment, or exit slip. • Tap into students’ interests/learning styles
through writing, drawing, conversations...
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Six-Word Autobiographies
• Write an autobiography in exactly six words. – Be prepared to share.
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PM Session #1: High Expectations
What will I do to communicate high expectations for all students?
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Review the Action Steps: • Identify your expectation levels for students. • Identify differential treatment of low-expectancy students. • Make sure low-expectancy students receive verbal and
nonverbal indications that they are valued and respected. • Ask questions of low-expectancy students. • When low-expectancy students do not answer a question
correctly, stay with them (demonstrate gratitude for students’ responses, do not allow negative comments from other students, point out what is correct and incorrect about students’ responses, restate the question, provide ways to temporarily let students off the hook).
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Working with ALL students: • Identify expectation levels for all
students • Identify differential treatment of LE
students • Use verbal and nonverbal messages
that indicate respect and value • Ask questions of low-expectancy
students
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Changing expectations alone is not the ultimate outcome…
Rather, we must work to change our behaviors…
Thin slices of human behavior:
Affective tone Quality of interactions
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Consciously and Systematically
• Engage in the following behaviors: – Make eye contact frequently – Smile at appropriate times – Make appropriate contact (hand on shoulder) – Maintain proximity (interest) – Engage in playful dialogue
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Stay with them…
• Demonstrate gratitude for response • Do not allow negative comments from
other students • Point out what is correct/incorrect • Restate the question • Provide ways to temporarily let students off
the hook
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William Purkey’s work… Unintentionally Disinviting Intentionally Inviting
Intentionally Disinviting Unintentionally Inviting
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What will you do EVERY SINGLE DAY that is intentionally inviting?
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Building Efficacy • Reward student effort along with quality of
completed work. • Build in short-term rewards for student effort and
work completion. • Give students frequent posi5ve aKen5on
– at least 3 posi5ves for each nega5ve interac5on
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Quotes
“The man on the top of the mountain did not fall there,” –Anonymous “It’s not whether you get knocked down; it’s whether you get up,” –Vince Lombardi “Genius is 99% perspiration and 1% inspiration,” --Thomas Edison
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More Quotes…
• “If you want to truly understand something, try to change it,” –Kurt Lewin
• “If you done it, it ain’t bragging,” –Walt Whitman
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Personal Reflec5on: Think of a 5me when you exceeded expecta5ons because of the hard work you did. Be prepared to share.
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Use stories to promote self efficacy…..
– The Pursuit of Happyness – Mr. Holland’s Opus – Rudy – Philadelphia – A Beau5ful Mind
Can you think of a movie clip you would use in
your class?
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PM Session #2: Rules/Procedures
What will I do to recognize and acknowledge adherence or lack of adherence to rules and
procedures?
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Review the Action Steps:
• Use simple verbal and nonverbal acknowledgment. • Use tangible recognition when appropriate. • Involve the home in recognition of positive student
behavior. • Be with-it. • Use direct-cost consequences. • Use group contingency. • Use home contingency. • Have a strategy for high-intensity situations. • Design an overall plan for disciplinary problems.
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Give One, Get One
What’s the best classroom management advice you’ve ever received or could give?
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Effective Seatwork
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Routines and Procedures….
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MARZANO Research Laboratory888.849.0851 marzanoresearch.com cutting-edge research concrete strategies sustainable success
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Elbow Partner Brainstorm:
• List all the ways you can ‘reward’ students that don’t cost money and take little time.
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Thank You! Evaluations Dr. Tina H. Boogren [email protected] THBoogren (Twitter)
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Thank you!