welcome to our class - bgorb.com presentation.pdf · welcome to our class . by barbara gorbaty and...

Welcome to our Class

by Barbara Gorbaty and Toby Martin

An Overview of Maranzano’s Instructional Design Questions From The Art & Science of Teaching

Maranzono’s Framwork:

• Focused on improving instruction • Research Based- provides a rationale for teacher

action with sensitivity to the notion that there is no one formula for success

• Pedagogy is both art and science Three parts of pedagogy

1. Use of effective instructional strategies 2. Use of management strategies 3. Use of effective classroom curriculum design strategies

Maranzano’s Instructional Design Questions

5. Engage students 6. Establish or maintain classroom rules and procedures 7. Recognize and acknowledge adherence and lack of

adherence to classroom rules and procedure 8. Establish and maintain effective relationships with students

1. Establish and communicate learning goals, track student progress, and celebrate success

2. Help students effectively interact with new knowledge 3. Help students practice and deepen their understanding of

new knowledge 4. Help students generate and test hypotheses about new

knowledge

9. Communicate high expectations for all students 10. Develop effective lessons organized into a cohesive unit

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Connection to CTE

• The instructional design questions emphasize area that are already strengths of the CTE system.

• The instructional design questions inform areas for improvement that are relevant to any learning setting.

Establish and communicate learning goals, track student progress, and celebrate success

By being overt in our discussion of what we are aiming for and how we are progressing, students will become more connected to their learning.


• Marinzano emphasizes the following regarding setting goals: – Keep working towards success – Personalize goals both student

and teacher – Adapt- desires and personal

needs – Goals-Instruction that is not

overly specific

• Within CTE goals are often defined by the needs of the students to be prepared to enter the workplace.

• Competency lists and standards are a logical start to goal setting.

• Involving students in goal setting strengthens buy-in

• Charts, Grade books, Checklists. Keep track-items can be changed if needed

• Provide Recognition • Personal, Specific, Pro-Active • Student Exploration -- Take action

on the spot • Meet learning objectives,

motivation, positive praise at all levels, pursue all levels of expectations.


Reinforcing effort and providing recognition increases student achievement by 29%

Consider the question, “What mechanisms best meet these needs within my specific CTE area?

Help students interact with new knowledge

Within CTE we are continually introducing new processes, procedures and knowledge to our students. The ways in which we form critical input experiences can enhance student learning.


• Assimilation- Linking new to old knowledge • Accommodation-More Radical- Making

change to existing knowledge • Schema- Accretion, Tuning, Restructuring • Distinguishing Declarative Knowledge and

Procedural Knowledge

Consider the processes & concepts that govern how new knowledge is acquired :

Use quality, research based strategies:

• Use summarizing & note taking • Explicitly structure information aids • Use questioning strategies • Encourage students to process own

information • Use visual organizers • Reciprocal Teaching- Summarizing,

Questioning, Clarifying, Predicting • Mnemonic Strategies


Cooperative Learning • Groups based on individual learning

(sparingly) • Groups small in size • Applied systematically and

consistently • Structure • Practice skills independently • Encourage to provide own feedback • Non-authoritiative feedback provides

the most understanding and gain

Cooperative Learning increases achievement

by 27%


Nonlinguistic Representations

• Variety of activities • Graphic Represen-

tations • Physical Models • Pictures • Drawings • Kinesthetic activities • Elaborate on prior knowledge or the new

knowledge



An Example: learning medical terminology

Terminology is challenging and extensive

• Attach to prior knowledge – connect terms and affixes with things students already know.

• Chunk terms into groups - concentrating on one area at a time (body systems, descriptive terms, etc.)

• Use visuals & interactive strategies– anatomy coloring books, models, puzzles

Help students practice and deepen their

understanding of new knowledge

To be successful learners, or students need to go beyond basic learning. We need to bring them towards deep and richer understanding that will strengthen their skills

Cues, Questions, and Advanced Organizers

• Effective learning with questions • Focus on what is important • Questions to all levels of students

– Wait for reply-foster learning at all levels – Actively engage

Help students practice and deepen their understanding of new knowledge

An Example: Finding Similarities and Differences • Can increase student achievement by 45% • Guidance in similarities and differences enhances students

understanding- Making good use of knowledge


What are the similarities and differences between the sets?

What are the similarities and differences within the sets?

What are the similarities and differences in function?

HOW CAN THINKING ABOUT THIS HELP YOU?

What, in addition to shop work could students do with this set?

– Metaphors – Analogies – Comparing – Classifying


Homework • Rules for Homework • Learning takes work at school and in the home • May be counterproductive if assignments are

too large • Make home work clear • Give plenty of feedback- Criterion/Referenced • Homework affords opportunity for practice or

procedural knowledge and review of declarative knowledge


Assigning Homework and Practice increases achievement by 28%

Homework in CTE?!? But CTE practice requires specific equipment and materials…

Can we address related declarative knowledge in homework?

Not CTE Homework

Can we design assignments around similarities & differences?

Can we have students develop visual representations of processes?

Can we leverage technology?

Help students generate and test

hypotheses about new knowledge

When applying their skills and learning in real-world contexts, our students will need to be able to adapt what they know to new situations and contingencies. By making this an overt part of the learning process we can help them to do this in the classroom and within practical situations.

Hypotheses- Testing and Generating

• Effective Support- (Problem Based Learning)

• Experimental Inquiry • Problem Solving • Decision Making • Investigative Tasks • Students- Explain their hypotheses and be able to

explain and have historical investigations

. Help students generate and test hypotheses about new knowledge

Hypotheses Continued:

• Deductive VS. Inductive Deductive- General conclusion from pieces of information • Inductive- Rules to make

prediction of a specific event


Help students generate and test hypotheses about new knowledge

• Examples in Agriculture

• Viewing samples of diseased plant parts to determine the disease.

• Using planting conditions to guide choices of plants within a landscape design in order to avoid disease or pests.

Practical Work • As CTE often has strong ties to industry and the

community, there is a rich source of practical, real life experience from which to draw when designing scenarios

• Co-ops and other industry or community connected practical experiences can allow students to participate in real problem solving activities.

• Throughout these experiences students routinely


Engage Students

• Student engagement is tied to motivation and their desire to take farther their learning. By actively working to maintain a high level of engagement we strengthen instruction.

Engage students

• High Energy • Helps with missing

info • Self-system on info

learned • Mild pressure • Mild competition

and controversy • Provide physical

activity

Establish or maintain classroom rules and

procedures

Well structured, organized learning environments support student learning. By creating consistency, clarity and order, we allow our students to focus on the business of learning.

Establish or maintain classroom rules and procedure

• Establish ground rules early • Organization • Environment • Interaction about expectations • Classroom Ethics • Professionalism • Recap assignments at the end of the day-

Check activity books for assignments

Labs, Classrooms & Learning Spaces

• Creating a logical physical relationships – Promotes optimal spaces for different activities – Addresses safety and appropriate conduct for

different work settings • Appropriate access to materials & tools

– Simulate workplace within school constraints • Use visual space to support and enhance

learning

Recognize and acknowledge adherence and lack of adherence to classroom rules and procedure

• Recognize Adherence or Lack of Adherence to class rules – Teacher reaction to positive student activity – Tangible recognition for positive student activity – Direct Cost Consequences-

• “Withitness” - being aware and overt about awareness of what is going on in the classroom

• Be mobile in the room • Be pro-active • Noticing Problems Prior

• Home Contingency – Parents Positive and not just negative --Emails, Calls Home,

• Graduated Actions- Eye contact, Moving Toward student, Confront Behavior

• Group Contingency, – Accountable for own actions, and groups, and entire class

• Maintaining professional demeanor

Establish and maintain effective relationships with

students

• Student well-being • Relationship will foster enhanced education • Dominance • Cooperation and Concern • Knowing something about each student

Towards more powerful Interaction • Frequency and

duration of interaction are critical

• Encouragement matters

• Non-verbal communication matters

Establish and maintain effective relationships with students

Communicate high expectations for all

students Low expectations lead to lower levels of success. We can strategically address the influence of our expectations by addressing them overtly.

Communicate high expectations for all students

By intensifying our self study of how we interact with students, we can establish practices that reduce problems caused by low expectations.

Remember that some CTE students have experienced impacts of low expectations in traditional settings.

Teacher perceptions of students can have a powerful influence on our expectations . We can’t control our perceptions, but we can act in ways that level the playing field.

• Challenge responses • Subverts- Nonverbal-Real vs. Hypothetical • Change teacher behavior- non mastery-treat

equal low and high expectation students • Affective tone and Quality Interactions • Affective-Positive praise to all students evenly • Pursue all level of students for expectations


Working with low expectation students

• Identify differential treatments of students-Verbal and Non Verbal • Ask questions of low expectancy students • Stay with low expectancy if in correct questions

• No negativity from others • Restate the question • Point out correct and incorrect • Provide ways to let them off the hook • Give Gratitude


Develop effective lessons organized into a

cohesive unit

Careful planning that includes addressing all of the instructional design questions will strengthen teaching.

Develop effective lessons organized into a cohesive unit

• Activities • Research Based Facts • Instructional Effectiveness-

2 minutes • Planning • Learning Goals of the

students • Focused Issue • Student Exploration

• Lessons that are routine

• Lessons that are specific

• Lessons with Practice • Segments devoted to

hypothesis-generation/test taking

• Action on the spot • Relationships

Reference:

Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

welcome to our class - bgorb.com presentation.pdf · welcome to our class . by barbara gorbaty and...

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