16 UbD Classm Inst

7/30/2019 16 UbD Classm Inst

1/156

Classroom InstructionThat Works:

Research-Based Strategies for

Increasing Student Achievement

Dr. John L. Brown, ASCD, Presenter


2/156

Welcome!

Classroom Instruction That Works!Classroom Instruction That Works!

represents Robert Marzanorepresents Robert Marzanos statisticals statistical

analysis of over 35 years of educationalanalysis of over 35 years of educational

research. Using a process ofresearch. Using a process ofmeta-meta-analysisanalysis based on determining thebased on determining the

effect sizes of various educationaleffect sizes of various educational

strategies,strategies, MarzanoMarzano identified nineidentified nine

major instructional practices (what hemajor instructional practices (what he

callscalls factorsfactors) that are proven by) that are proven by

research to promote the achievement ofresearch to promote the achievement of

all students.all students.


3/156

Session ObjectivesSession ObjectivesAs a result of this workshop, you will be able to:

Describe nine research-based practices provenby Robert Marzano to promote high levels of

student achievement, motivation, andengagement.

Use a variety of research-based strategies tohelp to enhance student performance,

motivation and classroom management.

Enhance your role as instructional designer byusing research-based processes to promotecontinuous improvement and student learning.


4/156

Four Big Ideas for

Todays Session

Improving student literacy across the

content areas (reading, writing, speaking,listening)

Improving student problem-solving,

including mathematical problem-solving

Improving classroom management

Enhancing student motivation


5/156

Mike Schmoker. 2006.

Results Now (ASCD):We know two things that constitute a trulyhistoric opportunity for better schools: (1)Instruction itself has the largest influence on

achievement; (2) Most instruction, despite ourbest intentions, is not effective, but couldimprove significantly and swiftly throughordinary and accessible arrangements amongteachers and administrators (P. 10)

SOWhat are these ordinaryand accessible arrangements?


6/156

According toAccording to SchmokerSchmoker, Four Focus Areas Are, Four Focus Areas Are

Essential for Student Achievement:Essential for Student Achievement:

Authentic, Argumentative Literacy: Students need to readcritically and write effectively, engaging in oral, written,and electronic discourse, debate, and inquiry.

A Guaranteed and Viable Curriculum: All instructors needto follow a coherent, agreed-upon curriculum grounded inconsensus-driven standards.

Instructional Supervision: Administrators need common,formal mechanisms to accurately gauge the contentteachers are actually teaching and how effectively they areteaching it.

Teamwork and Professional Learning Communities:Educators need to learn to work in teams. They need toprepare and review lessons and assessments together.They need to test and refine their lessons regularly on thebasis of assessment results.


7/156

The Instructional Leader and theThe Instructional Leader and the

Guaranteed and Viable CurriculumGuaranteed and Viable Curriculum

Authentic, Argumentative Literacy: Students need to read critically and

write effectively, engaging in oral, written, and electronic discourse,

debate, and inquiry.

A Guaranteed and Viable CurriculumA Guaranteed and Viable Curriculum: All: All

instructors need to follow a coherent,instructors need to follow a coherent,agreed-upon curriculum grounded inagreed-upon curriculum grounded in

consensus-driven standards.consensus-driven standards.

Instructional Supervision: Administrators need common, formal

mechanisms to accurately gauge the content teachers are actually

teaching and how effectively they are teaching it.

Teamwork and Professional Learning Communities: Educators need to

learn to work in teams. They need to prepare and review lessons and

assessments together. They need to test and refine their lessons

regularly on the basis of assessment results.


8/156

How Can You Ensure That YourHow Can You Ensure That Your

Curriculum Is Effective and Aligned?Curriculum Is Effective and Aligned?Use the handout An Evaluation Tool for Reviewing

Curriculum in Teamsto form expert groups to discuss

how well aligned your current curriculum is:

The Written: Group One The Tested/Assessed: Group Two

The Taught: Group Three

The Supported: Group Four

The Learned: Group Five

2. As you assess your curriculum, use the Observation

Checklist for Curriculum Monitoringto generate ideas for

addressing areas in which there are identified alignment

issues.


9/156

Understanding, Not Mechanical Knowing/Doing,Understanding, Not Mechanical Knowing/Doing,

Is at the Heart of These ProcessesIs at the Heart of These Processes

Authentic, Argumentative Literacy: Students need to readcritically and write effectively, engaging in oral, written,and electronic discourse, debate, and inquiry.

A Guaranteed and Viable Curriculum: All instructors needto follow a coherent, agreed-upon curriculum grounded inconsensus-driven standards.

Instructional Supervision: Administrators need common,formal mechanisms to accurately gauge the contentteachers are actually teaching and how effectively they areteaching it.

Teamwork and Professional Learning Communities:Educators need to learn to work in teams. They need toprepare and review lessons and assessments together.They need to test and refine their lessons regularly on thebasis of assessment results.


10/156

What Are Individuals Doing WhenWhat Are Individuals Doing When

They Demonstrate Understanding?They Demonstrate Understanding? ExplanationExplanation::

Backing up claimsand assertions with

evidence. InterpretationInterpretation::

Drawing inferencesand generatingsomething new fromthem.

ApplicationApplication:: Usingknowledge and skillsin a new orunanticipatedsetting or situation.

PerspectivePerspective:: Analyzingdiffering points of viewabout a topic or issue.

EmpathyEmpathy::Demonstrating theability to walk inanothers shoes.

Self-KnowledgeSelf-Knowledge::

Assessing andevaluating ones ownthinking and learning:revising, rethinking,revisiting, refining.


11/156

ExplanationAgree or Disagree?

Those who fail to learnfrom the past are

condemned to repeat it

Provide evidence to

support your opinion.


12/156

Interpretation

Brainstorm five (5) ormore ways that

teaching is like a

popcorn popper


13/156

ApplicationSelect one of the following proverbsand describe for your partner how itapplies to your own life experiences:

The family is like the forest: If you areoutside, it is denseIf you are inside,you see that each tree has its own

position. (Akan/African)

If you cant change your fate, changeyour attitude. (Chinese)

Until you have smoked out the bees,you cant eat the honey. (Russian)


14/156

PerspectiveCompare the idea ofback

to the basicsas it mighthave been presented in the

1950s to the basics of

education in the 21st

Century.


15/156

Empathy

Imagine that you are a

student in a school in whichyou currently work or areaffiliated with. Describe

what you see, feel, and thinkas you go through yourday


16/156

Self-Knowledge

How have your views on

the teaching-learning

process changed since

you first entered theprofession of

education?


17/156

Using the Six Facets to Guide the

Questioning Process

DirectionsWith a

partner, consider whichfacet(s) ofunderstanding are

reinforced by each ofthe following questions:


18/156

Questioning and the Six Facets

(cont., 2)

How are my views about other cultures affectedby my own culture?

How can I confirm or justify my position on thislegislation ?

How might George Washington feel about theAmerican presidency today?

How can we use the Pythagorean Theorem in

designing this project?What does Frost mean when he says: I havemiles to go before I sleep?

How do the varying points of view about thisissue compare and contrast?


19/156

Questioning and the Six Facets

(cont., 3)

How are my views about other culturesaffected by my own culture? (Self-Knowledge)

How can I confirm or justify my position on thislegislation ? (Explanation)

How might George Washington feel about theAmerican presidency today? (Empathy)

How can we use the Pythagorean Theorem in

designing this project? (Application)What does Frost mean when he says: I havemiles to go before I sleep? (Interpretation)

How do the varying points of view about thisissue compare and contrast? (Perspective)


20/156

Key Learning Principles (I)

Learning is active: we construct meaningthrough direct experience.

All new learning is internalized and

connected to existing cognitive schema. Learning is situated: transfer only occurs

if there is deliberate modeling, scaffolding,and instructional bridging.

Learning is optimized when studentsunderstand its purpose, can articulatepersonal goals, and monitor their ownprogress.


21/156

Key Learning Principles (II)

Learning is brain-centered: (a) The brain asks

Why?; (b) The brain downshifts when

threatened; and (c) the brain looks for patterns

and connections. The semantic/linguistic memory is our weakest

memory system and needs to be complemented

by student use of the episodic and procedural

memory.

Experience and exploration should come beforeabstractions and concepts to provide a schema

base to which students can attach new

knowledge.


22/156

Nine Research-Based Factors ForNine Research-Based Factors For

Classroom Instruction That WorksClassroom Instruction That Works(Marzano, Pickering, Pollock)

Identifying Similarities and Differences

Summarizing and Note-takingReinforcing Effort and Providing Recognition

Homework and Practice

Non-Linguistic Representations

Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers


23/156

Factor OneFactor One

Finding Similarities,

Differences, and Classifying


24/156

MarzanoMarzano Factor One: Implications forFactor One: Implications for

Instructional LeadersInstructional Leaders

The Marzano factor with the higheststatistical effect size is the act of findingsimilarities and differences.

Comparison, contrast, and classificationshould be a regular part of all studentslearning experiences.

Using comparison/contrast andclassification as a basis for designingteaching-learning-assessment tasks cangreatly enhance students deep processingand understanding of the curriculum they

are studying.


25/156

Identifying Similarities and

DifferencesExplicitly guide students in identifyingsimilarities and differences.

Ask students independently to sort itemsinto categories based upon theirsimilarities and differences.

Present and help students create graphicand symbolic comparisons.

Reinforce key cognitive skills:

a. Comparing c. Metaphors

b. Classifying d. Analogies


26/156

An IntroductoryAn Introductory

Comparison ActivityComparison Activity

With a partner, review the learning

theory assigned to your numbered

heads. Create a headline tosummarize the essence of your theory.

Next, work with your table group to

compare your respective theories and

headlines.Write a final headline as a table group,

synthesizing the connections and key

ideas common to the six theories.


27/156

Tools for Identifying Similarities

and Differences

Venn Diagram

Comparison

Matrix

Category Matrix

Ball-Chain

GraphicOrganizer

Metaphor Creation

Through the

Literal-Abstract-Literal Process

Analogy Template:

A:B::C:D

Analogy GraphicOrganizer


28/156

The Venn DiagramThe Venn Diagram

Similarities/

Areas

Of

Congruence

Socialism/Unique

Characteristics

CapitalismUnique

Characteristics


29/156

The Comparison MatrixThe Comparison Matrix

Items to Be Compared

Characteristics

External

bodyfeatures

Habitat

Sources of

Energy

Lion Elephant Dolphin


30/156

Ball-Chain Graphic OrganizerBall-Chain Graphic Organizer

LiteraryTexts

ProsePoetry

DramaticLiteratureFiction

Non-

Fiction

Novel

Novella

Short

Story

Essay

Editorial

Tragedy

Drama

Comedy

Ballad

Lyric Dramatic

Monologue

Ode

SonnetHaiku


31/156

A Sample Metaphor(Part I)

Literal: The Cell

General/Abstract Pattern: Aliving system composed ofstructures, processes, androles that sustain life.

Literal Comparison: TheStarship Enterprise


32/156

A Sample Metaphor(Part II)

Literal Element 1: The Cells Nucleus

General/Abstract Pattern: The part thatruns the whole system

Comparison Element 1: The bridge

Literal Element 2: Selectively permeablemembrane

General/Abstract Pattern: A part thatkeeps out bad things and lets in good

Comparison Element 2: The transporterroom


33/156

Creating a Metaphor for

Teaching Think of a metaphor or analogy for

being a teacher: Being a teacher is

like being a(n)________________ .

Use Marzanos Literal Element/General/Abstract Pattern model to

elaborate on your metaphor. Share your metaphor and elaboration

with a partner.


34/156

Application Activity 2Application Activity 21. Use this metaphor template to create an

original metaphororiginal metaphorfor one of the learningfor one of the learning

theories presented in your handout.theories presented in your handout.

2. Share your metaphor with a partner.

3. How might the ideas and strategies

reflected in this learning theory be usedto improve student achievement?


35/156

Comparison and Classification: ImplicationsComparison and Classification: Implications

Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronicdiscourse, debate, and inquiry. Emphasize higher-order questionsand performance tasks focused on comparison, contrast, andclassification.

A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Emphasize comparison, contrast, and classification as

key curricular focus areas.

Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Compare pre/postartifacts to determine student achievement and staff progress overtime (e.g., observation data, meeting logs, reflective journals,

assessment data).

Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. They need to prepare and reviewlessons and assessments together. They need to test and refinetheir lessons regularly on the basis of assessment results. Comparelesson/unit designs and refine lesson/unit implementation basedupon lesson study cohorts.


36/156

Reflection CheckpointReflection Checkpoint

Which of the strategies and tools foridentifying similarities and differencesare widely used?

Which strategies and tools should beadded to our collective repertoire? Why?

In which areas of student achievementmight the addition of these strategies andtools prove most useful?


37/156

Factor TwoFactor Two

Summarizing and

Note-Taking


38/156

MarzanoMarzano Factor Two:Factor Two:

Implications for Instructional LeadersImplications for Instructional Leaders

The Marzano factor with the second higheststatistical effect size involves the processesof summarizing and note-taking.

Students need to be taught to summarizeand paraphrase as an act of critical(evaluative) thinking.

The more students deep processinformation through summarizing and note-taking, the greater their level ofunderstanding and achievement.


39/156

Summarizing and Note-Taking

(Part I)

1. To effectively summarize, studentsmust delete,substitute, and keepsome information.

2. To do # 1, students must analyze theinformation on a fairly deep level.

3. To summarize information, we mustbe aware of its structure andorganization.


40/156


(Part II)4. Summarizing Strategies Include:

Rule-Based Strategies (Summarizing key rules,principles, and protocols)

Narrative Frames (Summarizing major events andprocesses within a sequence)

Topic-Restriction-Illustration Frames (Stating atopic, summarizing key areas of specificity and

limitation, and providing illustrative examples)Definition Frames (Defining concepts bypresenting the genus/broad category, differentiae/distinguishing characteristics, and examples andillustrations)


41/156

Summarizing and Note-Taking(Part III)

4. Summarizing Strategies (cont.):

Argumentation Frames (Summarizing key

assertions and claims for an argument with

accompanying limitations and restrictions)

Problem-Solution Frames (Identifying a coreproblem or barrier and synthesizing suggested

solutions and pros/cons for each)

Conversation Frames (Summarizing key

elements in a dialogue or conversation)

h. Reciprocal Teaching (Students take turns

leading a discussion of a text, including

summarizing key ideas and testing predictions)


42/156


(Part IV)Verbatim notes are least effective.

Notes are always a work in progress.

Notes should be used as a study guidefor tests.

The more notes taken, the better.

Successful formats include: (a) informal

outlines, (b) webbing, and (c)

combination techniques.


43/156

MarzanoMarzanos Three-Column Note Models Three-Column Note Model

Visual

Representations

Graphic

organizers

Pictographs

Icons

Symbols

Running Notes

Verbatim notesOngoing syntheses of

speakers, texts, or

electronic sources

essential information

and content

Summaries

SummariesKey Ideas

Core

Concepts

Questions


44/156

Using Three-Column Notes to

Respond to a Video Report Take a clean sheet of paper, draw three

columns: (1) Summaries,

(2) Running Notes, and (3) VisualRepresentations.

Use this three-column note format toobserve, take notes, and process theinformation in the next videotape report.

When youve finished processing yourrunning notes via the other two columns,compare your key ideas and visuals with a

partner.


45/156

An Exercise in ClassroomAn Exercise in Classroom

Observation and SummarizingObservation and Summarizing

1.1. Reflect:Reflect: Examine the eleven itemsExamine the eleven itemsidentified in this handout,identified in this handout, ClassroomClassroom

Management Guide for Teachers.Management Guide for Teachers.2.2. Observe:Observe: Put yourself in the role of

observer as you watch the followingteaching episode.

3.3. Share:Share: With a partner, how many of theeleven items were highly evident in thisteachers classroom? Be prepared tosummarize your observations for the

entire group.


46/156

Summarizing and Note-Taking: ImplicationsSummarizing and Note-Taking: Implications

Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronicdiscourse, debate, and inquiry. Use a variety of strategies toreinforce students ability to summarize and paraphrase informationin print, electronic, and oral text.

A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Incorporate summarizing and note-taking as core

competencies that spiral from one grade to another.

Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Provide feedbackon how effectively students are taught to summarize and use theirnotes as tools for learning, self-monitoring, and self-regulation.

Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. They need to prepare and reviewlessons and assessments together. They need to test and refinetheir lessons regularly on the basis of assessment results. Explorehow summarizing and note-taking can be enhanced in written andtaught lesson and unit designs.


47/156

Small Group DiscussionSmall Group Discussion

1. To what extent do our studentscurrently use and understand these

various summarizing and note-taking strategies?

2. Which strategies might weemphasize at particular grade

levels or within particular subjectareas?

3. How might this process contribute

to student achievement?


48/156

Factor ThreeFactor Three

Reinforcing Effort and

Providing Recognition


49/156

MarzanoMarzano Factor Three:Factor Three:


The Marzano factor with the third highest statisticaleffect size involves educators approach toreinforcing effort and providing recognition forstudent achievement.

Effective feedback and recognition should becriterion-based, reinforcing studentsunderstanding of lesson and unit standards andobjectives.

Ultimately, all learners should be motivated by thevarious ways teachers reinforce effort and providerecognition, including their approach to classroommanagement and discipline.


50/156


Providing Recognition (Part I)

1. All students can be assisted to believe

in the importance of effort.

2. Rewards are most effective when they

are based upon achieving a clear

standard for performance.

3. Abstract symbolic recognition is more

effective than tangible rewards.


51/156


Providing Recognition (Part II)

Teachers can reinforce effort and

provide recognition by:a. Personalizing it;

b. Using pause, prompt, and

praise; and

c. Using concrete symbols of

recognition.


52/156

Coaching Activity

Form pairs or groups of three.

Determine who will be the coach and who

will be coached.

As the coach, use your best coachingstrategies (both verbal and non-verbal) to

help your partner get the correct answersto each of the following questions.

At the conclusion of the first set, reverseroles and work through the second list.


53/156

Coaching Questions, Set One

What is the worlds second highest

mountain? (K-2)

Who wrote One Flew Over the

Cuckoos Nest? (Ken Kesey)

What is Queen Elizabeths

surname? (Windsor)

How do you spell Albuquerque?

What do you call a baby rabbit? (a

kitten)


54/156

Coaching Questions, Set Two

What do you call a three-line

Japanese lyrical poem? (haiku)

In what country did the sport of golforiginate? (Scotland)

How many items are in a gross? (144)

How do you spell chrysanthemum?What wrote the song Stardust?

(Hogey Carmichael)


55/156

Reinforcing Effort & Providing Recognition: ImplicationsReinforcing Effort & Providing Recognition: Implications

Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronic

discourse, debate, and inquiry. Regular, ongoing activities involvingcritical reading and writing should be tied to students use andunderstanding of rubrics, scoring guides, and related criteria.

A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Curriculum should incorporate strategies and processes

proven effective in motivating the performance of all learners.

Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Formal andinformal observations as well as peer coaching activities shouldincorporate feedback concerning student motivation and howinstructors reinforce effort and provide recognition.

Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. They need to prepare and reviewlessons and assessments together. They need to test and refinetheir lessons regularly on the basis of assessment results. Conductstudy groups and action research activities designed to addressissues related to student motivation and feedback processes,

including ways to improve classroom management and discipline.


56/156

A Final Factor Three

Reflection Activity ( Group I)Think about the students in your current school ordistrict. As a group, how positively would they ratethemselves on the fifteen items identified in the

handout Student Questionnaire: How MotivatedAre You to Succeed?

Next, review the fifteen Strategies You Can Use toIncrease Your Motivation: A Resource forStudents.

Be prepared to share with the rest of the group twoto three of the most promising strategies youwould recommend for your students to use nextyear.


57/156

A Final Factor Three

Reflection Activity (Group II)Think about the teachers in your current school or

district. As a group, how positively would they rate

themselves on the nine items identified in the

handout Teacher Self-Assessment forImplementing Classroom Discipline?

Next, share your observations and reflections with

others in your table group.

Be prepared to share with the whole group two to

three promising ideas and strategies you would

recommend for your students.


58/156

Factor FourFactor Four

Homework and

Practice


59/156

MarzanoMarzano Factor Four: Implications forFactor Four: Implications for


The Marzano factor with the fourth higheststatistical effect size involves educators useof homework and practice.

Students should be engaged in effectivecoaching, with the instructor modelingdesired behaviors and helping students toshape understandings and behaviors.

Ultimately, all learners should be motivatedby the various ways teachers reinforce effortand provide recognition.


60/156

Homework and Practice (Part I)

1. The amount assigned should vary from

elementary to high school.

2. Parent involvement should be kept to aminimum.

3. The purpose of homework should be

identified and articulated to students.

4. If homework is assigned, it should becommented upon in some way.


61/156


(Part II)5. Effective homework practices

include:

a. Establishing and communicating ahomework policy;

b. Designing assignments thatarticulate purpose and expected

outcomes; andc. Varying approaches to applying

feedback.


62/156


(Part III)

Research and theory related toeffective practice concludes:

a. Mastering a skill requires a fairamount of focused practice (The(TheMagic 20-25Magic 20-25));;

b. While practicing, students shouldadapt and shape what they havelearned.


63/156


(Part IV)2. Practice should address:

a. Charting accuracy and speed;

b. Designing practice assignmentsthat focus on specific elements of a

complex skill or process; and

c. Planning time for students to

increase their conceptualunderstanding of the skill or process.


64/156

Marzanos Three-Part

Approach to Effective Practice

ModelingModeling:: Showing students how to performkey steps within the skills sequence, including

Think-Alouds and peer modeling.

ShapingShaping:: Giving students multiple rehearsalopportunities, including chances to correct

mistakes (through coaching) and to learn about

individual variations.

InternalizingInternalizing:: Ensuring that students arrive at astate of automaticity (Anderson), with an ability

to use the knowledge or skills with a level of

independent application.


65/156

Learning to Internalize

Knowledge and Procedures

Modeling: Observe the next video clip to see

how this instructor models the skills and

concepts she is emphasizing.

Shaping: How do her students begin to shapeand practice what they are learning with

independent variations and modifications,

eliminating misunderstandings?

Internalizing: To what extent have thesestudents internalized what they have learned at

a level of independent, automatic use? What

follow-up activities would you recommend?


66/156

Homework and Practice: ImplicationsHomework and Practice: Implications


discourse, debate, and inquiry. Homework should be an extendingand refining activity, reinforcing students growing understandingand use of critical reading and writing competencies.

A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Curriculum should be integrated horizontally andvertically, with spiraling skills and competencies reinforced through

growing levels of practice and independent application.

Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Formal andinformal observations as well as peer coaching activities shouldincorporate feedback concerning the integration of homework and

practice activities to reinforce students standards mastery.

Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. They need to prepare and reviewlessons and assessments together. They need to test and refinetheir lessons regularly on the basis of assessment results. Conductstudy groups and action research activities designed to improve the

use of homework and practice to reinforce standards mastery.


67/156

Small GroupSmall Group

Evaluation CheckpointEvaluation Checkpoint1. Form a group of three to four

participants.

2. Evaluate the current status ofpractice and homework in yourschool or district. To what extentdoes the use of the Magic 20-25

and homework support studentachievement?

3. Group Debriefing: What are theimplications of our discussion?


68/156

Factor FiveFactor Five

Non-Linguistic

Representations


69/156

MarzanoMarzano Factor Five: Implications forFactor Five: Implications for


The Marzano factor with the fifth higheststatistical effect size involves educators useof graphic organizers, pictographs, and other

forms of visual representation. Students should use both hemispheres of

their brain, translating linguistic informationinto visual and iconic formats.

Learners will more deeply process andunderstand curriculum content if theyinternalize it using visual representations.


70/156


(Part I)

Knowledge is stored in two

forms: (a) linguistic and (b)

imagery. The more we use

both systems, the greater

the likelihood of ourretaining information.


71/156


(Part II) Making physical models to represent

complex systems and ideas

Generating mental pictures

Drawing pictures and pictographs

Engaging in kinesthetic activitiesthat reinforce understanding of

abstract concepts and ideas


72/156

AppointmentAppointmentinin SamarraSamarra


73/156

One day in themarketplace in

Merrakech, a rich

man was walkingwith his servant


74/156

Suddenly theservant stood

stilla look of

abject terror on hisface!


75/156

What is it?the rich man

cried


76/156

Master, the servant

replied, I see Death over

there at that stalland heis making a threatening

gesture at me


77/156

I must run! the

servant declared. May

I go to your country

home in Samarra and

hide there?


78/156

The rich man, who

valued and esteemedhis loyal servant,

agreedand then


79/156

As the servant ran

to Samarra, the

rich man movedtoward the stall and

found the dreadedDeath


80/156

Why did you make athreatening gesture at my

servant?! the rich manshrieked. He is a loyal

and valued servant andhas done you no harm


81/156

Sir, the specter

replied, that was nota threatening

gestureIt was


82/156

a look of

surprisefor I was

startled to see yourservant here in the

marketplace inMerrakech


83/156

when I wasscheduled to meet

with him this eveningin your country home

in Samarra!


84/156

Helping Students Deep Process

Appointment in Samarra

Examine each of the following forms of

graphic representation.

Consider how each of them might be

used to help students deep process

their reading of this parable.

Which of these might be especially usefulin your own school(s) or district(s) for

promoting students critical reading

skills?


85/156

Sample Non-Linguistic Representations

Graphic organizers can reinforce students readingcompetencies:

a. Descriptive maps (bubbles with the thing beingdescribed and chained bubble descriptors)

b. Time sequences and story maps (e.g., sequence

maps)c. Cause-effect chains (cause box-effect box and

major precipitating factors)

d. Episode analysis maps (key events, individuals,sequences, and cause-effect patterns observed)

e. Generalization/support charts (claims/assertionswith summaries of supporting evidence)

f. Concept maps (key concepts with associatedattributes and examples of each attribute/criterion)


86/156

Sample Descriptive MapSample Descriptive Map

Descriptive

ElementsRich Man

Servant

DeathMarketplace


87/156

Sample Time Sequence/Sample Time Sequence/

Story MapStory MapServant

sees

Death

in the

market-place.

Servant

runs to

Samarra.

Rich

man

confronts

Death.

We

realize

servant has

run to his

owndemise.

ExpositionCom-

plicationRising

Action

Turning

PointClimax and

Denouement


88/156

Sample Cause-Effect Chain

EFFECT

Servant runs

to his own

demise.

CAUSE

Servant runs

to Samarra.

CAUSE

Servant sees

Death.

Secondary

Event

Secondary

Event

Secondary

Event

S l E i d P M


89/156

Sample Episode Pattern Map

Appointment

in

SamarraEFFECTCAUSE

Character Character Character

TIME

PLACE

DURATION

S l G li ti /Sample Generalization/


90/156

Sample Generalization/Sample Generalization/

Support ChartSupport Chart

The central theme of Appointment in Samarra is

that human beings cannot avoid or cheat their

fate or destiny.

Supporting Statement with

Evidence


Evidence


Evidence


91/156

Sample Concept Map

Destiny

An event or

experience that is

pre-determined

EXAMPLE

EXAMPLE

Something decreed

by some higheroften

Supernatural--force

EXAMPLE

EXAMPLE

Something which we

cannot controlEXAMPLE

Non-Linguistic Representations: ImplicationsNon-Linguistic Representations: Implications


92/156

Non Linguistic Representations: ImplicationsNon Linguistic Representations: Implications

Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronicdiscourse, debate, and inquiry. Pre-writing activities should includethe use of non-linguistic representations, including graphicorganizers, pictographs, etc. Students can read more critically anddeeply by processing text using visual representations.

A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Curriculum should incorporate strategies and processes

that involve all brain structures and hemispheres.

Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Graphicorganizers and other visual tools should be a regular part ofteaching-learning activitiesand not used as fill-in-the-blank

activities.Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. They need to prepare and reviewlessons and assessments together. They need to test and refinetheir lessons regularly on the basis of assessment results. Conductstudy groups and action research activities designed to assess theimpact of students work with non-linguistic representations.


93/156

Pairs-SharePairs-Share

1.1. Find a Partner:Find a Partner: What are yourreactions to these strategies for thevisual representation ofinformation?

2.2. Pairs-Share:Pairs-Share: Which strategies andtools should we emphasize or add

to our repertoire?

3.3. Full-Group DebriefingFull-Group Debriefing


94/156

Factor SixFactor Six

Cooperative

Learning


95/156

MarzanoMarzano Factor Six:Factor Six:


The Marzano factor with the sixth higheststatistical effect size involves educators useof cooperative learning.

Marzano suggests that many educators makethe mistake of thinking cooperative learningis just putting students into small groups.

Cooperative learning can greatly enhancestudent participation, motivation,engagement, and deep processing ofcurriculum content.


96/156

Cooperative LearningCooperative Learning

David and Roger Johnson (1999): Fivedefining elements

a. positive interdependenceb. face-to-face promotive interaction

c. individual and group accountability

d. interpersonal and small groupskills

e. group processing


97/156

A Seminar Activity UsingA Seminar Activity Using

Essential QuestionsEssential Questions (Part I)(Part I)Cooperative learning-based seminars can

greatly enhance students inquiry into and

understanding of the big ideas and essential

questions of the curriculum they are studying.

Create a fishbowl inner circle seminar group

(3-4 members) and an outer circle coaching

cadre (2-3 members).

If you are in the inner-circle seminar group,

appoint a (a) facilitator, (b) recorder, (c)

timekeeper, and (d) designated synthesizer.

A S i A ti it U iA Seminar Activity Using


98/156

A Seminar Activity UsingA Seminar Activity Using

Essential QuestionsEssential Questions (Part II)(Part II)

If you are in the outer circle coaching cadre,be prepared to observe the seminar group inaction as they explore one of the essentialquestions on the next slide. Be prepared topresent commendations and recommendationsconcerning such issues as the following:

a. How responsive and engaged were allparticipants?

b.How effectively did each seminar member

fulfill his or her role?c. What are the strengths, commendations, and

recommendations you and your fellowobservers might offer the seminarparticipants?


99/156

Your Choices for SeminarYour Choices for Seminar

Essential QuestionsEssential QuestionsWhy do all major world civilizationshave some form of organized

athletic competition?How would our world change if theInternet were to disappeartomorrow?

How has the concept of Back toBasics changed in 21st Centuryeducation?


100/156

Self-Reflection ActivitySelf-Reflection Activity

Observe the video clip onclassroom meetings. To what

extent is this process in usein your current school(s) ordistrict(s)? (Handout:Suggestions forDiscussions DuringClassroom Meetings: A Toolfor Students)

Cooperative Learning: ImplicationsCooperative Learning: Implications


101/156

p g pp g p

Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronicdiscourse, debate, and inquiry. Integrate a variety of cooperative

learning processes into reading and writing activities (e.g., peerresponse groups, peer coaching, seminar activities).

A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Curriculum should model and showcase teachingstrategies that reinforce student understanding, including

cooperative learning structures.

Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Ensure that avariety of cooperative learning structures are used, with shiftingroles and both group as well as individual accountability.

Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. They need to prepare and reviewlessons and assessments together. They need to test and refinetheir lessons regularly on the basis of assessment results. Conductstudy groups and action research activities to determine the qualityof cooperative learning strategies and the value they add to studentachievement and motivation.


102/156

Full-Group ProcessingFull-Group Processing

1. How well do the educators in our

district understand the research

principles underlying cooperative

learning?

2. To what extent is cooperative

learning an active part of all

students education? In what areas

(grade, content) might we expand

our emphasis?


103/156

Factor SevenFactor Seven

Setting Objectives and

Providing Feedback

MM F t SF t S


104/156

MarzanoMarzano Factor Seven:Factor Seven:


The Marzano factor with the seventh higheststatistical effect size involves educators approachto setting and communicating objectives andproviding feedback on student progress relative to

desired results.

Marzano reinforces the need for a guaranteed andviable curriculum with manageable (i.e., withinallotted time) standards that are monitored viainstructional supervision.

Feedback is an essential part of this process,aligned to the taught/assessed curriculum via abalanced, comprehensive approach to assessment(diagnostic, formative, summative).

S i Obj i d


105/156


Providing Feedback(I)1. Instructional goals and objectives

should frameframe and inform studentlearning.

2. Instructional goals and objectivesshould not be so constrictive ornarrowing that they limit studentlearning.

3. Students need support inpersonalizing goals and objectivesaccording to their individual needs andexperiences.


106/156


Providing Feedback(II)

Feedback should be corrective in nature.

Feedback should be timely.

Feedback should be specific to a criterion.

Wherever possible, feedback shouldemphasize student reflection, rethinking,

refinement,andrevisiting.

S tti Obj ti d


107/156


Providing Feedback(III)Individually, review the Twenty

Suggestions for Providing Student

Feedbackhandout.

Find one or two partners, and identify

two-three strategies that you consider

especially important but underutilized in

your school(s) or district(s).

Be prepared to share your choices with

the rest of the group.

S tti Obj ti d


108/156


Providing Feedback(IV)Individually, review the Feedbackfor My Teacherhandout.

How would you expect the studentsin your school(s) or district(s) torespond to the items on thisquestionnaire?

Be prepared to share your choiceswith your table partners and thewhole group.



109/156


Providing Feedback(V)A key facet of providing effective feedbackinvolves staff use of a balanced approach toassessment, as presented in the A School

Assessment Review Checklist.After reviewing the following assessmentprinciples and types, use the questionnaire toconsider which aspects of effective assessmentyour staff needs to emphasize or add to their

repertoire.

Be prepared to share with the rest of the groupyour suggestions for improving assessment inyour school or district.

Assessing Understanding:


110/156

Assessing Understanding:

Some Starting Points Assessment and instruction are inextricably

linked.

The nature of your desired result(s) will

determine the type(s) of assessment task

you use to monitor student achievement.

When assessing for understanding, morethan selected-response test items (true-

false, fill in the blank, multiple choice) are

required.

Ali i C i l P i iti d


111/156

Aligning Curricular Priorities and

Assessment Methods

Traditional quizzes

and tests (selected response).

Quizzes and tests

(constructed response).

Performance tasks and projects

Performance tasks and projects

(complex, open-ended, authentic)...


112/156

Assessing Your AssessmentsAssessing Your Assessments

Does your staff select the appropriate

assessment tool or process to assess student

achievement ofeach desired result?

Does your staff use a range of assessment tools,rather than just tests and quizzes?

Does your staff strive to create a photo album,

not a snapshot, of student performance data?

Does this photo album provide a full portrait of

what students know, do, and understand relative

to desired results?


113/156

Assessing Your AssessmentsAssessing Your Assessments

Do your staff make use of

Tests and quizzes that include

constructed-response items? Reflective assessments (reflective

journals, think logs, peer response groups,interviews)?

Academic prompts with a FAT-P (audience,format, topic, purpose) clearly stated?

Culminating performance assessmenttasks and projects?

Constructed Response


114/156

Constructed-Response

Test Items Require some form of performance by the

student within the testing situation.

Involve students in demonstrations ofunderstanding, not just knowledge-recall

learning.

Are often written, but can be differentiated

to allow for alternative approaches. Can involve some form of choice by the

learner.

S l C t t d


115/156

Sample Constructed-

Response Test Items1. Defend or negate the following

statement: Those who fail to learn fromthe past are condemned to repeat it.

2. Examine the solution to the math wordproblem presented below. Describe analternativeand more efficientway ofsolving it.

3. Observe the following videotape, whichhighlights elements of a local eco-system. Describe your observations andconclusions about the health of thatsystem.

Formal and Informal


116/156

Formal and Informal

Reflective Assessments Encourage students to internalize and

apply to themselves and peers significant

evaluation standards and criteria. Engage students in self-evaluation and

meta-cognitive processing.

Ensure that all learners are becoming self-

monitoring and are owning the evaluationcriteria.

Encourage active feedback and adjustment.

Sample Reflective Assessment


117/156

Sample Reflective Assessment

Activities1. Reflective Journal Entries: How well do you understand

this passage? What are the main ideas from this lesson?What did this material mean to you?

2. Think Logs: How would you describe the process of

classification? How has your approach to problem-solving changed during this unit?

3. Self-Evaluations: Based upon our evaluation criteria, whatgrade would you give yourself? Why?

4. Peer Response Group Activities: What can you praiseabout the work? What questions can you pose? What

suggestions can you make for polishing the product?

5. Interviews: Tell me about your perceptions of thisproject. What do you consider to be your strengths andareas in need of improvement?


118/156

The Academic Prompt

A structured performance task thatelicits the students creation of a

controlled performance or product. These performances and products

should align with criteria expressedin a scoring guide or rubric.

Successful prompts articulate aformat, audience, topic/contentfocus, and purpose.

A Sample Academic PromptA Sample Academic Prompt


119/156

A Sample Academic PromptA Sample Academic Prompt

with awith a FFAATT--PP

Think about a time when you were

surprised (topic).(topic). Write a letter(format)(format)

to a friend (audience)(audience)in which youdescribe that experience. Use a logical

narrative sequence with concrete

sensory details to help your friend

understand what this event was like andhow you experienced it (purpose).(purpose).

Elements of an EffectiveElements of an Effective


120/156

lements of an ffectivef ff

Culminating Performance Task orCulminating Performance Task or

Culminating ProjectCulminating Project

GG=real-world goals=real-world goals

RR=real-world role(s)=real-world role(s)

AA=real-world audience=real-world audience

SS=real-world situation=real-world situation

PP=real-world products and=real-world products andperformancesperformances

SS=standards for acceptable performance=standards for acceptable performance

A SampleA Sample GG..RR..AA..SS..PP..SS..


121/156

A SampleA Sample GG..RR..AA..SS..PP..SS..

You are a member of a team of scientistsmember of a team of scientistsinvestigating deforestation of the Amazoninvestigating deforestation of the Amazonrain forest.rain forest. You are responsible forgatheringscientific data (including such visualevidence as photographs) and producing a

scientific report in which you summarizecurrent conditions, possible future trends, andtheir implications for both the Amazon itself andits broader influence on our planet.YourYour

report,report, which you will

presentpresent

to a United

Nations sub-committee, should includedetailed and fully-supporteddetailed and fully-supportedrecommendationsrecommendations for an action plan whichwhichare clear and completeare clear and complete.

A i


122/156

Assessing

Performance Tasks

Modified Holistic

Scoring Rubrics

Analytic-Trait Rubrics

Analytic Scoring Guides

Modified Holistic


123/156

Scoring Rubric

3=All data are accurately represented on the graph. All partsof the graph are correctly labeled. The graph contains a titlethat clearly tells what the data show. The graph is very neatand easy to read.

2=Data are accurately represented on the graph or the graphcontains only minor errors. All parts of the graph arecorrectly labeled or the graph contains minor inaccuracies.The graph contains a title that generally tells what the datashow. The graph is generally neat and readable.

1=The data are inaccurately represented, contain majorerrors or are missing. Only some parts of the graph arecorrectly labeled, or labels are missing. The title does notreflect what the data show, or the title is missing. The graphis sloppy and difficult to read.

The Analytic-Trait Rubric


124/156

The Analytic-Trait Rubric

The performance or product is

ineffective.

Shows little apparent

understanding of the relevant

ideas and processes

1

The performance or product issomewhat effective

Shows a somewhat nave orlimited understanding of

relevant ideas or processes

2

The performance or product is

effective

Shows a solid understanding

of the relevant ideas and

processes

3

The performance or product ishighly effective

Shows a sophisticatedunderstanding of relevant

ideas and processes

4

35 percentWeights: 65 percentScale

Performance or

Performance Quality

UnderstandingTraits


125/156

Analytic Scoring Guide

50%=Content: Clearly-presented thesis statement withfully-developed supporting ideas and balancedevidence to make a compelling and convincingargument.

25%=Organization: Consistent support of thesisstatement with all ideas and supporting evidencealigned with the controlling ideas of the composition.Consistent attention to the use of transitionalexpressions and other techniques to ensure coherenceand clarity.

25%=Editing: Elimination of major grammar and usageerrors with clear attention to correct syntax andsentence variety.


126/156

A Coaching ResourceA Coaching Resource

As you begin to explore with your

staff key issues related to

assessment, you may wish toadminister the handout, Faculty

Questionnaire: How Balanced Is

Your Assessment Approach?

Differentiating Assessments:


127/156

ff g

Some Questions for Your Consideration

How do you assess students readiness

levels when designing assessments?

To what extent are students learningprofiles taken into account when

designing assessment products?

When is it possible to align assessment

products with student interests? To whatextent can doing so enhance student

achievement?

Criteria for Differentiated


128/156

Criteria for Differentiated

Assessment Products Clearly lay out what students should demonstrate, transfer,

or apply to show what they understand and can do as aresult of the study.

Provide one or more modes of expression.

Lay out clear, precise expectations for high-quality content(e.g., rubrics, scoring guides); steps and behaviors ofdeveloping the product; and the nature of the product itself.

Provide support and scaffolding for high-quality studentsuccess.

Provide for variations in student readiness, interest, andlearning profile.

Some Approaches to


129/156

Some Approaches to

Differentiating Assessments

Multiple Learning

Modality Options

Varied Journal

Prompts

Independent Study

Anchored Activitiesand Varied Texts and

Materials

CurriculumCompacting

Orbital Studies

Cooperative

Learning JIGSAWS

Varied HomeworkLearning Contracts

Aligning Productswith Multiple

Intelligences

Interest GroupsTiered Centers

Complex InstructionInterest CentersTiered Lessons


130/156

Coaching for Differentiation

Observe this next video episode from the

perspective of differentiated assessment

and instruction.

What specific approaches and strategiesdoes this instructor use to address

students readiness levels, learning styles,

and interests?

What commendations and

recommendations would you make?

Setting Objectives and Providing Feedback: ImplicationsSetting Objectives and Providing Feedback: Implications

A th ti A t ti Lit St d t d t d iti ll


131/156

Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronicdiscourse, debate, and inquiry. Critical reading and writing should

be integrated into all content areas with direct instruction of keyreading and writing competencies, including inquiry-based analysisof print, electronic, and artistic texts.

A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Curriculum should be guaranteed and viable (i.e.,

sufficiently transparent to be taught within allotted schedules).Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Monitor and

provide coaching relative to how educators communicateobjectives, ensure students understand the purpose andauthenticity of what they are learning, and provide appropriate andsustained feedback that produces positive changes in learning.

Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams, including lesson study. Conductstudy groups and action research activities to examine the impactand value added of feedback and assessment processes related toconsensus-driven curriculum standards.

Staff Questionnaire:Staff Questionnaire: To What Extent Are We


132/156

Differentiating Instruction to Address the Strengths

and Needs of All Our Learners?

1. How well do allallour educators

differentiate instruction?

2. Based upon your review of thisquestionnaire, which aspects of

differentiated instruction are highly

evident?

3. Which aspects require much more

attention and emphasis?


133/156

Factor EightFactor Eight

Generating and

Testing Hypotheses

MarzanoMarzano Factor Eight:Factor Eight:


134/156

gg


The Marzano factor with the eighth highest statistical

effect size involves educators work with students in

generating and testing hypotheses.

Marzano suggests that the thinking processesassociated with hypothesis generation and testing

are critical for students development of higher-order

reasoning skills, processes, and habits of mind.

In addition to student development, work withhypothesis generation and testing can have a huge

and positive impact upon teamwork and

professional learning communities, especially via

action research.

Generating and


135/156

Generating and

Testing Hypotheses (I)

1. Students need support in drawing

conclusions based upon

information they know or arepresented with (induction)(induction) as well

as using general rules to make

predictions about a future actionor event (deduction).(deduction).

Generating and


136/156

Testing Hypotheses (II)

2.2. Engaging students in generating and

testing hypotheses can reinforce their

application of key cognitive processes:

a. problem solvingb. decision making

c. experimental inquiry

d. investigation (historical,

projective, I-SEARCH)

e. systems analysis

f. invention

Generating and Testing Hypotheses: ImplicationsGenerating and Testing Hypotheses: Implications


137/156


discourse, debate, and inquiry. Use the higher-order thinkingprocesses Marzano associated with hypothesis generation andtesting to reinforce inquiry and student investigation via the

processes of reading and writing.

A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Curriculum should articulate standards and performance

indicators consistent with the six thinking processes Marzanoassociates with hypothesis generation and testing.

Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Monitor and

provide coaching feedback related to educators and students work

with hypothesis generation and testing via the six major thinkingprocesses identified by Marzano.

Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. Conduct study groups and actionresearch activities to determine the impact of hypothesis generationand testing upon student achievement and understanding.

Assessing StudentsAssessing Students CriticalCritical


138/156

Assessing StudentsAssessing Students CriticalCritical

Thinking CompetenciesThinking CompetenciesTo what extent do we:To what extent do we:

1.1.Reinforce students ability to drawdraw

conclusionsconclusions both inductively anddeductively?

2.2.What are students strengths andweaknesses when working with the sixsix

identified critical thinking processes?identified critical thinking processes?

3.3.To what extent do we emphasize studentsability to generate and test hypothesesgenerate and test hypotheses?

The Role of Investigation in theThe Role of Investigation in the


139/156

The Role of Investigation in theThe Role of Investigation in the

Professional Learning CommunityProfessional Learning Community (I)(I) A critical component of professional

learning communities involves variationson the action research process.

Action research emphasizes: (a) staffidentification of key student achievementproblems, staff productivity issues, and/ororganizational effectiveness concerns and

(b) related hypothesis generation andtesting via staff-facilitated investigation,study, action planning, and reporting onresults.

Action Research Template with QuestionsAction Research Template with Questions

(Handout)(Handout)


140/156

(Handout)(Handout)

Beginning the Process (building consensus about potential

targets for investigation)

Formulating Action Questions (framing the investigation

through focused achievement-oriented questions)

Collecting Preliminary Data (confirming the validity of the

action research questions)

Presenting a Preliminary Data Analysis Report (ensuring

involvement of major stakeholders)

Generating an Action Research Intervention Plan

Implementing the Plan

Presenting Preliminary Conclusions Based on Collected Data

Revising the Plan Based on Data Analysis and Initial Results

Bringing Action Research into


141/156

g g

Your School or District Consider the eight-step action

research process (and related steps)

described in your handout.

Individually or with one or more

partners, be prepared to share with the

whole group a potential actionresearch project you might initiate in

your school(s) or district(s).


142/156

Factor NineFactor Nine

Cues, Questions, and

Advance Organizers

MarzanoMarzano Factor Nine:Factor Nine:


143/156


The Marzano factor with the ninth highest statistical effect size

involves educators reinforcement of student understanding

and higher-order reasoning via cues, questions, and advance

organizers.

The use of cueing tools ensures that all students are focused

on what they are to learn, where they should be in the process,

and how they are engaged in the process of self-assessment.

Students must receive ongoing coaching in responding to

higher-order questions with valid and complete evidence to

support their responses.

Advance organizers (Ausubel) provide an outline of the content

and processes to be emphasized in a lesson or unit, ensuring

that students develop an initial gestalt of what they are

learning and why they are learning it.

Student Achievement Related toStudent Achievement Related to

i O Q i


144/156

Higher-Order QuestionsHigher-Order Questions

1. According to Marzano, the average instructor stilluses factual-recall questioning at least 65-75% ofthe time.

2. Marzano also suggests that average teacher wait

time is still one second or less.

3. The National Assessment of Educational Progress(NAEP), the Third International Mathematics andScience Study (TIMSS), and the recent PISAinternational assessment of student mathematicsliteracy all confirm American students difficultywith questions and assessment prompts requiringhigher-order reasoning and independent orpractical application of skills and knowledge.

Cues, Questions, andCues, Questions, and


145/156

, Q ,, Q ,

Advance Organizers (II)Advance Organizers (II)

1. Cueing and questioning accounts for

80% of what occurs in a classroom ona given day.

2. Cues and questions should focus on

what is important, not unusual.

3. Wait time (2-5 seconds) can increase

depth of student response to questions.

Sample College Entrance Essay Questions:

H W ld Y D ?


146/156

How Would You Do?

1.Have you ever walked through the aislesof a warehouse store like Costco or SamsClub and wondered who would buy a jar of

mustard a foot and a half tall? Wevebought it, but it didnt keep us fromwondering about other things, like absurdeating contests, impulse buys, excess,unimagined uses for mustard, storage

preservatives, notions of bignessanddozens of other ideas both silly andserious. Write an essay somehow inspiredby super-huge mustard. (U. of Chicago)

College Entrance


147/156

g

Essay Questions (2)2.How have your life experiences and

background shaped you into an

individual who will enrich theUniversity of Maryland community?

3.Discuss an aspect of a book that has

shaped the way you think. (St.Johns College, Annapolis)

College Entrance


148/156

g

Essay Questions (3)4.What is your favorite wordand

why? (University of Virginia)

5. Franz Kafka once said: A belief is

like a guillotine, just as heavy and

just as light. How would you relate

this quote to your own convictions?(University of Virginia)

College Entrance


149/156

g

Essay Questions (4)6.The following Japanese character

represents the Zen concept of Mindthat does not stick. How does thisidea apply to your life andexperience? (University of Chicago)

7. If you could balance on a tightrope,

over what landscape would youwalk? (University of Chicago)

College Entrance


150/156

g

Essay Questions (5)8.How do you feel about Wednesday?

(University of Chicago)

9. You have just completed your 300-

page autobiography. Please submit

page 217. (University of Pennsylvania)

Question Types


151/156

1. Analytical: How does the author presentand develop his theme?

2. Interpretive: Why is Hamlet so conflictedabout his course of action?

3. Inferential: What do you conclude is thewriters main idea in this passage?

4. Evaluative: What is the best solution tothis problem? Why?

5. Essential: In what sense is history a

story shaped by the historian?6. Reflective: How has your understanding

of scientific inquiry changed thissemester? Why?

Advance Organizers (I)


152/156

Advance Organizers (I)

Ausubel (1968): Advanceorganizers represent appropriately

relevant and inclusive introductorymaterials introduced in advance of

learning and presented at a higher

level of abstraction, generality, and

inclusiveness than the informationpresented after it

Advance Organizers (II)


153/156

Advance Organizers (II)

Advance organizers should focuson what is important as opposed towhat is unusual. They are most

useful with information that is notinitially well organized.

Advance organizers can be: (a)expository, (b) narrative, and (c)skimming.

Cues, Questions, and Advance Organizers: ImplicationsCues, Questions, and Advance Organizers: Implications

Authentic Argumentative Literacy: Students need to read critically


154/156

Authentic, Argumentative Literacy: Students need to read criticallyand write effectively, engaging in oral, written, and electronicdiscourse, debate, and inquiry. Enhancing students ability torespond to higher-order questions greatly enhances all facets ofauthentic and argumentative literacy.

A Guaranteed and Viable Curriculum: All instructors need to followa coherent, agreed-upon curriculum grounded in consensus-drivenstandards. Curriculum should emphasize big ideas, essentialquestions, and enduring understandings, not just discrete or

isolated knowledge and skills.

Instructional Supervision: Administrators need common, formalmechanisms to accurately gauge the content teachers are actuallyteaching and how effectively they are teaching it. Monitor and

provide coaching feedback related to educators use of cueingtools, higher-order questions, and advance organizers.

Teamwork and Professional Learning Communities: Educatorsneed to learn to work in teams. Conduct study groups and actionresearch activities to determine students ability to respond tohigher-order questions, especially in relationship to high-stakesaccountability tests.



155/156


1. How well do we cuecue our students intothe big ideas, issues, andskills/processes at the heart of ourcurriculum?

2. To what extent are higher-orderhigher-orderquestionsquestions and follow-up probesfollow-up probes anessential part of all students education?

3. How are advance organizersadvance organizers used toframe and guide student learning? Howcould we expand their use?

A Final Note and Handout:

A Questionnaire: How Effective Is Your


156/156

A Questionnaire: How Effective Is Your

Professional Development?

As we conclude our day, consider howMarzanos nine factors play into yourprofessional development programs and

activities.

Individually, complete the questionnaire onprofessional development.

Be prepared to share with the whole groupyour action steps for professionald l t i h l( )

Documents

16 UbD Classm Inst