breaking it down using technology with classroom strategies that work
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Breaking It Down Using Technology With Classroom Strategies That Work. Glenn Gurley and Cynthia Wilson. Want green copies?. All of the North Carolina Teacher Academy presentations can be downloaded at the following location: http://ncteacheracademy.pbwiki.com - PowerPoint PPT PresentationTRANSCRIPT
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Breaking It DownUsing Technology With
Classroom Strategies That Work
Glenn Gurley and Cynthia Wilson
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All of the North Carolina Teacher Academy presentations can be downloaded at the following
location:http://ncteacheracademy.pbwiki.com
For questions about this presentation or the Teacher Academy:
Want green copies?
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Why Technology with Marzano?
• Moves classrooms from teacher dominated to ones that are more student centered.
• Allows for more differentiation• Augments motivation to learn• Encourages collaboration• Promotes critical thinking• Develops problem-solving skills
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Instruction That Works: The Essential Nine
Premiered Summer 2008
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Take 90 seconds to individually order the nine srategies, based on what you think the research revealed.
Take 90 seconds
and compare
with someone
near you.
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Category Avg. Effect Size Percentile Gain # of Studies
Identifying similarities and differences 1.61 45 31
Summarizing and note taking 1.00 34 179
Reinforcing effort and providing recognition .80 29 21
Homework and practice .77 28 134
Nonlinguistic representations .75 27 246
Cooperative learning .73 27 122
Setting objectives and providing feedback .61 23 408
Generating and testing hypotheses .61 23 63
Questions, cues and organizers .59 22 1251
Instructional Strategies Research
Average Effect Size .20 or Above Significant Impact.80 or Above Very Significant Impact
Meta-analysis combines the results from a number of studies to determine the average effect of a given technique.
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Using Technology with Classroom Instruction That Works
Premiers Summer 2009
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Wizards
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• On the Word 2003 Tools menu, click AutoSummarize. • Select the type of summary you want.• In the Percent of original box, type or select the level
of detail to include in the summary. Select a higher percentage of the original document to include more detail.
• If you don't want AutoSummarize to replace your existing keywords and comments on the Summary tab in the Properties dialog box (File menu), clear the Update document statistics check box.
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• Click the 2007 Microsoft Office Button , and then click Word Options.
• Click Customize. • In the list under Choose commands from, click
All Commands. • Scroll through the list of commands until you
see AutoSummary Tools. • Click AutoSummary Tools, and then click Add.
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Note TakingUsingTrack ChangesFeature
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Webbing
http://www.iowa-city.k12.ia.us/Library/Curriculum/InfoLit/Lessons/Webbing%20Questions.htm
Using
Inspiration
or Word
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Students Can Learn toChange their Beliefs
to an Emphasis on Effort
• Izzit - Website - Izzit.org
• Randy Pauch – The Last Lecture - Video
• Muhammad Yunus - Video
• Tiger Woods Foundation Website
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Homework
• Purpose of homework should be identified and articulated.
• Homework should be commented on.• Parental involvement should be limited.• Amount of homework varies on age and
ability.
So how to we prepare students for homework?
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Homework should help students
• Master a skill or process• Adapt and shape what they have learned• Increase their conceptual understanding of
skills and processes
How do we assure what we assign meets these needs?
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Recommendations
• Use graphic organizers to represent knowledge
• Have students create physical models of knowledge
• Have student generate mental pictures• Use pictographs• Engage in kinesthetic activities
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Using Smart Art Graphics in Word
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Using Advance Google Searches
Mental images cuesPictographs images
Images for projects
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• Upload from and save to your desktop • Edit anytime, from anywhere Pick who can
access your documents • Share changes in real time • Files are stored securely online • It's FREE!
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Generalization from Researchon Providing Feedback
• Feedback should be “corrective” in nature. • Feedback should be timely. • Feedback should be specific to a criterion
(appearance, level of learning). • Students can effectively provide their own
feedback.
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4 3 2 1
Completion
All sections of the brochure are complete and handed in on time.
All required sections of the brochure are complete and handed in on time.
Most sections of the brochure are complete and is handed in 0-1 days late
Three fourths of the brochure are missing and was handed in late.
Content
Optional sections were included.
No optional sections
No optional sections
No optional sections
Connections
There are more than three connections made among the ideas of topography, natural resources, and culture.
There are at least three connections in each major section.
There is at least one connection in each major section.
No connections
Appearance brochure design is neat, creative, and colorful and it is typed.
The brochure is neat and easy to read.
The brochure is not neat but is readable.
The brochure is unreadable
Sample RubricCriteria: Procedure
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Generating and Testing HypothesesSix Types of Tasks
• Systems Analysis
• Problem Solving
• Decision Making
• Investigation
• Experimental Inquiry
• Invention
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Projective Investigation - Civil Disobedience
Select a major movement and consider what would have happened if there had been no civil
disobedience as part of the movement.
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Research On Questioning
• 80 percent of student-teacher interactions involve cues and questions (Marzano, Pickering, and Pollock, 2001).
• 60 percent of the questions asked are lower cognitive questions
• 20 percent are higher cognitive questions• 20 percent are procedural.
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Cues
Helping Students Activate Prior Knowledge
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http://strategiesthatwork.pbwiki.com/
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Breaking It DownUsing Technology With
Classroom Strategies That Work
Glenn Gurley and Cynthia Wilson