©marzano&associates what works in schools- robert marzano 1. guaranteed and viable curriculum...

©Marzano&Associates

What Works in Schools- Robert Marzano

1. Guaranteed and Viable Curriculum

2. Challenging Goals and Effective Feedback

3. Parent and Community Involvement

4. Safe and Orderly Environment

5. Collegiality and Professionalism

6. Instructional Strategies

7. Classroom Management

8. Classroom Curriculum Design

School

Teacher

Student

9. Home Environment

10. Learned Intelligence/ Background Knowledge

11. Motivation

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Professional Norms

1. Community– We demonstrate respect and support for all stakeholders.

2. Commitment– We commit to and make decisions based on our Ideals and Beliefs about Learning.

3. Responsibility– We accept responsibility for students’ learning.

4. Efficacy– We believe we can help all students learn.

5. Humility– We seek out and use feedback from external sources.

6. Resourcefulness– We seek out ideas for structures, resources, and methods to insure that all students will learn.

7. Creativity– We create new structures, resources, and methods to insure all students will learn.


Ideals and Beliefs–We make decisions based on these:

1.All students can learn.

2.Students learn in different ways.

3.Students learn in different timeframes.

4.Students should enjoy learning—because it is fun and/or intellectually stimulating.

5.Errors are inherent in the learning process.

6.Feedback is essential to learning—feedback that is clear, accurate, specific, timely, and motivating.

7.Poverty does not inhibit students’ ability to learn.


What Works in Schools- Robert Marzano

1. Guaranteed and Viable Curriculum

2. Challenging Goals and Effective Feedback

3. Parent and Community Involvement

4. Safe and Orderly Environment

5. Collegiality and Professionalism

6. Instructional Strategies

7. Classroom Management

8. Classroom Curriculum Design

School

Teacher

Student

9. Home Environment


11. Motivation

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Factors Influencing Achievement

Student

9. Home Environment


11. Motivation



Vocabulary

People, places, events, ideas, phrases, titles,

Academic


1. Identify essential academic terms and phrases.

2. Use a research-based process for teaching new terms and phrases.



• Effective vocabulary instruction does not rely on definitions.


astrology as-trol-o-gy n.

The study of the positions and aspects of heavenly bodies in the belief that they have an influence on natural earthly occurrences and the course of human affairs.



• Students should discuss the terms.

• Students should play with words.

• Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.

• Effective vocabulary instruction does not rely on definitions.

• Students must represent their knowledge of words in linguistic and nonlinguistic ways.


Step 1: Provide a description, explanation, or example of the new term.

Step 2: Ask students to restate the description, explanation, or example in their own words.

Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.

Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

Step 5: Periodically ask students to discuss the terms with one another.

Step 6: Involve students periodically in games that allow them to play with terms.

A Six-Step Process for Teaching New Terms


Income tax is the money we pay to the government that they use to provide things we all need, like roads. The money is taken out of our paychecks.

Pay day!!


Dynamic character: It’s when a character in a story changes; usually changes a lot.


Czar: A ruler in ancient times. They were sort of like kings.






Step 5: Periodically ask students to discuss the terms with one another..



Help students develop sufficient initial understandingso that they can

• describe the terms and • represent the terms nonlinguistically

Provide multiple opportunities for students to

• revisit and revise

descriptions and nonlinguistic representations.


Identifying similarities and differences

Summarizing and note taking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic representations

Cooperative learning

Setting objectives and providing feedback

Generating and testing hypotheses

Cues, questions, and advance organizers


Most common reaction from teachers:

Most common reaction from administrators:

“We already use all of these strategies.”

“How can I get teachers to use these strategies?”


Setting Objectives and Providing Feedback



3

Learning Goal or Activities/Assignments

Today, we willRead Chapter 2 in ..Finish Adverb assignment…Work on myth..


Understand the technique of foreshadowing in mysteries.

Are skilled at finding information using search engines.

Learning Goal or Activities/Assignments

As a result of what we do today, you will beable to demonstrate that you:


When students know what they are learning, their performance, on average, has been shown to be

27 percentile points higher

than students who do not know what they are learning.


Learning Goals: Feedback

1.________________________________________________________________

1 2 3 4 (see rubric)

2.________________________________________________________________


3.________________________________________________________________


4.________________________________________________________________


Name__________________ Date___________________ Assignment____________________________________


• Add and subtract fractions

• Understand the various components of culture.

• Make a travel brochure for a region.

• Make a simple machine.

• Understand the relationship between fractions and decimals

• Read Huckleberry Finn.

• Write a book report.

• Design a menu that includes a balance of foods from the food pyramid.

• Serve a volleyball

•Know the states and their capitals.

Activities/Assignments or Learning Goals?????


Ensuring Effective Instructional Practices

Phase I: Develop a model or language of instruction.

Phase IV: Monitor the Effectiveness of Individual Teacher’s Instructional Styles as a Form of Teacher Feedback.

Phase III: Establish a Systematic Way for Teachers to Observe Master Teachers and Each Other Using the Model of Instruction.

Phase II: Develop a Systematic Way for Teachers to Interact about Instruction Using the Model.


To what extent do the Learning Goals address essential knowledge?

Once the Learning Goal is clear, we can monitor the quality:

Is it likely the assignment/assessment will enhance students’ learning of, or actually assess, the knowledge in the Learning Goal?

Given the Learning Goal, is this assignment worth the time?

Are there aspects of the assignment that would require knowledge other than that in the Learning Goal? If so, are we teaching that knowledge or assuming that knowledge?


Students will demonstrate that they know the major geographic features of Colorado by making a cake and decorating it to look like Colorado’s topography.

Students will demonstrate their understanding of the issues related to the Civil War by creating a “Who’s Who” book of Civil War generals.

Students will be able to demonstrate their understanding simple machines by building a model of a miniature golf hole that includes three simple machines.

What’s wrong?


Science Today

Directions:

• Each of you must select two current events and prepare an oral presentation to share these events with the class. These will be presented all year on Wednesdays. The grade you receive, no matter when you present, will be part of your fourth quarter grade.

• These events your describe for the class must be current, which means the article you read must be dated within a week of your presentation.

•You will have the opportunity to choose the week you are going to present. If you do not sign up, however, I will select a week for you.

• Remember this is science. Your TWO events must be related to science, or you will receive a 0.

• Be sure to examine carefully the Evaluation Form at the bottom of this page. That form will be used to provide you with your presentation grade. BRING THE FORM WITH YOU. IF I HAVE TO PROVIDE YOU WITH A NEW ONE, 10 POINTS WILL BE SUBTRACTED FROM YOUR GRADE.

EVALUATION FORM:


EVALUATION FORM:

Oral

eye contact, posture 5 points

voice can be heard throughout class 5 points

note cards 5 points

clear description of event 5 points

energetic 5 points

Written

Organized paragraph with the 5 W’s 20 points

Mechanics and grammar 15 points

Complete sentences 10 points

Visual

Neat written work (typed or ink) 5 points

Cutting and pasting are neatly done 5 points

Display is attractive, colorful, shows work 5 points

Hand-drawn objects (map, picture, flag, etc)

that are creative and shows work15 points

Total out of 100___________


Assignment

Make a mole from the pattern your are given. Create an environment/costume for the mole that plays on the word “mole.”

Learning Goal:

Understand the concept of a mole in chemistry--6.02 x 10 ^23– Avogadro’s number


Learning Objectives: Students will be able to1. discuss the election of Abraham Lincoln and explain why his

election led Southern States to secede from the Union.2. explain the significance of the Emancipation Proclamation.3. discuss the Battle of Gettysburg and Lincoln’s Gettysburg

Address.4. describe the assassination of Abraham Lincoln by John Wilkes

Booth.

• Have students write a history of Abraham Lincoln’s life, imagining that he had survived the assassination attempt by John Wilkes Booth. What might Lincoln have accomplished during his second term?

• Divide students into groups of three or four to design the front page of a newspaper covering an event in the program such as the Emancipation Proclamation, the Battle of Gettysburg, or the assassination of Lincoln.


State Study

This project requires that you find information, write an essay, make a display, and give an oral presentation.

Select a state that you would enjoy studying. Find information about your state that will help us understand what it is like to live there. You might include the state symbols, the flag, the geography, the way people make their living, the animals that live there, etc.

Write a report--at least 4 paragraphs--that describes your state. Make a poster that displays important information and that you will use as your present your information to the class.

On your assigned day, you will present your information. Be sure to practice and speak clearly to the class. You should also wear something that symbolizes the state. (You may bring food that is typical of the state to share with the class—5 extra credit points)

You will be evaluated as follows:

• Information 15 point

Important information

Recorded on note cards

• Essay 30 points

At least 4 paragraphs

Well-organized

Typed

• Display 20 points

Colorful and creative

• Oral presentation 20 points

Organized

Good eye-contact, loud voice

Dressed in clothes that symbolize the state

Extra credit? (5 points)

TOTAL________________out of 85

Identifying similarities and differences

Summarizing and note taking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic Representations

Cooperative Learning


Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Nonlinguistic RepresentationsNonlinguistic Representations

1 Bun

2 Shoe

3 Tree

4 Door

5 Hive

6 Sticks

7 Heaven

8 Gate

9 Line

10 Hen

Applying Nonlinguistic Representations

to Summarizing and Note Taking

Applying Nonlinguistic Representations

to Summarizing and Note Taking

The amount of carbs—and the type—will determine how your blood sugar responds. For example, a jelly doughnut will raise blood sugar much more than a salad will. As the sugar level in your blood goes up, the pancreas releases insulin to move the sugar out of the blood.

Insulin is manufactured in a part of your pancreas called the Islets of Langehans. Think of insulin as the barge that transports the glucose from your blood to your cells.

Once it reaches the cells, three things can happen to that glucose: It can be mobilized for immediate energy; it can be converted into glycogen and stored in the liver and muscles for later use as energy; or the liver can store it as fat—on your belly, thighs, and elsewhere. That’s why insulin is called “the fat-producing hormone.” From> Dr. Atkins New Diet Revolution

Summarizing and Note Taking

Generalizations from research on Summarizing:

Generalizations from research on Note Taking:

1. To effectively summarize, students must delete some information, substitute some information, and keep some information.

2. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.

3. Being aware of the explicit structure of information is an aid to summarizing.

1. Verbatim note-taking is, perhaps, the least effective technique.

2. Notes should be considered a work in progress.

3. Notes should be used as study guides for tests.4. The more notes that are taken, the better.

The amount of carbs—and the type—will determine how your blood sugar responds. For example, a jelly doughnut will raise blood sugar much more than a salad will. As the sugar level in your blood goes up, the pancreas releases insulin to move the sugar out of the blood.

Insulin is manufactured in a part of your pancreas called the Islets of Langehans. Think of insulin as the barge that transports the glucose from your blood to your cells.

Once it reaches the cells, three things can happen to that glucose: It can be mobilized for immediate energy; it can be converted into glycogen and stored in the liver and muscles for later use as energy; or the liver can store it as fat—on your belly, thighs, and elsewhere. That’s why insulin is called “the fat-producing hormone.” From> Dr. Atkins New Diet Revolution

Summary:

Carbohydrate

• eat carbs—blood sugar goes up and pancreas releases insulin

• in Islets of Langehans in pancreas, insulin produced to carry glucose to cells

• once in cells, 3 things can happen

a) energy

b) convert to glycogen and goes to liver and muscles for later

c) or liver can store as fat

• Insulin—fat producing hormone

What do carbs do to blood?

What does insulin carry to cells?

What is role of pancreas?

Effects on body?

What does insulin carry to cells?


Homework and PracticeHomework and Practice


The Homework Ate My Family

KIDS ARE DAZED,PARENTS ARE

STRESSEDBY ROMESH RATNESAR

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http://www.time.com/time


stophomework.com


Homework

Generalizations from Research on Homework:

1. The amount of homework assigned to students should be different from elementary to high school.

2. Parent involvement in homework should be kept to a minimum.

3. The purpose of homework should be identified and articulated.

4. If homework is assigned, it should be commented on.

and Practice


1. The amount of homework assigned to students should be different from elementary to high school.

????

10 minutes x grade level =


Homework Assignments Issue: Time

Assignment:

Do all of the even numbered problems on page 100-101. Bring your work to class with you tomorrow morning.

Practice this skill tonight by using the problems on page 100-101. Do as many as you can accurately in 15 minutes tonight. Bring with you those you were able to do in the 15 minutes.

A

B

Learning Goal: Increase competency when multiplying 3 digits time 3 digits.

Pros and Cons?


2.Parent involvement in homework should be kept to a minimum.

“While it is certainly legitimate to inform parents of the homework assigned to their children, it does not seem advisable to have parents help their children with homework.”

“Specifically, many studies show minimal and even negative effects when parents are asked to help students with homework.


When your child has worked hard but cannot complete the assignment in a reasonable time, and you are thinking about sitting down and helping her…….STOP. Get out a piece of paper and write the teacher a note….

Dear Ms. Curie,

Sally has worked hard for one hour on this assignment and cannot complete it. I told her to stop and assured her that she had completed her homework for tonight. She doesn’t really understand how to read bar graphs yet so she can’t go on. Please let her know if there will be more instruction in class or if she needs to come in for extra help.


3.The purpose of homework should be identified and articulated.

Information and Ideas DEEPEN

Preparation for new learning or

Elaboration to increase understanding

Appropriate purposes for homework

Skills and Processes PRACTICE

to increase accuracy, fluency, and, if appropriate, speed


Formats for homework that clarify purpose:

Assignment NotebookLanguage

Arts

Assignment:

Due:

Learning Goal: As a result of doing this assignment, I should:

MathAssignment:

Due:


ScienceAssignment:

Due:


Social Studies

Assignment:

Due:


Assignment:

Due:

Learning Goal: As a result of doing this assignment, I should

Know more about…? Understand better…? Be more skilled at…?


Homework Policies Issue: Purpose

Which do you prefer? Why?

What is most common? Why

You can expect homework each evening, Monday through Thursday. It is your responsibility to complete the assignments to be prepared for class the next day.

A

There often is just not enough time in class for each of you to study and practice what you are learning. When it seems that there is a clear need for further individual work beyond what we do in class, you will have homework.

For some learning goals, frequent homework might be assigned; for others, there might be no need for homework. When there is homework, it is your responsibility to complete the work and be prepared for class the next day.

B


A

B

C

If you do not do your homework, you will not be allowed to go to recess. You will work in the room until the work is completed.

You, and I, will keep track of whether you complete the homework and a homework completion grade will be 10% of your overall grade in Math.

You, and I, will keep track of whether you complete your homework. If your assessments indicate you are not progressing toward the learning goals, we will have a conference to determine why. If we decide one reason is that you have not been completing homework, we (and perhaps your parents) will figure out how to help you to complete your homework.


You know homework is causing stress when you hear YOUR CHILD say…

“I am sorry I can’t come out and play right now. I have to help my dad with my homework.”

Or when you hear YOURSELF say..

“Please stop your crying. This is how we did it when I was in school. It will be fine.”

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