the art and science learning outcomes of teaching

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practical applications synthesized data inspired professional development

The Art and Science of Teaching

Dr. Tammy Heflebower

Vice President

Marzano Research Laboratory

Learning Outcomes n  Learn a common language of instruction. n Experience instructional strategies connected

to: n Learning new content; n Practicing and deepening; and n Applying knowledge.

n Discover important teacher behaviors for engagement and relationships.

n Review a protocol for personalized growth.

Pg. 2

practical applications synthesized data inspired professional development practical applications synthesized data inspired professional development

This isn’t a “new” thing…

How do we do instruction even better?


2 minute conversations at your tables….

Effective teachers are made,

not born.

Do you agree or disagree?

What’s the role of talent?

What’s the role of deliberate practice?

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“…it is reasonable to expect all teachers to increase their expertise

from year to year.”


Great Educators….

n Are first and foremost learners who have a teachable spirit.

n Are constantly looking to improve their skills in the craft of teaching and learning.


“What Matters Very Much is �Which Classroom?”� �

“If a student is in one of the most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.” �

� Deborah Loewenberg Ball, Dean of Education, University of Michigan


Important take-away #1---

Teachers matter

immensely!


What is it that matters in both school and district leadership?


Advanced ED

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Important Take-Away #2:

School and District Leadership not only matters, but also has

a direct correlation and measureable effect on student achievement!

Pg. 201


Three Critical Interventions (Commitments)

n  A system of clear learning goals connected to student feedback and evaluation at the classroom, school, and district levels

n  Ensuring effective teaching in every classroom

n  Building background knowledge for all students

From….. To…..

n  Reviewed effective instructional strategies n  Found that teachers were trying to incorporate most if

not all in a single lesson. n  Found administrators using the nine as a checklist. n  So…we created a better framework for the nine

strategies to fit into…namely, three lesson segments.

Category Ave. Effect

Size

Percentile gain

Identifying Similarities and differences

1.61

45

Summarizing and note taking

1.00

34

Reinforcing effort and providing recognition

.80

29

Homework and Practice .77

28

Nonlinguistic representations

.75

27

Cooperative learning

.73

27

Setting objectives/providing feedback

.61

23

Generating and testing hypotheses

.61

23

Questions, cues, and advance organizers

.59

22


ROUTINE SEGMENTS

SEGMENTS ENACTED ON THE SPOT


CONTENT SPECIFIC SEGMENTS

Pg. 3


1. Learning Goals and Feedback 2.  Interacting with New Knowledge 3. Practicing and Deepening 4. Generating and Testing Hypotheses

(application) 5. Student Engagement 6. Establishing Rules and Procedures 7. Adherence to Rules and Procedures 8. Teacher-Student Relationships 9. High Expectations

The Art and Science of Teaching Pg. 4

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Learning Goals and Feedback Rules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expecta=ons

Teacher/Stude

nt Rela=

onships Adherence to Rules and Procedures

Genera=ng/ Tes=ng

Hypotheses

Prac=cing and

Deepening

Interac=ng With New Knowledge


ADDRESSES CONTENT IN SPECIFIC WAYS

Pg. 3


Visible Learning, John Hattie

Research-‐based


Let’s connect to what you may already know…

n An earlier planning framework n  Maintain a focus on learning n  Study the learning process n  Plan curriculum, instruction and assessment

accordingly.


INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expecta=ons

Teacher/Stude

nt Rela=

onships Adherence to Rules and Procedures

Genera=ng/ Tes=ng

Hypotheses

Prac=cing and

Deepening

Interac=ng With New Knowledge




Learning Goals and Feedback

Rules and Procedures

INVOLVES ROUTINES



Segments that are routine components of every lesson

n Rules and procedures (Q 6) n Communicating learning goals (Q1) n Tracking student progress (Q1) n Celebrating success (Q1)

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Question 6: What will I do to establish or

maintain classroom rules and procedures?

Pg. 10


Grouping and Regrouping Strategies

Attention Signal Transition Signal


Age = Attention Span

n Change of state needed… n Tops out at 18-20 minutes… n Adult learners need change also… n Ways we will group and regroup…


Let’s take a look at some routines in action.




INVOLVES ROUTINES



Segments that are routine components of every lesson

n Rules and procedures (Q 6) n Communicating learning goals (Q1) n Tracking student progress--feedback (Q1) n Celebrating success (Q1)

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Design Question One:

What will I do to establish and communicate learning goals, track student progress and

celebrate success?

Pg. 5


Define prioritized learning goals in all

subject areas


Nice to Know

Supplemental

Essential!!

Adapted from McTighe & Wiggins


Why do we need Essential Standards?

n So new teachers (or teachers new to a grade level) know what to teach.

n So we have clear understanding for all teachers of what is essential at each grade level / course.

n So we don’t rely on programs and supplemental materials to tell us what to teach.


Why do we need Essential Standards?

n So students have the opportunity to gain deeper, connected understandings of Essential Standards.

n So we stop talking “about” teachers at other grade levels and begin talking, planning, and teaching WITH them!

n So teachers don’t simply pick what they like, and students end up with gaps in learning.


Students end up with major, and often unique

gaps when we aren’t clear about what students

learn, and to what degree they learn it.

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Turn to your elbow partner and share . . .

n What have you done at your local level to

clearly identify what is essential? n  This goes beyond the national curriculum

conversations ….you must still review and prioritize.

n How can you help others understand why essentials are so important?


Action Step:

Clearly understand the differences between learning goals

(essentials) and learning activities.


What’s the difference?

Learning Goal n  A learning goal is a

statement of what students will know or be able to do.

Learning Activity n  Activities help students

attain the learning goals.

The objective is….

I need to learn….. I have to complete

this by……


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

• Understand the technique of foreshadowing in mysteries.

• Can revise writing to improve use of descriptive adverbs.

Learning Goals

cutting-edge research concrete strategies sustainable success

Today Read Chapter 2 in…

Finish adverb assignment…

Work on myth…

Activities and Assignments

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Learning Goal or Activity? n  Students will complete the exercises in the back

of chapter 3. n  Students will create a metaphor representing the

food pyramid. n  Students will be able to determine subject–verb

agreement in a variety of simple, compound, and complete sentences.


Learning Goal or Activity?

n  Students will understand the defining characteristics of fables, fairy tales, and tall tales.

n  Students will investigate the relationship between speed of airflow and lift provided by an airplane wing.


How do we communicate

learning goals?


Creating a proficiency scale


4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class

3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught

2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes

1 With HELP, a partial knowledge of some of the simpler and complex details and processes

0 Even with help, no understanding or skill demonstrated

Scale


Atmospheric Processes and Water Cycle

4 Infer relationships regarding atmospheric processes and the water cycle.

3 An explanation of: •  How the water cycle processes impact climate changes •  The effects of temperature and pressure in different layers of Earth’s atmosphere

2 •  Recognize and recall basic terms such as: climatic patterns, atmospheric layers, stratosphere, troposphere. •  Recognize or recall isolated details such as:

•  Precipitation is one of the processes of the water cycle. •  The troposphere is one of the lowest portions of the Earth’s atmosphere.

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Douglas County Public Schools, 2007

YEAR 2 READING SCALE

4 Reads in increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge • Uses text processing strategies, for example:

monitors predicts and confirms rereads reads on self-corrects

Combines different types of knowledge (eg world knowledge, vocabulary, grammar, phonics) to make decisions about unknown words (Vocab comprehension) Reviews and summarises meaning (comprehension) Analyses the way illustrations help to construct meaning and interprets different types of illustrations and graphics Reads aloud with fluency and intonation Reads a wider range of texts, including chapter books and informative texts, for pleasure

3 C

Standard PM

Level 17 - 21

Reads less predicable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self correcting. Uses prior knowledge and vocabulary to make and confirm predictions when reading text Uses grammatical knowledge to predict when reading more complex texts Uses knowledge of letter sound relationships when decoding (44 sounds) Monitors own reading and self corrects when meaning is lost using a range of cues Uses illustrations to support meaning Reads aloud with phrasing, fluency intonation

2 Reads supportive texts with phrasing and fluency •  Uses semantic, syntactic, graphophonic and contextual knowledge:

Predicts Uses picture cues Uses letter sound knowledge (wide range) Monitors reading Rereads

• Recognises many sight words • Self corrects when meaning is lost using pictures and cueing systems

1 Reads simple texts Is developing a bank of sight words Has concepts of print Strategies: Uses initial sounds and uses picture cues

YEAR 7 READING SCALE COMPREHENSION

4 All of level 3, plus reads a range of texts at a higher level while maintaining comprehension.

3 C Standard – Text level age appropriate

Use comprehension strategies to interpret, analyse and synthesise ideas and information, Makes connections between the text and students’ own experience or other texts Makes connections between information in print and images Finds specific literal information Makes inferences and predictions using prior knowledge and textual information Asks and answers questions (provides support for answers) Finds the main idea of a text Summarises a text or part of a text Critiques ideas and issues from a variety of textual sources Uses relevant support Compares the text structures and language features of multimodal texts Explains how they combine to influence audiences

2 Makes connections between the text and other texts including other media texts Accesses prior knowledge on a topic before reading text as a routine reading strategy Answers literal questions based on an appropriate text Infers meaning in simple texts Identifies unknown vocabulary and seeks meaning

1 Makes connections between a text and other texts Answers some simple literal questions based on a text Accurately retells a simple story in sequence

PREP READING SCALE COMPREHENSION

4 Uses comprehension strategies as at level 3 with higher level texts. Is beginning to monitor meaning

3.5 All aspects of score 3 performance and engaging with more complex texts with increasing independence

3 C Standard Text level 6 - 10

Uses comprehension strategies to understand and discuss texts, listened to, viewed or read independently. Talks about meanings of texts listened to, read or viewed Visualises elements e.g. characters and can describe Can retell the sequence of a narrative Can discuss and sequence events in a story Recognises cyclical story event pattern Can relate one or two key facts from information texts Locates key words in the text to answer literal questions Makes links between events in a text and own experiences Makes inferences about a characters feelings

2.5 Usually uses comprehension strategies to understand and discuss texts, listened to, viewed or read independently. Can retell the sequence of a narrative Can discus and sequence events event in a story Recognises cyclical story event patterns Can relate one or two key facts from information texts Locates key words in the text to answer literal questions Makes links between events in a text and own experiences Makes inferences about a characters feelings

PREP READING SCALE COMPREHENSION (CONTINUATION)

2 Sometimes uses comprehension strategies to understand and discuss texts, listened to, viewed or read independently. Can discuss and sequence events in a story Locates key words in the text to answer literal questions Makes links between events in a text and own experiences Makes inferences about a characters feelings

1.5 Sometimes, with support, uses comprehension strategies to understand and discuss texts, listened to, viewed or read independently. Can discuss sequence of events on a story Makes links between events in a text and own experiences Makes inferences about a characters feelings Can answer some literal questions

1 With support, attempts to use comprehension strategies to understand and discuss texts, listened to, viewed or read. Makes links between events in a text and own experiences Makes inferences about a characters feelings using picture cues

0.5 With support, attempts to use comprehension strategies to understand and discuss texts, listened to, viewed or read. Makes links between events in a text and own experiences

0 Even with support, is unable to discuss or respond to texts, listened to, viewed or read.

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Queensland Efforts


Possible next steps…

n Considering proficiency scales for your interim checks along the way.

n Creating scales to assist with feedback and consistency in the formative journey for students building up to the end of year exams.


What’s the difference between a rubric and a proficiency scale? Rubric n  More specific skill or task n  Product (writing sample,

art piece) n  Usually used as an

assessment tool

Scale n  For a broader conceptual

understanding n  Used more for evaluating

progress on essentials n  Helps to direct alignment

between curriculum to instruction to assessment


The complete scale allows for half-point scores (3.5, 2.5, 1.5, .5).

4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go beyond what was taught in class

3.5 In addition to exhibiting level 3 performance, partial success at in-depth inferences and applications that go beyond what was taught in class

3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught

2.5 No major errors or omissions regarding any of the simpler information and/or processes and partial knowledge of the more complex information and processes

2 No major errors or omissions regarding the simpler details and processes BUT major errors or omissions regarding the more complex ideas and processes

1.5 Partial knowledge of the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes

1 With help, a partial knowledge of some of the simpler and complex details and processes

.5 With help, a partial knowledge of some of the simpler details and processes but not of the more complex ideas and processes

0 Even with help, no understanding or skill demonstrated

Scale Proficiency Scale Development

n Select an “essential learning” or unit of study with which to work.

n Work with teams to develop a proficiency scale. n Write score 3.0 language. n Write score 2.0 language. n Move to score 4.0 language.

Pg. 15

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A few aha’s… n Sometimes you’ll find that certain standards do

not have multiple levels. n You see the tasks add the clarity to the

knowledge and skills. n Going to a 4 level, does NOT mean “ripping off”

next year’s curriculum. n Consider the verbs and the context in which the

verbs are used as the way to increase your levels.


Marzano Research Laboratory is here to help!

n Website n  http://www.marzanoresearch.com

n  Free resources n  Sample proficiency scales

Pg.18


Searchable Site…


Searchable Site…

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Provides Samples to Select…


Provides Sample Scales…




INVOLVES ROUTINES


We’re still here! practical applications synthesized data inspired professional development

Action Step

Have students identify their own learning goals.

Pg. 5


Have students flesh out the meaning of the scale.


4 I know it even better than my teacher taught it.

3 I know it just the way my teacher taught it.

2 I know some of the simpler stuff but can’t do the harder parts.

1 With some help, I can do it.

0 Even with help, I can’t do it.

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Segments that are routine components of every lesson n Rules and procedures (Q 6) n Communicating learning goals (Q1) n Tracking student progress (Q1) n Celebrating success (Q1)


Action Step

Have students chart their progress on each learning goal.


Polleverywhere.com


Having Students Chart Progress on Learning Goals

n  48 experimental–control studies were conducted at Marzano Research Laboratory.

n  This practice is associated with a 32-percentile

point gain in student achievement.


Segments that are routine components of every lesson n Rules and procedures (Q 6) n Communicating learning goals (Q1) n Tracking student progress--feedback (Q1) n Celebrating success (Q1)

Pg. 5


It’s one thing to be clear about expectations….another to align

instructional activities and assessments accordingly.

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Common Verbs Found on Proficiency Scales

n  Infer n Compare n Describe n Contrast n Evaluate n Explain

n Formulate n Predict n Summarize n Support n Trace

Larry Bell

Pg. 17




INVOLVES ROUTINES

Interacting with New

Knowledge




When teaching new content…

n  I need to clearly identify that which is critical content.


If the segment involves new knowledge what do you expect to

see? §  Previewing activities §  Info presented in small chunks §  Students processing each chunk in small

groups §  Students summarizing and taking notes after

content has been introduced §  Students reflecting on their learning


Keep those in mind…

n  Look for those things under segment 2 (A) on your observational protocol Short Form –New knowledge, that I consciously do.

n  Look also for areas for which I could improve….

After Pg.18 (22-23)

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Primacy–Recency Effect

During a learning episode we remember best that which comes first, second best that which comes last, and least that which comes just past the middle. What does this look like in your classroom?


(Sousa, How the Brain Learns, 2005)


(Sousa, How the Brain Learns, 2005)


Collective Wisdom Review 1.  How would your group explain the framework

for the Art & Science of Teaching? 2.  What are some key rules and procedures,

and why are they important to learning? 3.  Explain the concept of a proficiency scale,

and how is it constructed. 4.  What are some considerations when helping

students interact with new knowledge?


Involves Routines

Enacted on the Spot

Student Engagement

High Expectations

T

each

er–S

tude

nt R

elat

ions

hips

Adherence to R

ules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting With New

Knowledge


Addresses Content in Specific Ways


If the segment involves knowledge practice and deepening activities,

what do you expect to see?

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Students Engaged in: n  Cooperative learning activities n  Practicing skills, strategies, and processes n  Examining similarities and differences

n  Comparing/contrasting, classifying, creating analogies and metaphors

n  Identifying Errors in Thinking n Using homework

n  Guided and independent practice n  Revising knowledge

n  Reviewing/revising notes so they are useful to students and add clarity to understanding.


Effective tools include n  Venn diagrams n  Comparison matrix n  Classifying activities n  Concept maps n  Graphic organizers n  T charts n  Pro and con grids n  Metaphors and analogies

Identifying Similarities and Differences


Classification Chart Identifying Similarities and Differences

Analogies A is to B as C is to D = A: B : : C : D Relationship: ______________ as

is to

is to

Oxygen Humans is to

Carbon dioxide plants is to

Solving Analogy Problems One or two terms are missing. Please think about statements below. Turn to your elbow partner and provide terms that will complete the following analogies.

Bone is to skeleton as word is to ______.

Rhythm is to music as _____ is to _____. What is the relationship?_________________ practical applications synthesized data inspired professional development

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Double-Bubble Diagrams


Item 1 Item 2 Item 3

Characteristic 1

Similarities and Differences

Characteristic 2


Characteristic 3


Characteristic 4



Fun and enjoyment are similar because they both

________________.

________________.

________________.

Fun and enjoyment are different because

fun is ___, but enjoyment is ___________.




Homework Tips

n Be thoughtful about why homework is given.

n Be careful how much you count it. n Consider ways to modify status quo

(flipped classroom).


Cooperative Learning

n What are some cooperative learning strategies you use?

n Remember how cooperative learning is most effective: n  Positive interdependence n  Individual accountability n  Equal participation n  Simultaneous interaction

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Identifying Errors in Thinking n  Faulty logic

n  Contradictions, exceptions, evading the issue, arguing from ignorance, generalizing

n  Attacks n  arguing against the person, appealing to force

n  Weak references n  Biased sources, sources lacking credibility, appeals

n  Misinformation


Roundtable Notes

n Please put your names on your handout. n Please turn to page 7. n When directed, rotate your notes

clockwise.


Classifying with Folders

n Please work with your table family. n  Look at the folders on your table. n Please classify the strategies on the right

side with the categories on the left side. n Strategies may be used more than once.


Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success


Involves Rou=nes

Generating/ Testing

Hypotheses

Practicing and

Deepening


Knowledge



Different Lessons and Expected Behaviors

New Knowledge n  Preview n  Small chunks n  Students process

chunks. n  Summarize and take

notes. n  Students reflect.

Generating or Testing Hypotheses (application)

n Brief review n Students work

individually or in groups, applying content.

n Teacher as facilitator/resource provider


With your table group… Come up with a list of criteria for addressing whether something should be considered art.

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Invention Convention Problem-Solving Invention Convention n Students read about famous inventors and how

they got ideas…including how patents were obtained.

n Considered a problem they would like to solve—used scientific method.

n Researched if there was a market. n  If a market, began creating a prototype. n Create the real thing and test it out. n Showcase the invention.


Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success


Involves Rou=nes

Enacted on the Spot

Student Engagement

High Expectations

T

each

er–S

tude

nt R

elat

ions

hips

Adherence to R

ules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening


Knowledge




Strategies Enacted on the Spot Page 46

n Engagement (Q. 5) n Relationships (Q.8) n Recognizing Rules & Procedures (Q. 6-7) n High Expectations for All (Q. 9)


Engagement--Four Questions

How Do I Feel?

Am I Interested?

Is This Important?

Can I Do This?


An Old Proverb states:

n You can lead a horse to water, but you can’t make them drink.

n We learned that maybe with “reward and punishment” the horse will do what ever we ask.

n However, consider a different goal, “How can I make the horse thirsty?”

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Strategies to increase engagement n Use of games n  Inconsequential competition n Manage response rates n Physical movement n Effective pacing n Student interest n Demonstrating intensity and enthusiasm


Let’s Look at Some Games


Do two things…

n Participate in the game n Be a teacher on your shoulder and

observe: n  Participation n  Laughter n  Excitement


Colors Trees

50 points 50 points 50 points

100 points 100 points

200 points

States and Territories

Pyramid Game

Liquids Titles of Plays Battles

Types of Government

Things Albert Einstein

Would Say

Things That

Happened in the 1970s

50 points 50 points 50 points

100 points 100 points

200 points

Pyramid Game

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Taboo This favorite game is a great tool for students to practice vocabulary and summarize. The object is to get someone to say the word using clues that don’t use the “taboo” words.

Australia

Prime Minister

Great Barrier Reef

Kangaroo

Sydney

Perth


Adverb

n  adjective n  modify n  part of speech n  time n  verb

Latitude and Longitude

n  lines n  map n  globe n  parallels n  prime n  grid

Taboo


Play Charades n  Each team designates an actor. n  The actor tries to get the team to say each of the

words by acting them out. n  The actor keeps acting until the team members

identify all terms in the category. n  If members of the team are having difficulty with

a particular term, the actor skips it and comes back to it later.


Charades—Science

oxygen

carbon monoxide

helium

neon

rotate

revolve

atom practical applications synthesized data inspired professional development

Show, But Don’t Tell n  Show students how to do something. Demonstrate it but

don’t describe it. n  (Technology or math skills lend themselves to this process). n  Have them work in two-ish to talk with each other to describe

what they saw. This puts them in charge of paying attention. n  Ask questions such as… “What did you see me do?” “What

did I do next?” “What else did you see?” “Can you do this?” n  Have students write it….writing to learn…. “inking your

thinking” n  Use tech—a student summarizes and describes and use

camera to capture….twitter talk n  Comparison to video game. No one tells them. They don’t

read directions.

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Strategies to increase engagement n Use of games n  Inconsequential competition n Manage response rates n Physical movement n Effective pacing n Demonstrating intensity and enthusiasm


Teachers asked an average of 50.6 questions; students

posed only 1.8 questions in a 30 minute period.

Susskind, E. (1979), Encouraging teachers to encourage children’s curiosity: A pivotal competence. Journal of Clinical Child Psychology, 8, 101-106.


Research finding #1

Teachers ask many questions


Implication: n Questions promote student learning.

n Teachers should plan their questions

before asking. n Ensure that questions match the

instructional objectives and promote thinking.


A few carefully prepared or selected questions are

preferable to large numbers of questions.


Research Finding #2: Most teacher questions are at the lowest cognitive level—known as fact, recall, or knowledge.

Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

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Implication: n Teachers should purposefully

plan and ask questions that require students to engage in higher-level thinking.


Research finding #3: n Not all students are accountable to

respond to all questions. n Teachers frequently call on volunteers,

and these volunteers constitute a select group of students—especially in traditional settings.



Implication:

n Teachers should establish classroom norms that every student deserves an opportunity to answer questions

n  All students’ answers are important.


Try some procedures that get every child involved: n  Use paired responses (A/B partner response). n  Call on students randomly—Popsicle sticks with

names on them. n  Using response chaining. n  Using choral responses. n  Using quick draws. n  Using hand signals (thumbs up/down). n  Using response cards. n  Using response technologies.

(ASOT, pp. 71–74)


Research finding #4:

n Teachers typically wait less than 1 second after asking a question before calling on a student to answer.

n They wait even less time before speaking after the student has answered



Implication:

n Both wait times 1 and 2 promote student thinking and foster more students’ formulating answers to more questions.

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Research finding #5: Teachers often accept incorrect answers without probing; They frequently answer their own questions.



Implication:

n Teachers should seek to understand incorrect or incomplete answers more completely by gently guiding student thinking with appropriate probes.


Research finding #6: Students ask very few content-related questions.



Implications:

n Value student questions n Help students learn to formulate

good questions, and n Make time for student questions.


Active Questioning, 1995

From Passive to Active--Types of Questions



Quantity Questions… n  From…

n  How many doors/windows in this room?

n  What is square root of 16?

n  Name the members of the United Nations.

n To… n  What are the possible

ways to get out of this room?

n  List ways you can think to say “4 or -4.”

n  What concern would you take to the United Nations and why?

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Classroom Instruction that Works, 2001

Compare/Contrast Questions (move from concrete to abstract)

n  How is _________like__________? n  How is ________different from_________? n  Seeing/believing n  Freedom/boundaries n  Human brain/computer n  Building a building/building a relationship n  Bush Administration /Obama Administration n  Use of analogies


Classroom Instruction that Works, 2001

Personification Questions Different points of view

n  If the color green could talk, what would it say about the color purple?

n  The Brooklyn Bridge has been called by a TV station to tell about its experiences. What is the bridge’s version?

n  Be a compass. Describe what you do. n  What would a doctor’s stethoscope ask a disease? n  What would an obtuse triangle ask a parallelogram? n  How would Lewis and Clark feel about about our space

exploration? n  What questions would Beethoven ask Rapsters?



A couple Other Types of Active Questions

n What if…? n  What if humans did not have a _______?

n How come…? n  How come jumbo shrimp are so small?

n Think of some that pertain to your topic area.

practical applications synthesized data inspired professional development Questioning Makes the Difference, Johnson, 1990

How can I assess my questioning style?

n  Record a complete day of teaching n  Review in privacy n  For every right/wrong answer (convergent) type of

question give yourself a check n  For every divergent (multiple options) question,

give yourself an X n  Add the total of checks and Xs n  How long did you wait for responses?

n  Hunter research 2.5 seconds—try 5 seconds or more.


Inside/Outside Circle



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Strategies to increase engagement n Use of games n  Inconsequential competition n Manage response rates n Physical movement n Effective pacing n Student interest n Demonstrating intensity and enthusiasm


Using Cell Phones to Survey Class n www.polleverywhere.com n  If you don’t have clickers, students can

use their cell phones just like a student response system.

n  (this is the system used by American Idol and Dancing with The Stars)


Toon Doo n www.toondoo.com n Students can make their own comic strips,

books, etc. n Free for some things n Fee for classroom membership, but not

expensive n Encourage students to write and be creative!


freetech4teachers.com n  Build A Blog using KidBlog or Edublogs n  Build A WiKi using Wikispaces n  Build A Website using Google sites n  Create A Video using Animoto n  Create Maps to Tell A Story using Google Maps, Google

Earth or Google Lit Trips n  To search for information use more than google. Try Google

Wonder Wheel, Google Timeline, Google Scholar. n  Create a Podcast using Audacity and Apple’s Garage Band n  www.freetech4teachers.com


Wall Wisher n Brainstorming and feedback tool. n The teacher sets up an account and creates a

virtual wall. n You then name your wall and create a prompt.

E.g. “What's the best book you ever read?” Give students the URL and they create “sticky notes” with their responses.

n www.wallwisher.com


Wordle n www.wordle.net n This is a free tool that turns words or a

block of text into a cloud pattern n Great way to summarize n Great for a pre-reading tool n Great for reflecting on content edutopia-back-to-school-guide-2010

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Live Binders n  http://livebinders.com n  LiveBinders is your 3-ring binder for the web. n Collect your resources n Organize them neatly and easily n E.g. Biology binder … Plants

n  Put everything you have on plants in the binder and then students can access it anywhere.


www.Glogster.edu

n Be sure to go to the edu version n Make multi media posters n Builds creativity n Great summarizing tool n E.g. “Scientific Method” n You can save a picture of one and print it

off


Real World Applications

n Usually this is a school wide emphasis. There are many examples of this included in your text. Here are others: n  A school wide initiative to turn everything in the

school “Green”. n  A school-wide “Feed the Poor” Initiative n  A school-wide focus on “Reading” using a

music project


Friendly Controversy

Five strategies n  The class vote n  The debate model n  The town hall meeting n  The legal model n  Analyzing perspective n  Conduct a folded or split line-up




How are emotions contagious?

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Question 8--Relationships Action Steps pg. 12

n  Know something about each student. n  Engage in behaviors that indicate affection. n  Use student interests. n  Use appropriate physical behaviors. n  Use humor when appropriate. n  Consistently enforce positive and negative

consequences. n  Project a sense of emotional objectivity. n  Maintain a cool exterior.


2 minute intervention….


Independent Reflection— Table Family Discussion

n What you know (or think you know) about your brain and attention?

n Key chemicals in the brain… n Key structures and functions… n How areas of the brain are affected by

emotion…


“How Do I Feel”…. The Research n Peer Relationships are equally as

important as teacher/student relationships. n The longer that students were rejected by

their peers the less likely they were to participate in classroom activities. Ladd, Herald-Brown, Kichel, 2009


Without significant relationships, there is no significant learning. K Ewing, Principal


Humor n When teachers use humor, students feel better about the content, the teacher, and perhaps even themselves. n Use of appropriate humor

n associated with a 40 percentile point gain in instructional effectiveness.

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Find Funny Headlines…


Reflection…

n Take a moment to add any additional notes to Question 8 on page 12.


“Learning is risking. Every time we venture to learn something new, we take a big risk beyond

our comfort zone.”

Quantum Teaching: Orchestrating Student Learning, 1999


“Can I Do This”….The Research

n  If a student believes that they can do something, they can. If they believe they can’t, they can’t.

n Some students believe that they are born with a certain amount of ability and can’t do better. In their mind, effort doesn’t count.


Stated differently…

n  I am not who I think I am. n  I am not who you think I am. n  I am, who I think, you think, I am.


“Can I Do This?”….The Research

n “Self-efficacy has an effect size of .82 relative to students’ academic performance.

n This translates to an expected 29 percentile point gain. Marzano, 2010

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Question 9 What will I do to communicate high expectations for all students?


Rick DuFour:

“Don’t tell me you believe all kids can learn. Tell me what you’re doing about the kids who aren’t

learning.”


Dweck, Mindset: The New Psychology of Success, 2007


Fixed mindset:

Talents are carved in stone

Growth mindset: Qualities are things to be cultivated

through effort and can change through application and experience

Dweck, Mindset: The New Psychology of Success,2007 �

The Highly Engaged Classroom, 2011 pages 17-18


Growth/Fixed Teachers

n Growth mindset teachers love to learn. They want to learn about their students, about themselves, about life.

n  Fixed mindset teachers think of themselves as finished products. Their role--to impart knowledge.


Grow Your Mindset n Think about your hero --find out about the

effort he/she applied n Think of times when others outdid you--you

assumed they were smarter--likely they used better strategies

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What to do... n  Every word and action from adult to student sends a

message. n  How do you praise? Refrain from praising intelligence or

talent. Rather, focus on the process they used: strategies, effort, or choices.

n  Watch and listen to yourself when a student or player messes up.

n  Set goals with your students and acknowledge their efforts to reach their goals.

n  Remember to keep standards high, yet give your student strategies to reach the high standards. Give process feedback.

n  Help ensure lower achieving students obtain the beliefs and strategies to achieve.


William Purkey’s work… Intentionally Disinviting (1) Unintentionally Disinviting (2)

Unintentionally Inviting (3) Intentionally Inviting (4)


What will you do every single day that is intentionally inviting?


“In the Classroom”


1.  Identify your expectation levels for students. 2.  Identify differential treatment of low

expectancy students. 3.  Revise your thinking about low expectancy

students. 4.  Push high expectations for low expectancy

students.

Pg. 13


So….Can all students learn?


Putting it all together….

n Page 17 n Teacher Reflective Guide pages 30-70

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Thank You! Tammy Heflebower [email protected]

the art and science learning outcomes of teaching

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