the art and science of teaching australia january...

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When we learn together, our collective expertise is

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LEVEL OF EXPERTISE A scale for consideration…

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Our purpose…

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Higher Levels of Effectiveness regarding Pedagogy

Curriculum Design

Management Techniques

Instructional Methodology

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What We Know…

Teacher Actions Student Achievement

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“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

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Develop a common language of instruction

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Category Ave. Effect

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Identifying Similarities and differences

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Summarizing and note taking

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Reinforcing effort and providing recognition

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Homework and Practice .77

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Nonlinguistic representations

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Cooperative learning

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Setting objectives/providing feedback

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Generating and testing hypotheses

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Questions, cues, and advance organizers

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“I already use all of these strategies!”

“How can I get teachers to use

these strategies?”

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CONTENT SPECIFIC SEGMENTS

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CONTENT SPECIFIC SEGMENTS


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LESSON SEGMENTS INVOLVING ROUTINE EVENTS Design Question 1 What will I do to establish and communicate learning goals, track

student progress, and celebrate success?

Design Question 6 What will I do to establish or maintain classroom rules and procedures?

LESSON SEGMENTS INVOLVING CONTENT Design Question 2 What will I do to help students effectively interact with new

knowledge? Design Question 3 What will I do to help students practice and deepen their

understanding of new knowledge?

Design Question 4 What will I do to help students generate and test hypotheses about new knowledge?

SEGMENTS ENACTED ON THE SPOT Design Question 5 What will I do to engage students?

Design Question 7 What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?

Design Question 8 What will I do to establish and maintain effective relationships with students?

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


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Let’s overview the 41…

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With an elbow partner…

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“The unexamined life isn’t worth living.”

Plato

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Research & Theory

Teacher Reflective Practice

Teacher Pedagogical Skill

Student Achievement

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Becoming a Re!ective Teacher Visit marzanoresearch.com/classroomstrategies to download this page.

R E P R O D U C I B L E18 6

Lesson Segments Involving Routine Events

Design Question: What will I do to establish and communicate learning goals, track student progress, and celebrate success?

1. What do I typically do to provide clear learning goals and scales (rubrics)?

The teacher provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of per-formance relative to the learning goal.

Teacher Evidence

T Teacher has a learning goal posted so all students can see it.

T The learning goal is a clear statement of knowl-edge or information as opposed to an activity or assignment.

T Teacher makes reference to the learning goal throughout the lesson.

T Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it.

T Teacher makes reference to the scale or rubric throughout the lesson.

Student Evidence

T When asked, students can explain the learning goal for the lesson.

T When asked, students can explain how their cur-rent activities relate to the learning goal.

T When asked, students can explain the meaning of the levels of performance articulated in the scale or rubric.

How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using

Providing clear learning goals and scales (rubrics)

I adapt and create new strategies for unique student needs and situations.

I provide a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance, and I moni-tor students’ understanding of the learn-ing goal and the levels of performance.

I provide a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance, but I do so in a somewhat mechanistic way.

I use the strat-egy incorrectly or with parts missing.

I should use the strategy, but I don’t.

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FINAL FOLIOS SEEM TO RESULT FROM YEARS OF DUTIFUL STUDY OF TEXTS ALONG WITH

YEARS OF SCIENTIFIC EXPERIENCE.


FINAL FOLIOS SEEM TO RESULT FROM YEARS

OF DUTIFUL STUDY OF TEXTS ALONG WITH

YEARS OF SCIENTIFIC EXPERIENCE.

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Repeat what you just heard, but in your own words…


Personal Profile

R E P R O D U C I B L E

Becoming a Re!ective Teacher Visit marzanoresearch.com/classroomstrategies

Teacher Self-Ratings on the Personal Pro!le

Lesson Segments Involving Routine Events

Design Question: What will I do to establish and communicate learning goals, track student progress, and celebrate success?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

1. What do I typically do to provide clear learning goals and scales (rubrics)?

2. What do I typically do to track student progress?

3. What do I typically do to celebrate success?

Design Question: What will I do to establish and maintain classroom rules and procedures?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

4. What do I typically do to establish and maintain classroom rules and procedures?

5. What do I typically do to orga-nize the physical layout of the classroom?

Lesson Segments Addressing Content

Design Question: What will I do to help students effectively interact with new knowledge?

Element4

Innovating3

Applying2

Developing1

Beginning0

Not Using

6. What do I typically do to identify critical information?

7. What do I typically do to organize students to interact with new knowledge?

8. What do I typically do to preview new content?

Page 1 of 4

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Setting Growth Goals…


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What is a learning goal (critical understanding)?


Learning Goal

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Robert Marzano “The Art and Science of Teaching”


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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

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