the physiology of learning the “small” miracle of...

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The Art & Science of Teaching

Australia Academy Queensland

March 2013

Dr. Phil Warrick

Associate Vice President Marzano Research Laboratory

Materials you will need…

n Books if you have them… n Art and Science of Teaching

n Handout Copies (2 booklets) n Paper for your own additional notes

The fact of our business…

n There is rarely, if ever, a “perfect” day of teaching.

n We don’t work with a zero defect product…

n We are not zero defect products

The “Small” Miracle of Learning

The Physiology of Learning

n Neural networks grow when something is actively, personally, and specifically experienced.

n The more we can experience it in different ways, the more our networks grow.

The Good News….

n We know what builds these neural pathways through 40 plus years of research, and now medical science.

n Research based instructional practice.

n The Art and Science of Teaching

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Key routines for this training

Our Attention and Refocus Signal

n Move to the front and center of the room. n Announce time remaining in activity. n Count down from 5 out loud. n At “Zero” everyone is back in seats ready

to go. n  If anybody isn’t ready, I’ll just wait….

Processes we will use in training

n Table Team Discussion n Random Partner Discussions

Table Team

n We need to select a facilitator at each table please….

n Here is how…. n Each of you please select and write down

a number between 1 and 10…. n  I will display a number and the person

closest to the number I display will be the facilitator….

And the “winner” is….. n 10

Facilitator Responsibilities…

n Ensure everyone has input when you discuss items at your table….

n Assign roles as needed in our work…. n Be sure your group returns from tea and

lunch on time….

Reviewing and

Sharing what you have put into practice to this point

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

Nine Lesson Design Question Page 11, The Art & Science of Teaching Handout



In October With Tammy and Jan:

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Table team review discussion….

n Using your notes and any resources you want to use to review or think back…

n Discuss one key takeaway for you in each of the three design questions from October:

n DQ 6 Routines and Procedures n DQ 1 Learning Goals and Feedback n DQ 2 Interacting with New Knowledge

Random Partner Discussions

n When I say go: n Form groups of 2 or 3 with people who are

not part of your table team. n These should change every time we use

this grouping routine.

Random Partner Discussion

n What have you implemented in your professional practice since the October session?

n  I will ask for volunteers to share with the entire group if you are willing…

Volunteers to share?

n Something you have implemented n How is it going so far?

Design Question 6

Rules and Procedures Nome Alaska

To include the Inupiaq Culture “American Eskimo”

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

Genera5ng/ Tes5ng

Hypotheses

Prac5cing and

Deepening

Interac5ng With New Knowledge

ADDRESSES CONTENT IN SPECIFIC WAYS

3 Segments of Every Lesson

n Routine Lesson Segments n Content Specific Segments n Enacted on The Spot

Why Lesson Segments?

n We use the term lesson segment, because it defines a unit of analysis for planning, observing, and reflecting on teaching.

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Focused feedback, from self-reflection or from an instructional coach requires clear descriptions of levels of performance.

A Hierarchy of Data Types

More obtrusive

Less obtrusive

Teacher self-perception data Teacher self-observation data Observation data from coaches Observation data from supervisors

Generic Scale for Teacher Reflection and Evaluation

Innovating 4

Applying 3

Developing 2

Beginning 1

Not using 0

I adapt and create new strategies for unique

student needs and situations.

I engage students in the strategy and monitor the

extent to which it

produces the desired

outcome.

I engage students in

the strategy with no

significant errors or

omissions.

I use the strategy

incorrectly or with parts

missing.

The strategy

was called for but I

did not use it.


Innovating 4

Applying 3

Developing 2

Beginning 1

Not using 0




extent to which it


outcome.




omissions.

I use the strategy


missing.

The strategy


did not use it.

Formative Assessment Focus on Learning

Solo Thinking First: Review the following research descriptions

regarding formative assessment…

What key phrases or words stand out to you?

“Formative assessment refers to frequent, interactive assessments of students’ progress and understanding to identify learning needs and adjust teaching appropriately” (Looney, 2005, P. 21) “A formative assessment is a midstream tool to identify specific student misconceptions and mistakes while the material is being taught” (Kahl, 2005, p. 11)

“the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning.” (Cowie & Bell 1999 p. 32) “assessment carried out during the instructional process for the purpose of improving teaching or learning” (Shepard et al., 2005, P. 275)

“Formative assessment refers to frequent, interactive assessments of students’ progress and understanding to identify learning needs and adjust teaching appropriately” (Looney, 2005, P. 21) “A formative assessment is a midstream tool to identify specific student misconceptions and mistakes while the material is being taught” (Kahl, 2005, p. 11)

“the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning.” (Cowie & Bell 1999 p. 32) “assessment carried out during the instructional process for the purpose of improving teaching or learning” (Shepard et al., 2005, P. 275)

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Innovating 4

Applying 3

Developing 2

Beginning 1

Not using 0




extent to which it


outcome.




omissions.

I use the strategy


missing.

The strategy


did not use it.

3 types of prac5ce we engage in…

Important and clear dis5nc5ons between these three types of prac5ce: n  Automa5city n  Flow n Deliberate Prac5ce

Automaticity

n Occurs with a task that is carried out with minimal mental effort, possibly even without conscious thought.

n Example: Riding a bike

n OK for routines and management stuff

n Can be very ineffective for learning

n Examples that occur in classrooms now?

Flow S  Individuals engage in activities at which

they are skilled and the level of challenge perfectly matches the skills, training, strengths, and resources of the performer.

S  Engagement = Top Performance S  Often lose track of time during Flow

Deliberate Practice

S  In deliberate practice, you are continually challenging yourself and you are on the edge of comfort and failure with the challenge.

S  By being deliberate in your practice,

you are engaging in the constant pursuit of excellence and growth.

Deliberate Practice

n Begins with a self-audit n  In a specific segment or all 3 segments n Can be individual, school-wide, or both.

n School-wide examples: OK, WA, D.C., CA

Implementations in other schools

n  Elementary school OK n  Middle Schools in Washington D.C. and CA n  High Schools in OK, and TX n  Learning Goals, Tracking Student Progress,

Celebrating Success

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n Matt n Middle School Principal n Fullerton, CA

Fullerton M.S. Scales

4. I can teach someone else to do this 3. I can do this by myself 2. I need more practice 1. I need help

n H.S. English teacher in Oklahoma…



Page 7, The Art & Science of Teaching

The Art and Science of Teaching

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Types of Formative Assessment

n Obtrusive: Instruction stops and we have an event.

n Unobtrusive: During instruction to check for understanding.

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

Genera5ng/ Tes5ng

Hypotheses

Prac5cing and

Deepening

Interac5ng With New Knowledge

ADDRESSES CONTENT IN SPECIFIC WAYS

3. What will I do to help students practice and deepen their

understanding of new knowledge?

Supplementary Handout Pages 6 and 7

Discussion Topic

n What do these two terms mean to you as a professional educators?

Procedural Knowledge Declarative Knowledge

Procedural Knowledge

n Strategies, Skills and Processes: n  Long division, Dribbling a ball, Reading a

map n Practice is best in small amounts with

immediate feedback to the learner. n Goal: Accurate Automaticity

Declarative Knowledge

n Understanding of information n Protagonist vs. Antagonist n Characteristics of Atoms

n  3 to 4 exposures minimum for practice n  2 day gap maximum between exposures n Feedback soon but not as Immediate n Reviewing and Revising by the learner

Comparison Activities

1. Comparing 2. Classifying,

3. Similes and Metaphors, 4. Analogies

Declarative Knowledge

n  The the process of identifying similarities and differences is found to be basic to human thought.

n  Learning is dependent on prior learning; therefore it is basic to ask, “How is this similar to and different from what I already know?”

Compare and Contrast…

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Efficient learners develop this habit of mind. They…

n  Select items to compare. n  Select the characteristic you

want to compare the items to. n  Explain how items are similar and different

in regard to the characteristics.

Identifying Similarities and Differences

Avoid using just similarities

n Similarities help learn the concepts…. n Differences help recall the concepts…. n We often teach new concepts using just

similarities… n  Learners then mix up the concepts during

recall…

Things students mix up…

n  Letters b and d n  Mitosis and Meiosis n  Latitude and Longitude n  Complimentary and Supplementary angles With you table team, what other examples come to mind?

How to avoid this problem:

n Teach the differences first as new knowledge…

n And…. n Always have students practice by

identifying the similarities and the differences.

Fractions and Decimals are different because Fractions __, but Decimals __.

Fractions __, but Decimals __.

Fractions and Decimals are similar because they both ________________.

Nuclear fission and Nuclear fusion are similar because they both:

Nuclear fission and Nuclear fusion are different because:

Use a Comparison Matrix for multiple comparisons

7 elements should be the maximum

Item 1 Item 2 Item 3

Characteristic 1

Summary Statements

Characteristic 2

Characteristic 3

Characteristic 4

Monarchy Dictatorship Democracy

How the leaders came

to power

Summary Statements

The reaction from the people

The role of the people

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Be sure to have the learners express what they learned

through the comparison!

Written and/or Oral

Classification of Ideas

Not a natural skill for learners Use graphic organizers

Classification Chart Double-Bubble Diagrams

n Analogies and Similes/Metaphors can change the context of the practice and move to higher orders of thinking.

n They are also very background knowledge dependent….have them explain why.

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:

n Bone is to skeleton as word is to ______. Why?

n Rhythm is to music as _____ is to _____. Why?

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Similes and Metaphors

n Allow students to bring background knowledge to learning.

n Many correct examples can exist as long as we ask why?

Cooperative Learning

Coop Learning For Practice

n Protocols for practicing and deepening n Works well with both Procedural and

Declarative Knowledge n Offers great opportunity for student

monitoring and feedback n Helps us teach the “intangibles”

The Intangibles

n Set ground rules up front for collaboration: n Listening n Providing evidence for an opinion n Respecting other’s opinion, even in

disagreement n Contributing your share of the work

Skills Sought by Employers Now

In order of importance in their top 10: 1. Communication skills 2. Honesty 3. Interpersonal skills

Coop Learning = PIES

n Positive Interdependence n  Individual Accountability n Equal Participation n Simultaneous Interaction

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A few sample strategies

Progression of Thinking Protocol

n Teacher presents a question or problem n Students answer on their own first n Next they compare in groups of 2 or 3

n  Decide on a common, best answer n Finally they compare as a larger team

n  Decide on an answer as a team of 4 or 5

For the next two I need some volunteers please.

Inside-Outside Circle

n  Allows conversations between students in low pressure, high engagement manner.

n  Provides accountability for all students. n  Adjusts to all group sizes. n  Allows for easy formative assessment/feedback.

Line Up Strategy

n Present students with a topic…. n Demonstrate for them the continuum of

perspectives…. n Assign them a perspective to represent…. n Or, fit themselves in the place represented

by their personal view points….

Line Up: Protocol Rules n Fold or split the line: Based on level of

contrast desired. n  1. One participant gets 30 seconds to

express his/her opinion on the issue. n  2. Their line partner takes 15 seconds to

summarize what he/she heard them say. n  3. Reverse roles and repeat. n  4. Have students summarize their

learning.

Discussion Topic

n Do you or could you use any of these? n Brainstorm some ideas to use one of two

of these to practice content you will be teaching soon or you are teaching now.

Homework

It is not as simple as it sounds.

Discussion Topic

n Discuss the purpose for homework as you use it in your classroom. n  How is it working for you? n  What concerns do you have?

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Ideas for your consideration!

There is no “silver bullet”! There are successful practices.

The Essential Question is . . .

Do your homework strategies improve student achievement?

cutting-edge research concrete strategies sustainable success

Homework and Here work

n Homework: What we assign students to do on “their own.”

n Here work: What we do at school when there is a teacher to assist and guide.

Assignment Assumptions

n  students have a home. n  students have time to complete the work. n  students care if they complete the assignment. n  students and/or parents have the language skills

necessary to complete the assignment. n  students have proper places to compete the

assignment. n  we are the ONLY teachers giving homework.

We wanted to know so we asked the question:

How often have you seen another student at your school… n  Copy someone else’s homework?

n  Every Day = 19.9 % n  Many Times = 25.5 % n  A Few Times = 31.9 % n  Once 10.1 % n  Never 12.6 % RRHS student climate survey 2009-2010

New app aims to turn Facebook into a study tool n The Facebook application Hoot.me

diverts students away from their wall and news feed and asks them, "What are you working on?" It then connects students with live group-study sessions on their chosen topic.

Research on types of feedback

It is critical for homework.

Type of Feedback Number of Studies % Student Achievement Gain or Loss

Right or Wrong 6 -- 3 % Teacher provides correct answers

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8.5%

Students understanding assessment criteria vs. not understanding

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16% Teacher explains feedback

9

20%

Student reassessed until correct

4 20%

Types of Feedback

Bangert-Drowns, Kulik, Kulik, & Morgan

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Quantity? How much to assign?

n How much can you provide quality feedback for?

n A simple rule of thumb: 8 to 12 repetitions of anything is enough.

n  Less than 8 is just fine as well. n More than 12 not necessary.

Have students correct their own!

n  Aligns with feedback research n  Timeliness n  Teacher explains answers/corrections n  Becomes OK to make an error (Learning)

n  Provides formative information to the student

and doesn’t have to be scored.

Homework quiz strategy.

n  Homework becomes practice and instructional feedback….

n  It also becomes the best way to study for the homework quiz….

n  The homework quiz becomes a formative assessment or score….

n  Serves as one piece of evidence of learning….

Homework and Retesting:

n  Students keep a homework binder… n  Each homework assignment is kept in binder

once it has been assessed. n  In order to qualify for a retake, the student must

have all completed homework assignments in the binder.

n  If not, they have the opportunity to complete them to quality for a retake.

Completion Contract from Ken O’Connor (page 52) n  Missed Work—The following work has not been

handed in . . . n  Original Due Date . . . n  Reason—Please indicate why the work is late. n  Next steps—What will you now do to get this

work completed? n  New Due Date . . . n  Student, parent and teacher signature.

Choice Boards

n Enables students to choose tasks, practice a skill, and demonstrate depth of knowledge.

n Allows for differentiation related to interest or readiness level.

n Teachers need to carefully design the boards to ensure a good experience regardless of which “path” is chosen.

cutting-edge research concree strategies sustainable success

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Choice/Menu Boards n  http://daretodifferentiate.wikispaces.com/

Choice+Boards

Debrief the concept of homework with your table team.

Did any of this speak to you?

What might you consider?

The Flipped Classroom

Is anyone here trying this?

Homework and Here Work trade places.

Flipped Homework Assignment…

n  Watch a YouTube tutorial on dividing fractions. n  Design a diagram or model showing the steps as

they were presented on the tutorial. n  Mark or highlight any of the steps that confuse

you or you want to know more about. n  Bring your model to class tomorrow.

Here work….

n  In groups, explain your models and discuss the steps for dividing fractions as you learned from the video.

n  Make any additions or corrections to your model that you think will be helpful.

Here work Continued….

n  Using your models as guides, do 3 practice problems as a group.

n  On your own, complete five practice problems in class, refer to the model if you need help.

n  Complete the exit ticket assignment on your own before you leave class today.

n  What is the role of the teacher in this flipped classroom assignment?

Some thoughts on the flipped classroom taken from…

Flip Your Classroom By Jonathan Bergmann and

Aaron Sams

Tech is simply a learning tool

n Pedagogy should drive technology, never the other way around…

n Flipping your classroom is about the learning not the use of tech.

n First you select the element for instruction and then you add technology when appropriate.

Flipping does not require the latest technology

n Most students have access to technology on a digital device with more power and capabilities than the computers in our schools.

n Cell phones, Ipads, etc… n Flipping can be done with podcasts and

very simple technology….even a tape recorder.

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Flipping and Differentiation

n Flipping allows the opportunity for students who are ready to work ahead…

n Flipping allows students to hear and/or see the lesson as many times as needed

n Flipped lessons help students who have been absent…

Flipping helps teachers help students

n Here work allows teachers to monitor and give extra attention to students who need it.

Teacher Comments…

Students who have struggled in the past are doing much better because of my ability to work with them more one-on-one in class. Brett Wilie (First Baptist Academy, Dallas, TX)

Teacher Comment

Many of my students participate in multiple sports, athletes are not missing instruction anymore, which helps everyone in the long run. Brian Bennett (International School, Seoul, South Korea)

Even At Harvard…

Key Takeaways

n Start a list and add to it each day.

n  I’ll have you use this list for specific purposes on Wednesday afternoon.

Parent Involvement


A Parent’s View

n Homework is the intersection between home and school.

n Homework is a bridge that joins school, parents, and students.

n  It serves as a window through which parents can observe their child's education.

n Provides an opportunity to express positive attitudes toward children and their education.

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Homework Policy

n  Does your school have a homework policy? n  Does your team or grade band have a

homework policy? n  Is that policy well defined and communicated to

parents and students?

Every School and Teacher Should Have a Homework Policy (Guideline) and It Should Be Consistently Observed! Same grade/subject = Same policy! A recent survey of schools found that only 35% of school districts have a written homework policy.


In Conclusion

n Create a homework policy. n Think quality before quantity. n Think homework and here work. n Think about learning from mistakes. n Think meaningful and different styles. n Communicate about homework to parents. n Don’t assign more homework as

punishment or no homework as a reward. n Homework is formative, assess

accordingly!


Teaching Content Vocabulary as New Knowledge and to

Practice and Deepen

Discussion Topic

n What specific things do you do now to teacher content vocabulary in your classes?

Vocabulary The Foundation for All Learning

Pages 17 and 18 Supplementary Handout

n  Advanced = 4.0 More complex learning goal n  Above and beyond the target goal

n  Proficient = 3.0 target learning goal n  At the level identified in the standards

n  Progressing = 2.0 simpler learning goals n  Foundational knowledge needed to reach level 3

n  Beginning = 1.0 with help the learner can do it

Organize learning goals into a 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.

This is critical for all students but especially low and non readers!!!!

Identify Essential Terms

n  2 or 3 Content Vocabulary terms that are embedded in each essential standard for which you write a scale.

n Depth Words: “30” to “45” terms that must be learned to understand the content.

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The Facts…

Learning gaps start early in life. We have to have strategies to deal with them head on in the classroom. Student success depends on it.

Background Knowledge

n  All students arrive at school with some amount of background knowledge:

n  Children of middle class have heard 48,000 words before star5ng school.

n  Children of poverty have heard 13,000 words before star5ng school.

There is an established correla>on between academic background knowledge and:

n Success on test scores. n Level of reading comprehension, irrespec5ve of reading ability.

n Speed and accuracy of study behavior. n Student interest in material.

The Power of Words…

n Words are labels for packets of knowledge.

n The more words we have…. n The more background knowledge we

have….

Scaffolding Knowledge

n What is the foundation for all content area knowledge?

n Content VOCABULARY!

Two Types of Vocabulary

n Receptive Vocabulary n  Terms and phrases that an individual

recognizes. n  Reading and Listening Vocabulary

n Productive Vocabulary n  Terms and phrases that an individual uses. n  Speaking and Writing Vocabulary n  Kamil and Hiebert 2005

We can witness areas of the brain in action during specific tasks.

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Some of the Research

Impact of Vocabulary Instruction

Stahl & Fairbanks, 1986 n  Students’ comprehension will increase by 33

percentile points when vocabulary instruction focuses on specific words important to the content they are studying.

Marzano Laboratory Vocab Study

n  Conducted in volunteer schools 2004/2005 n  2-day training at beginning of year for teachers

in the six-step process of teaching vocabulary n  All schools contributed experimental and control

classes n  Students in experimental classes received direct

instruction in vocabulary n  Students in control classes did not, but received

the same other instruction as the experiment classes.

Vocabulary Student Study Group

n  2,683 total students n  1,677 Low Socioeconomic status n  1,044 classified as ELL

Same assessments used for both groups

Written responses to measure productive vocabulary. Multiple choice responses to measure receptive vocabulary.

Overall Sample

FRL Sub-group

ELL Sub-Sample

Written Responses

+ 19%

+9%

+21%

Multiple Choice Responses

+9%

+8%

+ 15%

Greater Passing Rates for Experimental vs. Control Students

Since that study: Over 40 experimental/control studies have been conducted by Marzano Research Laboratory Demonstrating a difference in passing rate of 70% to 50%.

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 comparison activities.

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 Vocabulary Step 1

n Provide a description, explanation, or example

n Straight definitions are not as effective when learners first learns a word.

n Example: Mutualism

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Steps 2 and 3

n Students restate in their own words… n Students make a nonlinguistic

representation… n This engages multiple parts of the brain to

allow dual encoding of the word.

Mutualism

The interaction of organisms within an ecosystem in a manner that significantly benefits both, although the resulting relationship is not critical to the continued existence of either.

Teach with a format to accomplish these steps.

n Numerous options, use one that includes all of the first three steps for vocab instruction

n A few examples of practice

Combination Notes

Regular notes Symbol, picture or graphic

Summary

Vocabulary Notebooks

n Use the same notebook for all vocabulary learning.

n Students can take it with them and begin to see cross-curricular connections.

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Extend the steps to groups

H.S. Science M.S. English







Page 18 in Supplementary Handout

A monarchy and a dictatorship are similar because they both ________________.

A monarchy and a dictatorship are different because

a monarchy___, but a dictatorship____.

a monarchy___, but a dictatorship____.







A Six-Step Process for Teaching Vocabulary

n Multiple exposure is critical to learning academic vocabulary.

n Current and previous vocabulary should always be fair game for class activities.

A Sample of Practice

the physiology of learning the “small” miracle of...

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