introduction to marzano’s art and science of teaching

Introduction to Marzano’s Art and Science of

Teaching

Sherwood BrooksSharon Klink

Driftwood Middle School2011

Overview of Today’s Training• Explain this observation

instrument and how it aids in instructional improvement

• Review and practice using Marzano’s Art and Science of Teaching Framework (Domain 1)

• Develop accuracy using tools to document evidence of practice and provide feedback to teachers

Doing Teacher Evaluation Differently

What is the goal?

The Goal: An expectation that all teachers can increase their expertise from year to year which produces gains in student achievement from year to year with a powerful cumulative effect

Art and Science of Teaching Framework Based Upon Decades of Research

Research-based strategies have a high probability of raising student achievement if they are used:

• In the part (segment) or type of lesson that is appropriate for the strategy

• At the appropriate level of implementation

Teacher Effectiveness:The Research Behind the ModelRelationship between Teacher Effectiveness and Student Achievement

Teacher Performance Rating (Example)

Expected Percentile Gain in Achievement for a Student Starting at the 50th Percentile

Predicted Percentile Rank for a Student Starting at the 50th Percentile

50th 0 50th

70th 8 58th

90th 18 68th

98th 27 77th

Five Conditions to Support Teacher Expertise

Teacher Expertise

Common Language of Instruction

Focused Feedback and Deliberate

Practice

Opportunity to Observe and Discuss

Teaching and Learning

Clear Criteria for Success and Plan

for Success

Recognition of progress

Causal Links to Student Achievement

Student Achievement

Classroom Strategies and Behaviors

Planning and Preparing

Reflecting on Teaching

Collegiality & Professionalism

Domain One

Domain Two

Domain Three

Domain Four

Levels of Performance• Scales: continuum of teaching behavior that documents growth over

time and can be used as a formative feedback tool or a summative assessment. Example from Domain 1: Processing New Information

Innovating (4) Applying (3) Developing (2) Beginning (1) Not Using (0)

The teacher adapts and creates new strategies for unique student needs and situations

The teacher engages students in summarizing, predicting, and questioning activities and monitors the extent to which the activities enhance student understanding

The teacher engages students in summarizing, predicting, and questioning activities

The teacher uses the strategy incorrectly or with parts missing

The strategy was called for but not exhibited

What does high quality instruction look like?

•Talk with a partner and write down as many factors as possible.

One of the greatest barriers to school improvement is the lack of an agreed upon definition of what high quality instruction looks like. - Elmore (2010)

What are the potential implications for student achievement?

A research based framework that describes and

defines teaching

A means for self assessment and reflection

A transparent framework for

making decisions

A foundation for professional

conversation

A coherent means to provide

formative and summative feedback

Design Questions1. What will I do to establish and communicate learning goals, track

student progress, and celebrate success? 6. What will I do to engage students? 2. What will I do to establish and maintain classroom rules and

procedures?3. What will I do to help students effectively interact with new

knowledge?4. What will I do to help students practice and deepen understanding of

new knowledge?5. What will I do to help students generate and test hypotheses about

new knowledge?7. What will I do to recognize adherence and lack of adherence to

classroom rules and procedures?8. What will I do to establish and maintain effective relationships with

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

Lesson Segment 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?

The Marzano Framework organizes 9 of 10 Design Questions into Three Lesson Segments:

10 Design Questions(9 Observable Teaching Behaviors)

3 Lesson Segments

41 Categories of Instructional Strategies (Elements)

The Marzano Art and Science of Teaching Framework

4 Domains

Design Question 1: What will I do to establish and communicate learning goals, track student

progress, and celebrate success?Providing Clear Learning Goals and Scales to

Measure those GoalsTracking Student Progress

Celebrating Student Success

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

Establishing Classroom RoutinesOrganizing Physical Layout of the Classroom for

Learning

Design Question 1: Establishing and communicating learning goals, tracking progress, celebrating success

What the Research says about Design Question #1 (setting goals, monitoring progress, celebrating success)

Knowledge can be categorized as Procedural or Declarative.

Procedural Knowledge

• Skills, Strategies and Processes

Declarative Knowledge

•Information

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

Procedural

Practice &

Feedback

Fluency

Declarative

Multiple

Exposures

Deepening

Understanding

Procedural and Declarative Knowledge

Setting Learning GoalsWhen creating learning goals, it is most useful to state

them in one of the following two formats:(Same as SMART Objectives)

Students will be able to __________________.

Students will understand _________________.

The reason for this is that content knowledge can be organized into two broad categories: Declarative

knowledge & Procedural knowledge.

Learning Goals, Activities and Assignments

Learning Goal

Activity

Guided learning experiences that take place

in a classroom setting

Assignment

Learning experiences designed to be completed independently in a

class or as a homework opportunity to extend classroom learning

Learning Goals-Activities and Assignments: Example

Subject Learning Goal Activity Assignment

Science Students will be able to identify similarities and differences between various planets in the solar system.

Students will watch a video that demonstrates the relationship between the earth and the moon and the place of these bodies in the solar system. Students will construct a model in small groups to represent understanding.

Read pp 24-32 and complete a graphic organizer that will represent individual understanding of the configuration of planets in the solar system.

Using Scales to Track Student Progress

Scales: A Continuum of Teaching Behavior Leading to Expertise

Scales and the Use of Feedback

If•goals provide clear targets for learning

Then•feedback facilitates the process of reaching those targets.

A Scale or Rubric Helps Students Learn

• Encourages continuous learning

• Provides specific and focused feedback specific to a criterion

• Students can effectively provide their own feedback and measure their own progress over time

• Allows for accurate peer feedback

Building an Effective Scale/Rubric

Score 4.0 More Complex Learning Goal

Score 3.0 Target Learning Goal

Score 2.0 Simpler Learning Goal

Score 1.0 With help, partial success at level 2.0 content.

Score 0.0 Even with help, no success.

Design Question #1: What will I do to establish and communicate learning goals, track student achievement, and celebrate success?

Without feedback,

goals are less effective

Need both goals and feedback to

celebrate success

Without effective goals,

feedback is ineffective

Design Question 6: What will I do to establish or maintain classroom rules

and procedures?Establishing Classroom Routines

Organizing Physical Layout of the Classroom for Learning

Classroom Rules and Procedures

• General classroom behavior• Beginning the day or period• Ending of the day or period• Transitions and interruptions• Materials and equipment• Group work• Seat work

Organizing Physical Space

Processing the Learning: Lesson Segment Involving Routine Events

Read protocol Number 4. While you watch the following video, look for teacher evidence of establishing routines and student evidence of understanding and following routine expectations

Lesson Segment Addressing Content

Design Question 2: What will I do to help students effectively interact with the 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?

•Identifyin g C ritical In fo rmatio n

•Pr eview in g New C on tent

•Or gan iz ing St ud en ts to In teract wit h New Kn o wled ge

•Ch un king Co n ten t int o “Digestible B ites”

•Pr ocess in g New In fo rmatio n

•Elabo ratin g o n New In for mation

•Recor d ing an d Repr esen tin g K n ow ledge

•Reflecting on Lear nin g

Teach the Thinking• Small chunks of content

need to be processed during a critical input experience

• Active processing requires the use of macro-strategies, or interacting instructional strategies

• Students cannot intuit these strategies they must be taught

Common Components of Macro-strategies

• Summarizing and Note Taking• Nonlinguistic Representation• Questions• Reflection• Cooperative Learning

— A unit with two learning goals might have four to six critical input experiences.

— Adequate time must be given to ensure students process the content deeply and comprehensively.

Examples:• Read a specific passage of text.• Watch a video. • Listen to a mini-lecture.• Watch a demonstration.• Participate in a simulation.

Identifying Critical Input Experiences Using a Variety of Mediums

Previewing New Content• Help students activate prior knowledge

relative to the new information• Activating this knowledge or related

knowledge helps students create linkages

Organize Students to Interact with New KnowledgeBenefits

– Provides students with multiple reference points– Facilitates active processing of information during a critical input

experience— Challenges students to articulate their thinking— Allows students to see how others process information— Allows students to react to how others process information

—Groups of two to five—Establish operating rules in advance

Present New Information in Small Chunks

“Learning proceeds more efficiently if students receive information in small chunks that are processed immediately. The more students know about the content, the larger the chunks can be.”

Robert MarzanoThe Art and Science of Teaching (2007)

Using Descriptions, Discussions and Predictions to Enhance Understanding

• After each small chunk of information provided students should work in small groups to describe, discuss, and make predictions regarding new information.

Elements that Guide Interaction

The Art and Science of Teaching (2007)

Elaborative questions can be organized into two broad categories:

Inferential Questions and Elaborative Interrogations

Inferential Questions

• Questions, that ask students to go beyond what was presented in a critical input experience

Elaborative Interrogations

•Begin with simple inferential questions and then ask the student to defend their logic

Elaborating on New Content

Recording and Representing Knowledge

• Notes• Academic Notebooks• Graphic Organizers• Dramatic Enactments• Mnemonics

Reflecting on Learning• Final step to actively

processing information• Importance of questions

as a catalyst for success– Sample Questions:

• What was I right about? • What was I wrong about?• How confident am I about

what I have learned?• What did I do well during

the experience and what could I have done better?

• All learners benefit from self monitoring, self regulating, and examining understanding

• Students can assess their own progress– Sample Questions:

• How am I doing?• What do I understand

better now?• What am I still confused

about?• How could I have

completed this task differently?

3 Ways to Stimulate Student Reflection

• Reflective Questions and Journals

• Think Logs

• Exit Slips

•Identifyin g C ritical In fo rmatio n

•Pr eview in g New C on tent

•Or gan iz ing St ud en ts to In teract wit h New Kn o wled ge

•Ch un king Co n ten t int o “Digestible B ites”

•Pr ocess in g New In fo rmatio n

•Elabo ratin g o n New In for mation

•Recor d ing an d Repr esen tin g K n ow ledge

•Reflecting on Lear nin g

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

Research and Theory

• Schema Development

• Development of Procedural Knowledge

• Development of Declarative Knowledge

• Homework

•Reviewing Content

•Organizing Students to Practice and Deepen Knowledge

•Using Homework

•Examining Similarities and Differences

•Examining Errors in Reasoning

•Practicing Skil ls, Strategies, and Processes

•Revising Knowledge

Reviewing Content

Examining Similarities and Differences

• There are five basic types of tasks that facilitate the identification of similarities.• Comparing• Classifying• Creating similes and metaphors• Creating analogies• Identifying Errors in Thinking

• Faulty Logic• Attacks• Weak References• Misinformation

Comparing Strategy Examples

DifferencesSimilarities

Differences

______and______ are alike as fairy tale characters because they both______. They are different as fairy tale characters because they______.

Sentence Stems

Double Bubble Diagram

Venn Diagrams

Comparison Matrices

Classifying Strategy Examples

Classification Chart Student Generated Classification Patterns

Students in a high school sociology class might be asked to collect representative problems they have identified in their own community. Their teacher asks them to classify the problems according to conceptual patterns they have studied in class. At the completion of the process, students are asked to present their conclusions.

Identifying Errors in ThinkingFaulty Logic Attacks Weak References Misinformation

Contradiction

Accident

False cause

Begging the question

Evading the issue

Arguing from ignorance

Composition and division

Poisoning the well

Arguing against the person

Appealing to force

Sources that reflect bias

Sources that lack credibility

Appealing to authority

Appealing to the people

Appealing to emotion

Confusing the facts

Misapplying a concept or generalization

Organizing Students to Practice and Deepen Knowledge

Cooperative learning techniques can be used in a wide variety of instructional situations.

—Small groups can work with declarative knowledge at any time (e.g., comparison, classification, metaphors and analogies, and identifying errors).

—For procedural knowledge, independent practice should occur first. Small groups focus on checking accuracy and sharing each learner’s approach.

HomeworkWhen seven classes worth of homework is piled on us nightly, we’re up ‘til 12 studying for things that, at that hour, don’t even make sense. In the morning, we stumble into class, sometimes unshowered, and then the teacher complains. Let’s think about this: We do homework but get nothing out of it - then we get into trouble, plus we stink. To me, there’s no benefit here.”

–Freshman Student (age 15) Prairie Village, Kansas

Purposeful Homework• Homework that helps students deepen their

knowledge (declarative)

• Homework that enhances students’ fluency with procedural knowledge

• Homework that introduces new content

Activity #3: Homework• Marzano concludes that homework has an overall

positive effect based on the research.• Cautions and recommendations: Homework should…

Discuss with a partner: What is our (DMS) homework policy? What cautions and recommendations can you provide regarding homework? (2 minutes)

Homework• Marzano concludes that homework has an

overall positive effect based on the research.• Cautions and recommendations: Homework

should… – be structured to ensure completion.– take a suitable amount of time.– have a clear purpose.– be directly related to learning goals.– be designed as independent tasks.– involve parents and guardians appropriately.

•Reviewing Content

•Organizing Students to Practice and Deepen Knowledge

•Using Homework

•Examining Similarities and Differences

•Examining Errors in Reasoning

•Practicing Skil ls, Strategies, and Processes

•Revising Knowledge

Design Question 2: What will I do to help students effectively interact with the new

knowledge?

Design Question 4: What will I do to help students generate and test hypotheses about

new knowledge?

•Organizing Students for Cognitively Complex Tasks

•Engaging Students in Cognitively Complex Tasks

•Providing Resources and Guidance

Organizing Students for Cognitively Complex Tasks• Groups can collaborate:

– To gather information

– To organize information

– To create a shared position

– To share conclusions

Engaging Students in Cognitively Complex Tasks

• The process of generating and testing explanations of observed phenomena

Experimental Inquiry

Problem Solving

Decision Making

Investigation

• The process of overcoming constraints or

limiting conditions that are in the way of pursuing goals

Providing Resources and Guidance– Design questions 2,3, and 4 represent a progression

from teacher centered to student centered learning experiences.

– In deciding how to help students generate and test hypotheses about new content, teachers need to design a coaching role for themselves and working role for students.

– Resources needed for students to be successful on tasks need to be carefully considered ahead of time.

•Organizing Students for Cognitively Complex Tasks

•Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing

•Providing Resources and Guidance

Processing the Learning:Lesson Segment Addressing Content

Read protocol # 6View video Clip Evaluate the teacher based on Protocol 6

Lesson 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?

Student engagement happens as a result of a teacher’s careful planning and implementation of specific strategies.

It is important to distinguish between…

Compliant BehaviorCognitive Engagement

Attention

How do I feel?

Classroom Energy Level

Teacher Demeanor

Perceptions of

Acceptance

Am I Interested?

Game-Like Activities

Unusual Information

Questioning

Engagement

Is this important?

Connecting to Students

Encouraging application of

knowledgeChoice

Can I do this?

Tracking Student Progress

Using effective verbal

feedback Teaching

Self Efficacy

DQ 5 Framework Strategies• Noticing and reacting when students are not engaged• Effective pacing• Using physical movement• Demonstrating intensity and enthusiasm• Using appropriate humor• Using academic games and inconsequential competition• Friendly controversy• Presenting unusual information• Using questioning to increase response rates• Creating opportunities for students to talk about

themselves

Lesson Segment Enacted on the Spot

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

Recognizing Adherence and Lack of Adherence to Classroom Rules and Procedures

– Reinforcement

– Punishment

– Punishment and reinforcement

– All of them work

– A combination of positive and negative work best

From the research…What strategies don’t work?• Highly attractive awards presented in a way

that call attention to the students• Rewards given for simply engaging in an

activity as opposed to being contingent on achieving a specific goal

• Rewards that are tied to behavior as control devices

Design Question 7: Adherence and Lack of Adherence to Rules and ProceduresVerbal and Non-verbal recognition

Tangible recognition

Home recognition Withitness Direct Cost

Consequences Contingency

Thank You’s Token Economies

Phone Calls Scanning Time Out Home

Smiles, Nods, Winks

Goal Sheets Emails Intervening Promptly and

Accurately

Natural Consequences

Speaking Softly

Individual Recognition

Notes Home Occupying the Room

Overcorrection

Stimulus Cueing

Group Recognition

Certificates Graduated Action

students?

Establishing and Maintaining Effective Relationships

What do you think?

“I've come to the frightening conclusion that I am the decisive element in the classroom. It's my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.”Haim Ginot

“On any given day, in any given classroom, the teacher will be in a relationship with every student.

It may be positive and nurturing…neutral…or negative and adversarial, but it will be there.

The question is, will it be a relationship that promotes effective learning?”

Debra Pickering

Research on RelationshipsResearch on Teacher Interactions with Students

Behavior Average Effect Size Percentile Gain

Eye contact 0.24 9

Gestures 0.66 25

Smiles 0.61 23

Encourages 0.90 32

Touch 0.10 4

Praise 0.24 9

Frequency of interaction 0.43 17

Duration of interaction 1.07 36

students?

Low Expectation Defined• “A teacher’s belief about students’ chances of success in

school influence the teacher’s actions with students, which in turn influences student achievement. If the teacher believes students can succeed, she tends to behave in ways that help them succeed. If the teacher believes that students cannot succeed, she unwittingly tends to behave in ways that subvert student success. This is perhaps one of the most powerful hidden dynamics of teaching because it is typically an unconscious activity.” Marzano, 2007

Let’s examine some potential reasons for low expectation…

• Teaching students’ siblings

• Teacher lounge banter• Student records

– Academic– Behavioral

• Extracurricular activities

• Ethnicity• Appearance• Verbal patterns• Socio-economic status• Race• Educational Labels

The Online Tool: iObservationThree Types:

1. Self – teacher observe and review of self2. Peer – teacher observe, review and provide

feedback to a peer(1 & 2 used to collect data but does not count

toward final evaluation) 3. Standard – administrative – any length of time, counts towards final evaluation

- Data Collected- Feedback is timely (as soon as report is completed, the teacher will get notification)

introduction to marzano’s art and science of teaching

student learning

teacher improvement

current teacher evaluation

todays goal

teacher growth

todays model

improved student achievement

marzano model of instruction

Documents

art and science of teaching - store & retrieve data...

teaching: art or science

marzano’s teacher evaluation model*

marzano’s nine top - tb2cdn.schoolwebmasters.com ·...

ei courses for marzano’s causal teacher evaluation model

marzano’s instructional strategies

marzano’s principles (1)

teaching, art of teaching

marzano’s essential 9 high leverage instructional...

language art teaching album

teaching history through art

national gallery of art - nga classroom - teaching art

marzano’s teacher evaluation instrument social studies as...

dr. robert marzano’s - prweb

integrating technology and marzano’s instructional...

teaching and learning action plan #1: curriculum...to...

marzano’s essential 9 instructional strategies engaged...

the art of teaching

sr art teaching business

integrating technology and marzano’s instructional...