Marzano Art and Science Teaching Framework Learning Map

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Marzano Art and Science Teaching Framework Learning Map. Teacher Evidence Element 1 Teacher has learning goal posted Learning goal is a clear statement of knowledge or information (not activity) Teacher makes reference to the learning goal throughout the lesson - PowerPoint PPT Presentation

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Marzano Art and Science Teaching Framwork Learning Map

Marzano Art and ScienceTeaching FrameworkLearning MapTeacher Evidence Element 1Teacher has learning goal postedLearning goal is a clear statement of knowledge or information (not activity)Teacher makes reference to the learning goal throughout the lessonTeacher has a scale or rubric that relates to the learning goal postedTeacher makes reference to the scale or rubric throughout the lessonStudent Evidence Element 1When asked, students can explain the learning goal, how their current activities relate to the learning goal, and the meaning of the levels of performance articulated in the scale or rubricTeacher Evidence Element 2Teacher helps student track their individual progress on the learning goal Uses formal and informal means to assign scores to students on the scale or rubric showing status on the learning goalTeacher charts the progress of the entire class on the learning goal

Domain I: Classroom Strategies & BehaviorsLesson Segment: Involving Routine EventsDQ 1: Communicating Learning Goals and Feedback 1.Providing Clear Learning Goals and Scales (Rubrics)The teacher provides a clearly stated learning goal with scale or rubric the describes levels of performance relative to the goal 2. Tracking Student ProgressThe teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment

Lesson SegmentInvolving Routine EventsTeacher Evidence Element 4Teacher involves students in designing classroom routinesTeacher uses classroom meetings to review and process rules and proceduresTeacher reminds student of rules and proceduresTeacher asks students to restate or explain rules and proceduresTeacher provides cues or signals when a rule or procedure should be used

Student Evidence Element 4Students follow clear routines during classWhen asked, students can describe established rules and proceduresWhen asked, students describe the classroom as an orderly placeStudents recognize cues and signals by the teacherStudents regulate their own behavior

DQ 6: Establishing Rules & Procedures

4. Establishing Classroom RoutinesThe teacher reviews expectations regarding rules and procedures to ensure their effective execution

Lesson Segment: Addressing ContentTeaching the ThinkingTeacher Evidence Element 9Teacher stops at strategic points in a verbal presentation, video, reading information or story, and/or providing demonstrationStudent Evidence Element 9When asked, students can explain why the teacher is stopping at various points and the students know what is expected of them when the teacher stops at strategic pointsTeacher Evidence Element 13Teacher asks student to state or record what they are clear about and what they are confused about, how hard they tried, what they might have done to enhance their learningStudent Evidence Element 13When asked, students can explain what they are clear about, what they are confused about. When asked, students can describe how hard they tried and what they could have done to enhance their learningLesson Segment: Addressing ContentDQ 2: Helping Students Interact with New Knowledge (Guided)

9. Chunking (modeling) Based on student needs, the teacher breaks the content into small chunks of information that can be easily processed by the students 13. Reflecting on Learning The teacher engages students I activities that help them reflect on their learning and the learning process

Lesson SegmentAddressing ContentTeaching the ThinkingTeacher Evidence Element 15Teacher organizes students into groups with the expressed idea of deepening their knowledge of informational content, and/or practicing a skill, strategy, or processStudent Evidence Element 15When asked, students explain how the group work support their learningWhile in groups, students interact in explicit ways to deepen their knowledge of informational content or, practice a skill, strategy, or process ( asking each other questions, obtaining information from their peers)Teacher Evidence Element 19Teacher engages student I practice activities that are appropriate to their current ability to execute a skill, strategy, or process (Guided if not able to perform, independent if student can perform)Student Evidence Element 19Students perform the skill, strategy, or process with increased confidence DQ 3: Helping Students Practice and Deepen New Knowledge(Independent) 15. Organize Students to Practice and Deepen Knowledge The teacher utilizes grouping in ways that facilitate practicing and deepening knowledge 19. Practicing Skills, Strategies, and ProcessesWhen content involves skill, strategy, or process, the teacher engages student in practice activities that help them develop fluency

Lesson SegmentAddressing ContentTeaching the ThinkingTeacher Evidence Element 22The teacher engages student with an explicit decision making, problem- solving, experimental inquiry, or investigation task that requires them to generate and test hypothesesTeacher facilitates students generating their own individual or group task that requires them to test hypotheses

Student Evidence Element 22Students are clearly working on tasks that require them to generate and test hypothesesWhen asked, students can explain the hypothesis was confirmed or disconfirmedStudents artifacts indicate that they can engage in decision making, problem solving, experimental inquiry, or investigationDQ4: Helping Students Generate and Test Hypotheses (Autonomy) 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing

The teacher engages student in complex tasks (decision-making, problem solving, experimental inquiry, investigation) that require them to generate and test hypotheses

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