The Art and Science of Teaching:

Using Research-Based Classroom Strategies to Improve Student

Achievement

(Without Driving Ourselves Crazy)

Lancaster School District

Designed for Teacher Leaders

Secondary Edition, Round II

Facilitated by Tim Westerberg

May 12, 2008

Session ObjectivesSession Objectives

Consider the utility of Marzano’s 10 Instructional Consider the utility of Marzano’s 10 Instructional Design Questions as a comprehensive framework Design Questions as a comprehensive framework for effective teaching.for effective teaching.Review and analyze the successes and Review and analyze the successes and challenges of teacher leadership and the turnkey challenges of teacher leadership and the turnkey process thus far and consider implications for process thus far and consider implications for future work.future work. Develop a working understanding of two Develop a working understanding of two additional CITW strategies ( additional CITW strategies ( Cues, Questions, and Cues, Questions, and Advance Organizers Advance Organizers and and Generating and Testing Generating and Testing HypothesesHypotheses), and of what they “look like” in ), and of what they “look like” in practice in secondary classrooms. practice in secondary classrooms.

“Prescribing professional development to ‘fix’ teachers without providing opportunities for job-embedded professional learning squanders a powerful opportunity to grow strong professional cultures in schools.”

Daniel Baron. “Imagine: Professional Development That Changes Practice.” Principal Leadership: High School Edition. January 2008, Pages 56-58.

So, How’s the Teacher-Leader Business Going?

Reflecting on your work this year in your departments:

1. React to each of the two statements on the following slide.

2. On a scale of 1-5 (1 = “Not at all,” 3 = “Somewhat,” 5 = “A great deal”), to what extent have teachers embedded the two CITW strategies into their teaching? Are you satisfied with the progress thus far?

3. What worked well for you?

4. What obstacles did you encounter?

5. What, if anything, will you do differently this time around?

6. What have you learned about leading? About teaching?

7. What help/resources/training/…do you need?

8. What questions do you have for the group?

Dylan Wiliam. “Changing Classroom Practice.” Educational Leadership Vol. 65, No. 4: December

2007/January 2008. Pages 36-42.

• “Knowing that is different from knowing how.” (Page 38)

• “It is generally easier to get people to act their way into a new way of thinking than it is to get them to think their way into a new way of acting.” (Page 39) From Millard Fuller, Habitat for Humanity

Identifying similarities and differences

Summarizing and note taking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic representations

Cooperative learning

Setting objectives and providing feedback

Generating and testing hypotheses

Cues, questions, and advance organizers

Instructional Design Questions:Instructional Design Questions:Bob Marzano. Bob Marzano. The Art and Science of The Art and Science of

Teaching. Teaching. (2007)(2007)1.1. What will I do to establish and communicate What will I do to establish and communicate

learning goals, track student progress, and learning goals, track student progress, and celebrate success?celebrate success?

2.2. What will I do to help students effectively What will I do to help students effectively interact with new knowledge?interact with new knowledge?

3.3. What will I do to help students practice and What will I do to help students practice and deepen their understanding of new deepen their understanding of new knowledge?knowledge?

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

5.5. What will I do to engage students?What will I do to engage students?

Design QuestionsDesign Questions(Continued)(Continued)

6.6. What will I do to establish or maintain What will I do to establish or maintain classroom rules and procedures?classroom rules and procedures?

7.7. What will I do to recognize and acknowledge What will I do to recognize and acknowledge adherence and lack of adherence to classroom adherence and lack of adherence to classroom rules and procedures?rules and procedures?

8.8. What will I do to establish and maintain What will I do to establish and maintain effective relationships with students?effective relationships with students?

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

10.10. What will I do to develop effective lessons What will I do to develop effective lessons organized into a cohesive unit?organized into a cohesive unit?

Generating and Testing Hypotheses

Problem Solving

Decision Making

Systems Analysis

Experimental Inquiry

Investigation

Generating and Testing HypothesesGenerating and Testing Hypotheses

What will I do to help students:What will I do to help students:

……? ?

……??

……??

……??

……??

……??

Generating and Testing HypothesesGenerating and Testing Hypotheses

What will I do to help students:What will I do to help students:Move to a deeper level of knowing?Move to a deeper level of knowing?

Not just add to, but actually reorganize, their Not just add to, but actually reorganize, their knowledge?knowledge?

Question their knowledge?Question their knowledge?

Make predictions and then confirm or disconfirm Make predictions and then confirm or disconfirm those predictions?those predictions?

Understand the importance of and guidelines for Understand the importance of and guidelines for providing support for a conclusion?providing support for a conclusion?

Design Question # ?Design Question # ?

““High-achieving countries have High-achieving countries have assessments that ‘require students to assessments that ‘require students to conduct research and scientific conduct research and scientific investigations, solve complex real-world investigations, solve complex real-world problems in mathematics, and defend their problems in mathematics, and defend their ideas orally and in writing….This focuses ideas orally and in writing….This focuses students’ and teachers’ attention on skills students’ and teachers’ attention on skills that democracy, higher education, and that democracy, higher education, and 2121stst-century jobs will require.”’-century jobs will require.”’

““Democracy at Risk.” The Forum on Education and Democracy at Risk.” The Forum on Education and Democracy, April, 2008. Reported in “Forum Seeks A Democracy, April, 2008. Reported in “Forum Seeks A New Vision For U.S. Role,” David J. Hoff. New Vision For U.S. Role,” David J. Hoff. Education Education Week Week Vol. 27, No. 34: April 23, 2008. Pages1 & Vol. 27, No. 34: April 23, 2008. Pages1 & 2424..

By Greg Toppo, USA TODAY

The typical child in the USA stands only a one-in-14 chance of having a consistently rich, supportive elementary school experience, say researchers who looked at what happens daily in thousands of classrooms.

The findings, published today in the weekly magazine Science, take teachers to task for spending too much time on basic reading and math skills and not enough on problem-solving, reasoning, science and social studies. They also suggest that U.S. education focuses too much on teacher qualifications and not enough on teachers being engaging and supportive.

Funded by the National Institutes of Health, educational researchers spent thousands of hours in more than 2,500 first-, third- and fifth-grade classrooms, tracking kids through elementary school. It is among the largest studies done of U.S. classrooms, producing a detailed look at the typical kid's day.

The researchers found a few bright spots — kids use time well, for one. But they found just as many signs that classrooms can be dull, bleak places where kids don't get a lot of teacher feedback or face time.Among the findings on what teachers and students did and how they interacted:

• Fifth-graders spent 91.2% of class time in their seats listening to a teacher or working alone, and only 7% working in small groups, which foster social skills and critical thinking. Findings were similar in first and third grades.

Greg Toppo. “Study gives teachers barely passing grade in classroom.” USA TODAY. 3/29/07

Published: March 14, 2007

Student Engagement

High school students say they are bored in class because they aren’t interested in what they’re studying or they don’t have enough interaction with their teachers, says a report from Indiana University’s Center for Evaluation and Education Policy.

More than 81,000 high school students from 110 high schools responded to the center’s High School Survey of Student Engagement. The survey found that fewer than 2 percent of students say they are never bored in high school; 75 percent of students said they were bored in at least one class because the subject they were studying wasn’t interesting; and 31 percent cited lack of interaction with teachers as the primary reason for classroom boredom. "High School Survey of Student Engagement" is posted by Indiana University's Center for Evaluation and Education Policy.

By Michelle R. Davis

Vol. 26, Issue 27, Page 14

Survey: Many U.S. high school students bored in classPOSTED: 12:15 p.m. EST, February 28, 2007

:            CHICAGO, Illinois (Reuters) -- A majority of U.S. high school students say they get bored in class every day, and more than one out of five has considered dropping out, according to a survey released Wednesday.The survey of 81,000 students in 26 states found two-thirds of high school students complain of boredom, usually because the subject matter was irrelevant or their teachers didn't seem to care about them."They're not having those interactions, which we know are critical for student engagement with learning," said Ethan Yazzie-Mintz, who led the annual survey by Indiana University researchers.Half of the students surveyed said they had skipped school without a valid excuse at least once, and 22 percent said they had considered dropping out. More than half said they spent an hour or less per week reading and studying.

Step 1: Teach Students About Step 1: Teach Students About Effective SupportEffective Support

How/where/when do you/could How/where/when do you/could you do this?you do this?

Step 2: Problem Solving

1. Identify the goal you are trying to accomplish

3. Identify different solutions for overcoming the barriers or constraints and hypothesize (predict) which solution is likely to be the most effective.

4. Try your solution —either in reality or through a simulation.

2. Describe the barriers or constraints that are preventing you from achieving your goal—that are creating the problem—and predict their impact .

5. Explain whether your hypothesis was correct. Determine if you want to test another hypothesis, using a different solution.

Goal

Problem Solving

Goal

Goal

Problem Solving

Goal

Problem Solving

Goal Ach

ieved

Problem SolvingProblem Solving

From zone to man-on-man defense…From zone to man-on-man defense…

Leave out all of the conjunctions…Leave out all of the conjunctions…

??

Brainstorming….Brainstorming….

Think of a specific unit and learning Think of a specific unit and learning goal (s) you taught this year. goal (s) you taught this year. How did you/could you How did you/could you incorporate incorporate problem solving problem solving into into the unit? the unit?

Step 3: Experimental Inquiry

1. Observe something of interest to you, and describe what has occurred.

2. Explain what you have observed. What theories or rules could help you explain?

3. Based on your explanation, make a prediction.

4. Set up an experiment or activity to test your prediction.

5. Explain the results of your experiment in light of your explanation. If necessary, revise your explanation or prediction or conduct another experiment.

Experimental Inquiry

If I am right,

then…

I think that the explanation for

this is…

Experimental Inquiry

If I am right,

then…

I think that the explanation for

this is…

EXPERIMENTAL INQUIRY

People who were in high school and college during the 1960’s are now in their forties and fifties. Consider this population. Some would say that it is interesting that there seems to be no lasting effect of the ’60’s on these people. One possible explanation for this is that the effect is there, but it is very subtle. Try to determine what effects the experiences of the ’60’s are having on the lives of these people now. Test your hypothesis and report on…

OR

EXPERIMENTAL INQUIRY---Continued

During the late ’80’s, there was a renewed interest in the Vietnam War (movies, books, documentaries). Hypothesize a possible explanation for this. Set up an experiment or other activity to test your hypothesis. Report on…

a) your hypothesis and how you tested your hypothesis

b) your findings

c) your conclusions

Using Technology with Using Technology with Classroom Instruction that Classroom Instruction that

WorksWorks

Pitler, Hubbell, Kuhn, and Pitler, Hubbell, Kuhn, and MalenoskiMalenoski

ASCD/McREL, 2007ASCD/McREL, 2007

Brainstorming….Brainstorming….

Think of a specific unit and learning Think of a specific unit and learning goal (s) you taught this year. goal (s) you taught this year. How did you/could you How did you/could you incorporate incorporate experimental inquiry experimental inquiry into the unit? into the unit?

Step 4: Decision Making

1. Identify a decision you wish to make and the alternatives you are considering. Predict which alternative will be selected.

2. Identify the criteria you consider important.

3. Assign each criterion an importance score.

4. Determine the extent to which each alternative possesses each criterion.

5. Multiply the criterion scores by the alternative scores to determine which alternative has the highest total points.

6. Contrast the actual outcome with your predicted outcome.

7. Based on you reaction to the selected alternative, determine if you want to change importance scores or add or drop criteria.

Decision Making

?

Criteria

Nutritious

Tasty

Inexpensi

ve

Decision Making

?

Criteria

Nutritious

Tasty

Inexpensi

ve

Criteria

Nutritio

us

Has

Peppero

ni Tasty

Inexpensiv

e

CriteriaCriteria

Tele-Tele-phonephone

EmailEmail Tele- Tele- graphgraph

Wire- Wire- less less phonephone

FaxFax Inter- Inter- net net chatchat

What is most important communication mechanism invented?

AlternativesAlternatives

CriteriaCriteria

Romeo Romeo & Juliet& Juliet

Of Mice Of Mice & Men& Men

Scarlet Scarlet LetterLetter

2001: A 2001: A Space Space OdysseyOdyssey

People still read it People still read it todaytoday

Broad appeal—Broad appeal—speaks to manyspeaks to many

Meaningful Meaningful message about lifemessage about life

Extends, breaks, or Extends, breaks, or creates techniques creates techniques with the formwith the form

““Research shows that when a learner makes a Research shows that when a learner makes a decision based on the basis of an authentic decision based on the basis of an authentic question, this process engages the executive question, this process engages the executive functions of the prefrontal cortex. The executive functions of the prefrontal cortex. The executive functions are analogous to a gate that opens up functions are analogous to a gate that opens up to new information. Neuroscientists have to new information. Neuroscientists have identified the executive functions…,and they are identified the executive functions…,and they are crucial to complex learning that lends itself to crucial to complex learning that lends itself to real-world performance and application.”real-world performance and application.”

Cain & Cain. “The Way We Learn.” Educational Cain & Cain. “The Way We Learn.” Educational Leadership, Leadership, 9/06.9/06.

DECISION MAKING

It is 1969. You are on the Board of Time Magazine. For the cover of the December issue, your want to select a “Person of the Decade.” Your job is to decide which person should be selected and then justify your decision to the publishers by listing the people that were considered, the criteria you used, and how each person was rated under each criterion. Report on

a) The criteria you used and the importance you placed on each;

b) The individuals you considered and the extent to which they met your criteria; and

c) Your final selection

Brainstorming….Brainstorming….

Think of a specific unit and learning Think of a specific unit and learning goal (s) you taught this year. goal (s) you taught this year. How did you/could you How did you/could you incorporate incorporate decision making decision making into into the unit? the unit?

Step 5: Systems Analysis

3. Identify a part of the systems, describe a change in that part, and then hypothesize (predict) what would happen as a result of the change.

4. When possible, test your hypothesis by actually changing the part or by using a simulation to change the part.

2. Describe how the parts affect each other.

1. Explain the purpose of the system, the parts of the system and the function of each part.

?

?

?

Systems Analysis

Cinderella

Systems Analysis

Prince

Stepsisters

Stepmother

Fears

Loves

Adm

iresLoves

Doe

sn’t

Car

e

Loves

Adores

Resen

ts

Adores

Respiratory

Systems Analysis

Digestive

Circulatory

Nervous

? ?????

??????

???

???

???

???

???

Systems Analysis…Systems Analysis…

Explain would happen to the balance of trade, the Explain would happen to the balance of trade, the price of oil,…if the value of the dollar falls by 20%.price of oil,…if the value of the dollar falls by 20%.

Describe how our government would function Describe how our government would function differently if there was no right of judicial review.differently if there was no right of judicial review.

Body systems…Body systems…

Ecosystems…Ecosystems…

Angle B in Figure 3 was increased by 10 Angle B in Figure 3 was increased by 10 degrees…degrees…

The __________movement in music (art) had…The __________movement in music (art) had…

Brainstorming….Brainstorming….

Think of a specific unit and learning Think of a specific unit and learning goal (s) you taught this year. goal (s) you taught this year. How did you/could you How did you/could you incorporate incorporate systems analysis systems analysis into into the unit? the unit?

Step 6: Investigation1. Historical Investigation: What really happened? Why did X

happen?• Why did Homo sapiens survive and flourish when

Neanderthals died out?• How were the pyramids of Egypt built with the limited

technology of the day?2. Projective Investigation: What would happen if…?

• What would happen if the laws in the United States required a passport to travel from one state to another?

• What would happen if the temperature of Earth rose 1 degree Fahrenheit over a five-year period of time?

3. Definitional Investigation: What are the important features of_____? What are the defining characteristics of_____?• What are the defining characteristics of Baroque art and

architecture? Isosceles triangles? • Pluto was recently downgraded from a planet to a dwarf

planet. What are the defining characteristics of each?

Investigation

1. Clearly identify the past event to be explained (historical investigation), the future or hypothetical event to be explained (projective investigation), or the concept to be defined (definitional investigation).

2. Make an initial prediction about the question under investigation.

3. Identify what is known or agreed upon and what is confusing or contradictory.

4. Seek out and analyze evidence to determine if your hypothetical (predicted) scenario is plausible. If necessary, continue to refine your hypothetical scenario.

PROJECTIVE INVESTIGATION

Select a major movement from the ’60’s that involved civil disobedience. Consider what would have happened if there had been no civil disobedience as part of the movement. Identify a different method of seeking change. Describe

1)how the movement during the decade might have played out differently, and

2)how the present would be different.

if there had been no civil disobedience and, instead, the method of change you identify had been used exclusively.

Using Technology with Using Technology with Classroom Instruction that Classroom Instruction that

WorksWorks

Pitler, Hubbell, Kuhn, and Pitler, Hubbell, Kuhn, and MalenoskiMalenoski

ASCD/McREL, 2007ASCD/McREL, 2007

Brainstorming….Brainstorming….

Think of a specific unit and learning Think of a specific unit and learning goal (s) you taught this year. goal (s) you taught this year. How did you/could you How did you/could you incorporate incorporate investigation investigation into the into the unit? unit?

Step 7: Consider the Extent to Step 7: Consider the Extent to Which Cooperative Learning Which Cooperative Learning

Structures will be Used.Structures will be Used.

CUES, QUESTIONS, AND CUES, QUESTIONS, AND ADVANCE ORGANIZERSADVANCE ORGANIZERS

CUES, QUESTIONS, AND CUES, QUESTIONS, AND ADVANCE ORGANIZERSADVANCE ORGANIZERS

(Activating Prior Knowledge)(Activating Prior Knowledge)

Instructional Design Questions:Instructional Design Questions:Bob Marzano. Bob Marzano. The Art and Science of The Art and Science of

Teaching. Teaching. (2007)(2007)1.1. What will I do to establish and communicate What will I do to establish and communicate

learning goals, track student progress, and learning goals, track student progress, and celebrate success?celebrate success?

2.2. What will I do to help students effectively What will I do to help students effectively interact with new knowledge?interact with new knowledge?

3.3. What will I do to help students practice and What will I do to help students practice and deepen their understanding of new deepen their understanding of new knowledge?knowledge?

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

5.5. What will I do to engage students?What will I do to engage students?

Design QuestionsDesign Questions(Continued)(Continued)

6.6. What will I do to establish or maintain What will I do to establish or maintain classroom rules and procedures?classroom rules and procedures?

7.7. What will I do to recognize and acknowledge What will I do to recognize and acknowledge adherence and lack of adherence to classroom adherence and lack of adherence to classroom rules and procedures?rules and procedures?

8.8. What will I do to establish and maintain What will I do to establish and maintain effective relationships with students?effective relationships with students?

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

10.10. What will I do to develop effective lessons What will I do to develop effective lessons organized into a cohesive unit?organized into a cohesive unit?

Design Question # ?Design Question # ?

Identifying similarities and differences

Summarizing and note taking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic representations

Cooperative learning

Setting objectives and providing feedback

Generating and testing hypotheses

Cues, questions, and advance organizers

Which of the other CITW Which of the other CITW strategies fit under D. Q. # 2?strategies fit under D. Q. # 2?

Other strategies teachers use to Other strategies teachers use to facilitate students’ actively facilitate students’ actively processing (interacting with, processing (interacting with, thinking about) content?thinking about) content?

RESEARCH AND THEORY ON RESEARCH AND THEORY ON CUES AND QUESTIONSCUES AND QUESTIONS

1.1. Cues and questions should focus on what is Cues and questions should focus on what is important as opposed to what is unusual.important as opposed to what is unusual.

2.2. ““Higher level” (inference & analysis) questions Higher level” (inference & analysis) questions produce deeper learning than “lower level” produce deeper learning than “lower level” (recall or recognize) questions.(recall or recognize) questions.

3.3. ““Waiting” briefly before accepting responses Waiting” briefly before accepting responses from students has the effect of increasing the from students has the effect of increasing the depth of students’ answers.depth of students’ answers.

4.4. Questions are effective learning tools even Questions are effective learning tools even when asked before learning experience.when asked before learning experience.

Strategic Reading, Purposeful Strategic Reading, Purposeful Reading, Deep Reading…Reading, Deep Reading…

““There’s no mystery here: such There’s no mystery here: such reading starts with good reading starts with good questions and prompts.” questions and prompts.” (Pg. 490)(Pg. 490)

Mike Schmoker. “Radically Redefining Literacy Instruction: An Mike Schmoker. “Radically Redefining Literacy Instruction: An Immense Opportunity.” Immense Opportunity.” Phi Delta Kappan Phi Delta Kappan 88, no. 7 (April 07): 88, no. 7 (April 07): 488-493.488-493.

CITW With ELLCITW With ELL

Using Technology with Using Technology with Classroom Instruction that Classroom Instruction that

WorksWorks

Pitler, Hubbell, Kuhn, and Pitler, Hubbell, Kuhn, and MalenoskiMalenoski

ASCD/McREL, 2007ASCD/McREL, 2007

1.1. Advance organizers should focus on Advance organizers should focus on what is important as opposed to what is what is important as opposed to what is unusual.unusual.

2.2. ““Higher level” advance organizers Higher level” advance organizers produce deeper learning than the “lower produce deeper learning than the “lower level” advance organizers.level” advance organizers.

3.3. Advance organizers are most useful with Advance organizers are most useful with information that is not well organized.information that is not well organized.

4.4. Different types of advance organizers Different types of advance organizers produce different results.produce different results.

Using Technology with Using Technology with Classroom Instruction that Classroom Instruction that

WorksWorks

Pitler, Hubbell, Kuhn, and Pitler, Hubbell, Kuhn, and MalenoskiMalenoski

ASCD/McREL, 2007ASCD/McREL, 2007

Preview the Content Prior to a Preview the Content Prior to a Critical-Input ExperienceCritical-Input Experience

What do you think you know?What do you think you know?

Overt linkagesOvert linkages

Preview questionsPreview questions

Brief teacher summary (expository advance Brief teacher summary (expository advance organizer)organizer)

Stories (narrative advance organizer)Stories (narrative advance organizer)

SkimmingSkimming

Teacher-prepared notesTeacher-prepared notes

Graphic organizersGraphic organizers

Brainstorming….Brainstorming….

Think of a specific unit and learning Think of a specific unit and learning goal (s) you taught this year. goal (s) you taught this year. How did you/could you How did you/could you incorporate incorporate cues, questions and cues, questions and advance organizers advance organizers into the unit? into the unit?