the art and science of teaching - amazon web services€¦ · 10/4/13 2 888.849.0851...

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MARZANO Research Laboratory888.849.0851 marzanoresearch.com

“THE%ART%AND%SCIENCE%OF%TEACHING”%Lesson%Segments%

Involving%Routine%Events%Lesson%Segments%%

Addressing%Content%Lesson%Segments%

Enacted%on%the%Spot%Design'Question'1:''What'will'I'do'to'establish'and'communicate'learning'goals,'track'student'progress,'and'celebrate'success?'1) Providing+Clear+Learning+Goals+and+Scales+to+Measure+

those+Goals+2) Tracking+Student+Progress+3) Celebrating+Student+Success+

Design'Question'2:''What'will'I'do'to'help'students'effectively'interact'with'the'new'knowledge?'6)+Identifying+Critical+Information+7)+Organizing+Students+to+Interact+with+New+Knowledge+8)+Previewing+New+Content+9)+Chunking+Content+into+“Digestible+Bites”+10)+Processing+of+New+Information+11)+Elaborating+on+New+Information+12)+Recording+and+Representing+Knowledge+13)+Reflecting+on+Learning+

Design'Question'5:''What'will'I'do'to'engage'students?'24)+Noticing+and+Reacting+when+Students+are+Not+Engaged+25)+Using+Academic+Games+26)+Managing+Response+Rates+27)+Using+Physical+Movement+28)+Maintaining+a+Lively+Pace+29)+Demonstrating+Intensity+and+Enthusiasm++30)+Using+Friendly+Controversy+31)+Providing+Opportunities+for+Students+to+Talk+about+Themselves+32)+Presenting+Unusual+or+Intriguing+Information+

Design'Question'6:''What'will'I'do'to'establish'and'maintain'classroom'rules'and'procedures?'4) Establishing+Classroom+Routines+5) Organizing+Physical+Layout+of+the+Classroom+for+Learning+

Design'Question'3:''What'will'I'do'to'help'students'practice'and'deepen'their'understanding'of'new'knowledge?'14)+Reviewing+Content+15)+Organizing+Students+to+Practice+and+Deepen+Knowledge+16)+Using+Homework+17)+Examining+Similarities+and+Differences+18)+Examining+Errors+in+Reasoning+19)+Practicing+Skills,+Strategies,+and+Processes+20)+Revising+Knowledge+

Design'Question'7:''What'will'I'do'to'recognize'and'acknowledge'adherence'and'lack'of'adherence'to'classroom'rules'and'procedures?'33)+Demonstrating+“Withitness”+34)+Applying+Consequences+35)+Acknowledging+Adherence+to+Rules+and+Procedures+

+ Design'Question'4:''What'will'I'do'to'help'students'generate'and'test'hypotheses'about'new'knowledge?'21)+Organizing+Students+for+Cognitively+Complex+Tasks+22)+Engaging+Students+in+Cognitively+Complex+Tasks+Involving+Hypothesis+Generating+and+Testing+23)+Providing+Resources+and+Guidance+

Design'Question'8:''What'will'I'do'to'establish'and'maintain'effective'relationships'with'students?'36)+Understanding+Students’+Interests+and+Backgrounds+37)+Using+Behaviors+that+Indicate+Affection+for+Students+38)+Displaying+Objectivity+and+Control++

' Design'Question'9:''What'will'I'do'to'communicate'high'expectations'for'all'students?'39)+Demonstrating+Value+and+Respect+for+Low+Expectancy+Students+40)+Asking+Questions+of+Low+Expectancy+Students+41)+Probing+Incorrect+Answers+with+Low+Expectancy+Students+'

!MARZANO Research Laboratory888.849.0851 marzanoresearch.com

What must a district or school do to cul/vate teacher

effec/veness?

Develop a common language of instruction

A way of talking about teaching

Not a list of “effec/ve things” that everyone has to do


The Art and Science of Teaching
















!MARZANO Research Laboratory888.849.0851 marzanoresearch.com

Let’s overview the 41… ASOT At a Glance

+ = firm understanding/use frequently ✓ = familiar but need to learn more in order to implement more frequently

− = unfamiliar and use infrequently (if at all)

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Table Discussion…

² Within Design Ques3ons 1, 2, and 6, what have you tried since we met at the end of May?

² How about the other Design Ques3ons? Which elements are you hoping to learn about during these three days?






those+Goal+2) Tracking+Student+Progress+3) Celebrating+Student+Success+









!

HANDOUT PAGE 16


Three Types of Practice…

• Automa3city • Flow • Deliberate Prac3ce















!

HANDOUT PAGE 16


Identifying Errors in Thinking

•  Faulty logic –  Contradic3on, Accident, False Cause, Begging the Ques3on, Evading the Issue, Arguing from Ignorance, Composi3on, Division

•  AMacks –  Poisoning the well, arguing against the person, appealing to force

•  Weak references –  Biased sources, sources lacking credibility, appeals

•  Misinforma3on


Faulty Logic

= forming conclusions using

unsound reasoning

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1 -‐ Contradic/on 1 8 15 22 29 2 -‐ False Cause 2 9 16 23 30 3 -‐ Begging the Ques/on 3 10 17 24 31 4 -‐ Evading the Issue 4 11 18 25 32 5 -‐ Arguing from Ignorance 5 12 19 26 33 6 -‐ Composi/on 6 13 20 27 34 7 -‐ Division 7  14 21 28 35


1-Contradiction •  DEFINITION: presen3ng conflic3ng informa3on •  EXAMPLE: Too many unwanted pets are destroyed each

year, but I don’t think humane socie3es should try to limit the number of animals born (whether wanted or unwanted).

•  EXPLANATION: The person claims to be concerned about

one issue (the number of unwanted pets that are destroyed), then presents informa3on (not wan3ng humane organiza3ons to try to limit the birth of unwanted animals) that contradicts the issue.


•  DEFINITION: assuming that something that happened first caused something that happened later

•  EXAMPLE: We lost the hockey game because I forgot to wear my lucky socks.

•  EXPLANATION: This statement aMributes a false cause (wearing of lucky socks) to the effect (losing the game).

2-False Cause


•  DEFINITION: defending a claim by resta3ng the claim

•  EXAMPLE: Serena Williams is the best tennis player because she is ranked first.

•  EXPLANATION: The second half of the statement says almost the same thing as the first half.

3-Begging the Question


•  DEFINITION: changing the topic to avoid an issue

•  EXAMPLE: I may have been late to class, but I have been on 3me to every other class for months. Plus, I have turned in all of my assignments and my grades are improving.

•  EXPLANATION: The person is evading the issue (being tardy to class) by turning the focus to other topics (being on 3me to other classes, turning in her assignments).

4-Evading the Issue


•  DEFINITION: claiming something is true because it hasn’t been proven untrue

•  EXAMPLE: The Egyp3an Pyramids must have been built by aliens since no one has proven aliens didn’t help.

•  EXPLANATION: The person is saying something (the building of the pyramids by aliens) must be true because no one has proven otherwise.

5-Arguing from Ignorance

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•  DEFINITION: arguing something about the whole is true because it is true of the parts

•  EXAMPLE: The rainiest place on Earth is on the Hawaiian Island of Kauia. Don’t go to Hawaii if you want to be warm and dry.

•  EXPLANATION: The person is claiming the condi3ons that are true of a part (one sec3on of one Hawaiian Island) are true of the whole (all Hawaiian Islands).

6-Composition


•  DEFINITION: arguing something about the parts is true because it is true of the whole

•  EXAMPLE: The building contains nothing but bricks, and since the whole building is white, the bricks must also be white.

•  EXPLANATION: The person is claiming something that is true of the whole must be true of the parts.

7-Division


TYPE OF FAULTY LOGIC: YOUR DEFINITION:

YOUR EXAMPLE:

1 -‐ Contradic/on 1 8 15 22 29 2 -‐ False Cause 2 9 16 23 30 3 -‐ Begging the Ques/on 3 10 17 24 31 4 -‐ Evading the Issue 4 11 18 25 32 5 -‐ Arguing from Ignorance 5 12 19 26 33 6 -‐ Composi/on 6 13 20 27 34 7 -‐ Division 7  14 21 28 35


4) EVADING THE ISSUE Definition: -Diversion tactics -Steering/redirecting conversation

away from the issue Example(s):

“I haven’t done my argumentative essay draft yet, but I have spent an hour on my Maths and I’m way ahead on that.”


Faulty Logic Gallery Walk















!

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How about homework as a practicing and deepening

strategy?

HANDOUT PAGE 19


Almost all teachers at one /me or another require their students to

complete homework.

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

Classroom Instruction That Works, Marzano, 2001 MARZANO Research Laboratory888.849.0851 marzanoresearch.com

Let’s explore this a bit further…


Homework Discussion Ques/ons

• How do you use homework in your classroom?

• What kind of feedback do you generally provide your students on the homework?

• What challenges do you find exist with homework (beyond incomple3on)?


As a table group…

• One key idea from our morning together.

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Please share your ideas with your elbow partner(s)…

• How do you use homework in your classroom?

• What kind of feedback do you generally provide your students on the homework?

• What challenges do you find exist with homework (beyond incomple3on)?


Providing Feedback – the Research

² Homework is assigned, but not commented on has an effect size of .28.

² Homework is assigned and graded has an effect size of .78.

² Homework is assigned and teacher provides wriMen comments has an effect size of .83.


The essential consideration…

Does the feedback related to the homework offer the student correc/ve informa/on?


Learning goal: Tell and write 3me from analog and digital clocks to the nearest five minutes.

Prac/cing and Deepening on… I can count by 5s to sixty. I can tell 3me to the hour, half-‐hour, and quarter hour. I can iden3fy the hour and minute hand on an analog clock.


Grade&2&Telling&Time&Assessment&Common%Core%2.MD.7%The%student%will%tell%and%write%time%from%analog%and%digital%clocks%to%the%nearest%five%minutes.%%Level%2%&1.%%Write&the&correct&time&on&the&blank&under&each&clock.&%%%%%%%%%%

%%%

%2.%%Find&a&partner.&Count&by&5’s&as&far&as&you&can&up&to&100&by&completing&this&counting&pattern:&%

5%%%%%10%%%%%15%%%%%____%%%%%____%%%%%____%%%%%(keep%going)%%

%3.%%Fill&in&each&blank&to&finish&the&description&about&one&of&the&hands&on&the&clock.&%

The%longer%hand%on%the%clock%is%called%the%_________________________________.%%%The%shorter%hand%on%the%clock%is%called%the%_________________________________.%

%%4.%%Read&each&time&and&write&it&in&the&box&using&the&correct&format.&&%%%%%%%%%

Time% Correct%Format%Four%o’clock%%

%

FortyIfive%minutes%past%eight%%

%%

ElevenIthirty%%

%

_____":"_____" _____":"_____"_____":"_____"


19'Marzano'Research'Laboratory'2013'"'marzanoresearch.com'

''

• Homework'that'helps!students!deepen!knowledge!• Ac:vi:es'that'examine'similari:es'and'differences'ac:vi:es'

• Homework'that'enhances!students’!fluency!with!procedural!knowledge!• Math'problems,'grammar,'etc.'• Distributed'over'small'doses'over'several'days'or'weeks'• Shouldn’t'be'assigned'un:l'students'can'complete'independently'

• Homework'that!introduces!new!content!• Reading'a'sec:on'of'text'

Types!of!Homework!

hXp://www.ascd.org/publica:ons/educa:onalaleadership/mar07/vol64/num06/TheaCaseaForaandaAgainstaHomework.aspx'

March'2007'|'Volume'64'|'Number'6''Responding!to!Changing!Demographics'Pages'74a79'''Special!Topic!/!The!Case!For!and!Against!Homework!Robert'J.'Marzano'and'Debra'J.'Pickering'

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Types of Homework…

1. Ac3vi3es that deepen students’ understanding of the content

2. Ac3vi3es that enhance fluency with procedural knowledge

3. Ac3vi3es that introduce new content


Teachers should not abandon homework. Instead, they

should improve its instructional quality.

Robert Marzano and Debra Pickering Educa3onal Leadership, March 2007, pgs. 74-‐79















!


Consider the physiology of the

brain…


A Six-Step Process for Teaching New Terms 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 activities that help them add to their knowledge of the terms in their notebooks. 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.

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Let’s see it in action…


Genera/ng and Tes/ng Hypotheses

Prac/cing and

Deepening

Interac/ng With New Knowledge

ADDRESSES CONTENT IN SPECIFIC WAYS

The Art and Science of Teaching

MOVING ON TO HERE!


Feedback Findings… (Nuthall,2005)

•  Most feedback students obtained in any day in classrooms was from other students, and most of this feedback was incorrect.















!


One consideration…

Engage students in decision-‐making tasks that require them to generate

and test hypotheses.


Button Task…

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Gita%plays%with%her%grandmother’s%collection%of%black%&%white%buttons.%She%arranges%them%in%patterns.%Her%first%3%patterns%are%shown%below.%%%%%%% 1.%Draw%pattern%4%next%to%pattern%3.%%2.%How%many%white%buttons%does%Gita%need%for%Pattern%5%and%Pattern%6?%Explain%how%you%figured%this%out.%%3.%How%many%buttons%in%all%does%Gita%need%to%make%Pattern%11?%Explain%how%you%figured%this%out.%%4.%%Gita%thinks%she%needs%69%buttons%in%all%to%make%Pattern%24.%How%do%you%know%that%she%is%not$correct?%%How%many%buttons%does%she%need%to%make%Pattern%24?%%%

!


!


!


!

MARZANO Research Laboratory888.849.0851 marzanoresearch.com National Council of Supervisors of Mathematics - CCSS Standards of Mathematical Practice: Getting Started

Learner A

August

2011

Pictorial Representation What does Learner A see staying the same? What does Learner A see changing? Draw a picture to show how Learner A sees this pattern growing through the first 3 stages. Color coding and modeling with square tiles may come in handy.

Verbal Representation Describe in your own words how Learner A sees this pattern growing. Be sure to mention what is staying the same and what is changing.

CCSSM - ISBE - Illinois Mathematics Project 18

MARZANO Research Laboratory888.849.0851 marzanoresearch.com National Council of Supervisors of Mathematics - CCSS Standards of Mathematical Practice: Getting Started

Learner B

August 2011

Pictorial Representation What does Learner B see staying the same? What does Learner B see changing? Draw a picture to show how Learner B sees this pattern growing through the first 3 stages. Color coding and modeling with square tiles may come in handy.

Verbal Representation Describe in your own words how Learner B sees this pattern growing. Be sure to mention what is staying the same and what is changing.

CCSSM - ISBE - Illinois Mathematics Project 19

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Please discuss instruc3onal

implica3ons with your elbow partners and record in your

handout on page 20.


WHAT IS ART?


With your table partners:

Create a list: What is art?


Which is the strongest example of “art”? Which is NOT an example of art?

MARZANO Research Laboratory888.849.0851 marzanoresearch.com MARZANO Research Laboratory888.849.0851 marzanoresearch.com

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Which is the strongest example of “art”? Which is NOT an example of art?


Schools are being challenged to increase the rigor of schooling.

What does it mean to increase the RIGOR in schools and individual courses?


Increasing RIGOR does not mean students learn on their own

or get loaded down with more homework.

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Increasing RIGOR is not about forcing students to take more

“academic” classes and elimina/ng Fine Arts or P.E.


Increasing RIGOR refers to…

Challenging students to reach for greater levels of understanding and be able to use the knowledge they have learned to problem solve and think cri/cally.


The world wide reality…

•  Almost any job that pays more than minimum wage—both blue and white collar—now calls for employees who know how to solve a range of intellectual and technical

problems. (p. xxii)

Tony Wagner (2008)


The 10 skills most valued by employers:

According to Business New Zealand, the top 10 skills employers look for are:

o  communica/on skills o  customer service skills – in person, on the phone, and online o  ability to work well in a team o  literacy and numeracy skills o  confidence learning about and using computers and technology o  planning and organiza/onal skills o  ini/a/ve and a can-‐do aqtude o  problem-‐solving skills o  good work habits and independence o  health and safety skills


With your close partners…

What are the challenges of Design Ques3on 4?

What are your key take-‐aways from

this conversa3on?















!

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Design'Ques*on'5:''What'will'I'do'to'engage'students?'(ASOT,'pp.'98D116)'

7'Marzano'Research'Laboratory'2013'!'marzanoresearch.com'

HANDOUT PAGE 21


The first element is the star3ng place for effec3ve engagement. Simply stated, to

s3mulate and maintain student engagement, a teacher must constantly

evaluate the extent of students’ aMen3on. If students are engaged, the teacher con3nues on with the lesson. If not, the teacher uses one of the other elements listed to re-‐engage them.


“Amazingly, the part of the brain that processes movement is the

same part of the brain that processes learning.

Eric Jensen, Teaching With the Brain in Mind, 2005


Physical Movement §  Stretch breaks

§  Movement related to rehearsal §  Movement necessary to further understand the

content §  Drama

§  Physical representa3ons §  Movement that facilitates sharing

§  Vo3ng with your feet §  Corners ac3vi3es

§  Whole-‐class or whole-‐school exercise


FOUR CORNERS PROCESSING…

OLDEST

YOUNGEST

MIDDLE

ONLY


TEACHERS: What are your favorite ways to insert physical movement into your instruction? LEADERS: What examples of physical movement do you commonly see being used in the classroom?

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More about movement and learning…


TOUCH THREE WALLS

SCOOT

STANDING MEETING

FOUR CORNERS


Have you done a Scoot?

o Write content questions (enough so there is one on every desk).

o Give each student a response sheet (depending on level, they can respond with A,B,C or single words or sentences).

o Each child goes to a desk and reads the question on the card and marks their response on their sheet. At the teacher’s signal, they move to the next desk.


How is physical movement being used to engage students in these classrooms?

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² How much do teachers talk in the classroom?

Teacher Talk

§ Research shows that teachers talk in a regular classroom _____% of the /me.


² How much do teachers talk in the classroom?

Teacher Talk

§ Research shows that teachers talk in a regular classroom 80 to 90% of the /me.


ü Assuming a 50 minute class period ü Teacher talk = 40 minutes ü Student interac/on with content/language = 10 minutes

ü 30 students in class = 20 seconds (or less) per student

ELBOW PARTNER DISCUSSION: What effect does this information have on

student engagement?















!


Research & Theory

Teacher Reflective Practice

Teacher Pedagogical Skill

Student Achievement

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Personal Profile

found on the MRL website

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


Sample Growth Goals

By the end of the month, I will raise my score on tracking student progress from a 1 to a 3 by:

o  Recording class performance on wri3ng tasks and pos3ng the charts in the room in order to refer to them on a frequent basis.

o  Have students record personal performance on various tracking mechanisms.


R E P R O D U C I B L E 2 13

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

28. What do I typically do to maintain a lively pace?

The teacher uses pacing techniques to maintain students’ engagement.

Teacher Evidence

T Teacher employs crisp transitions from one activ-ity to another.

T Teacher alters pace appropriately (speeds up or slows down).

Student Evidence

T Students quickly adapt to transitions and re-engage when a new activity begins.

T When asked about the pace of the class, stu-dents describe it as neither too fast nor too slow.

How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using

Maintaining a lively pace

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

I use pacing techniques to maintain students’ engagement, and I monitor the extent to which these techniques keep students engaged.

I use pacing techniques to maintain students’ engagement, 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.






Teacher Evidence



Student Evidence



How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using







Look for’s…






Teacher Evidence



Student Evidence



How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using







Listen for’s…

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Finish Carissa’s growth goal…

o By the end of the first session, I will raise my score on maintaining a lively pace from a 2 to a 3 by:


Finish Carissa’s growth goal…

o Changing mode of content delivery o Chunking content into diges3ble bites o Asking for understanding prior to moving on















!


Guiding Questions for Team Time…

o Across the segments, design ques3ons, and/or elements that we have addressed, which are currently being implemented at high levels? Moderate levels?

o Based on your school (currently), is there a specific design ques3on and/or element that must be addressed to ensure higher levels of collec3ve effec3veness?


MARZANO Research Laboratory

THANK YOU! It has been a

pleasure spending time

with you!

[email protected] [email protected]

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Three Questions…

1) What about my own teaching was validated? 2) What ques3ons do I have about my own teaching? 3) What new ideas do I have regarding engagment?


Mix and Mingle…

MOVE

STOP AND TALK















!


Higher Levels of Effectiveness regarding Pedagogy

Curriculum Design

Management Techniques

Instructional Methodology


My long held personal, professional opinion…�

The most effec+ve form of classroom management…is well planned and engaging

instruc+on.


An “Art” of Teaching…

o Knowing how to guide and encourage adherence to rules and procedures.

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Element #33: Withitness Element #33: Withitness

§  “aware of what is happening in all parts of the classroom at all 3mes by con3nuously scanning the classroom”

§  “the disposi3on of the teacher to quickly and accurately iden3fy…poten3al problem behavior and to act on it immediately”

(Kounin, 1983; Brophy, 1996, in Marzano, 2003, p. 67)

Focus Number of Studies / Subjects

Average Effect Size

Percentile Decrease in Disruptions

Withitness 3 / 426 -1.417 42



R E P R O D U C I B L E2 18

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

33. What do I typically do to demonstrate withitness?

The teacher uses behaviors associated with withitness to maintain adherence to rules and procedures.

Teacher Evidence

T Teacher physically occupies all quadrants of the room.

T Teacher scans the entire room, making eye con-tact with all students.

T Teacher recognizes potential sources of disruption and deals with them immediately.

T Teacher proactively addresses in!ammatory situations.

Student Evidence

T Students recognize that the teacher is aware of their behavior.

T When asked, students describe the teacher as “aware of what is going on” or as someone who “has eyes in the back of his or her head.”

How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using

Demonstrating withitness


I use behaviors associated with withitness, and I moni-tor the effect on students’ behavior.

I use behaviors associated with withitness, but I do so in a somewhat mechanistic way.









Teacher Evidence





Student Evidence



How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using













Teacher Evidence





Student Evidence



How Am I Doing?

4 Innovating

3 Applying

2 Developing

1 Beginning

0 Not Using








What recognizable, replicable behaviors do “with it” teachers

exhibit?

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Create scales to measure and report behaviors… we call them Life Skills!

§ We need to assess Life Skills… § We need to address behaviors… §  Interven3ons may need to be behavior based not academic based.



With your table partners, generate a list of life skills for which you might

build a proficiency scale.

Choose one to develop into a goal statement.

We will share a few with the whole

group.


A Life Skill Goal Statement…

The student will describe how emo3onal states contribute to or detract from problem solving.


Design Question Eight:

What will I do establish and maintain effec3ve rela3onships with students?

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Page 149:

ESSENCE OF THE CHAPTER


Arguably the quality of the rela3onships teachers have with

students is the keystone of effec3ve management and perhaps even the

en3rety of teaching.


There are two complementary dynamics that cons3tute an effec3ve teacher-‐student

rela3onship. The first is the extent to which the teacher gives students the sense that he is

providing guidance and control both behaviorally and academically. In effect, the teacher must somehow communicate the

message: “You can count on me to provide clear direc3on in terms of your learning and in terms

of behavior. I take responsibility for these issues.”


The second dynamic is the extent to which the teacher provides a sense that teacher and

students are a a team devoted to the well-‐being of all par3cipants. In effect, the teacher must

somehow communicate the message: “We are a team here and succeed or fail as a team.

Addi3onally, I have a stake personally in the success of each one of you.”


Ac/on Steps 1.  Know something about each student 2.  Engage in behaviors that indicate affec3on 3.  Use student interests 4.  Use appropriate physical behaviors 5.  Use humor when appropriate 6.  Consistently enforce posi3ve and nega3ve

consequences 7.  Project a sense of emo3onal objec3vity 8.  Maintain a cool exterior


With your table partners… -‐Talk about what each looks like in the classroom. What are the “look-‐for’s” and “listen fors”?

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Posi/ve Teacher Demeanor o Demonstra3ng enthusiasm o Demonstra3ng intensity

•  Timing •  Verbal and nonverbal expressions •  Gestures

o Use of appropriate humor •  -‐associated with a 40 percen3le point gain in instruc3onal effec3veness


Try Using Learner Profiles

² Lets a teacher know each student individually.

² Student interests can be incorporated into lesson planning and class ac3vi3es.

² Lets a student think about how he/she enjoys learning.



Ac/on Steps o  Know something about each student o  Engage in behaviors that indicate affec3on o Use student interests o Use appropriate physical behaviors o Use humor when appropriate o  Consistently enforce posi3ve and nega3ve consequences

o  Project a sense of emo3onal objec3vity o Maintain a cool exterior


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Teachers who build strong rela/onships with students get the “art” of teaching…


Ac/vity to use with your staff…

Please make a copy of the following table:


William Purkey’s work… Intentionally Disinviting (1)

Unintentionally Disinviting (2)

Unintentionally Inviting (3)

Intentionally Inviting (4)


On your own first…then we will share…

² What occurs in the classroom or school that might be classified in each of the four categories?

² Example: “NO STUDENTS” sign on the teacher’s lounge door


William Purkey’s work… Intentionally Disinviting (1)

Unintentionally Disinviting (2)

Unintentionally Inviting (3)

Intentionally Inviting (4)


What will you do tomorrow that is inten/onally invi/ng?

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Design Question Nine:

What will I do to communicate high expecta3ons for all learners?


Cultivating Self-Efficacy

•  At its core, self-efficacy is the disposition that an individual has control over his or her life.

•  Self-efficacy plays a major role in performance.

Dale Schunk and Frank Pajares (2005)


Back to the beginning The physiology of learning

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

Smilkstein 2003



Self-efficacy and the brain…

•  Neural networks for self-efficacy are built exactly the same way as neural networks for learning math or reading…

•  They grow based on what is specifically practiced and experienced…

•  Smilkstein 2003


Which network are we growing?

•  A Negative Network based on failure, negative feedback, and expressions of limited capacity as a learner?

•  Students internalize a negative self-image and literally grow that neural pathway.

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The good news is….

•  We can grow Positive Networks even where negative have already started.

•  A brain based rule of learning is our best partner in this situation…

•  The rule of: Use It or Lose It!


Use It or Lose It…

•  The brain will naturally prune neural networks that are not used over time.

•  It can almost completely shut them down if they are no longer a part of what you think about or are exposed to.

•  Smilkstein 2003


What We Know…

Teacher Actions Student Achievement

An incontestable fact: “…student achievement in classes with highly skilled teachers is beMer than student achievement with less skilled teachers.” Effec+ve Supervision: Suppor+ng the Art and Science of Teaching (Marzano, Frontier, & Livingston, 2011)


Expecta3ons are subtle and difficult to change. Teachers may be unaware that they have low expecta3ons for some students; even when they become aware, they may have difficulty changing their expecta3ons because their beliefs and biases have developed over the years. What actually communicates expecta3ons to students is teacher behavior. If teachers consciously work to change their biases but don't change their behavior toward those students from whom they have tended to expect less, their change of attude will have liMle effect on student achievement.


Rick DuFour:

“Don’t tell me you believe all kids can learn. Tell me what you’re doing about the kids who aren’t learning.”


http://www.ascd.org/publications/educational-leadership/sept10/vol68/num01/High-Expectations-for-All.aspx

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High Expectations for All

§  Iden/fy students for whom you have low expecta/ons.

§  Iden/fy similari/es in students. §  Iden/fy differen/al treatment of low-‐expectancy students.


Consciously and Systematically

§  Engage in the following behaviors with ALL students—especially ‘low-‐expectancy’ students: – Make eye contact frequently – Smile at appropriate 3mes – Make appropriate contact (hand on shoulder) – Maintain proximity (interest) – Engage in playful dialogue


Stay with them…

§  Demonstrate gra3tude for response §  Do not allow nega3ve comments from other students

§  Point out what is correct/incorrect §  Restate the ques3on §  Provide ways to temporarily let students off the hook


High Expectations for All

§  Iden/fy students for whom you have low expecta/ons.

§  Iden/fy similari/es in students. §  Iden/fy differen/al treatment of low-‐expectancy students.

§  Treat low-‐expectancy and high-‐expectancy students the same.


It is all about seqng expecta/ons…


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University Thursdays ² Every teacher would wear something that represented the university they aMended.

² Students started to ask teachers about the universi3es and got interested in them.

² Teachers could then open a conversa3on about students con3nuing their educa3on.


SO NOW WHAT???


My commitments for…

o Immediate implementa+on

o Not so far down the road

o Down the road quite some distance

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MARZANO Research Laboratory

THANK YOU! It has been a

pleasure spending time

with you!

[email protected]

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