welcome and introductions. two year time-line for district year one- introduce all nine strategies...
TRANSCRIPT
Marzano Project Overview
Welcome and Introductions
Two Year Time-Line for District
Year One-Introduce All Nine Strategies & Buildings
Will Design Implementation ProcessMarzano PD Leadership Teams at each schoolOther on-going workshops & training
Vocabulary and Background KnowledgeArt and Science of Teaching
Year twoFormative Assessment and Standards-Based
GradingVocabulary and Background Knowledge
Goals for our District
Work as a building to learn about highly effective teaching strategies
Work in PLCs this year to learn about and implement at least one of the nine Marzano strategies
What’s the Tie to Student Achievement?
Findings: ReadingP = Percentile
Teacher School District Student
P50 P50 P50 P50
P84 P50 P50 P60
Findings: ReadingP = Percentile
Teacher School District Student
P50 P50 P50 P50
P84 P50 P50 P60
P98 P50 P50 P70
Unfortunately, the reverse can be devastating.
Important take-away
Teachersmatter
immensely!
How Can I Continue to Improve My Effectiveness
as a Teacher?
Identifyin
g Simila
rities
and Diff
erences
Nonlinguistic Representation
COOPERATIVE LEARNING
Setting Objectives and
Providing Feedback
GENERATING ANDTESTING HYPOTHESES
Cues, Questions, and
Advanced Organizers
Category AverageEffectSize
PercentileGain
Number of Studies
Identifying Similarities & Differences 1.61 45 31
Summarizing & Note Taking 1.00 34 179
Reinforcing Effort & Providing Recognition .80 29 21
Homework & Practice .77 28 134
Nonlinguistic Representation .75 27 246
Cooperative Learning .73 27 122
Setting Objectives & Providing Feedback .61 23 408
Generating & Testing Hypotheses .61 23 63
Cues, Questions, & Advance Organizers .59 22 1251
Which strategies will help students practice, review, and apply that
knowledge?
How Does this Fit with PLCs?
Which strategies willprovide evidence that students have learned
that knowledge?
What will my students need
to know and be able to do?
Which strategies will help students acquire and
integrate that knowledge?
NSEssential Learnings
Supplemental Info
Nice to Know
I Don’t Have Time to Cover Everything!
Which strategies will help students practice, review, and apply that
knowledge?
How Does this Fit with PLCs?
Which strategies willprovide evidence that students have learned
that knowledge?
What will my students need
to know and be able to do?
Which strategies will help students acquire and
integrate that knowledge?
Category AverageEffectSize
PercentileGain
Number of Studies
Identifying Similarities & Differences 1.61 45 31
Summarizing & Note Taking 1.00 34 179
Reinforcing Effort & Providing Recognition .80 29 21
Homework & Practice .77 28 134
Nonlinguistic Representation .75 27 246
Cooperative Learning .73 27 122
Setting Objectives & Providing Feedback .61 23 408
Generating & Testing Hypotheses .61 23 63
Cues, Questions, & Advance Organizers .59 22 1251
CATEGORY McREL DEFINITION
Identifying Similarities & Differences
• Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways items are alike and different.
Summarizing & Note Taking
• Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details.
Reinforcing Effort & Providing Recognition
• Enhance students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning.
• Provide students with rewards or praise for their accomplishments related to the attainment of a goal.
CATEGORY McREL DEFINITION
Homework & Practice
• Extend the learning opportunities for students to practice, review, and apply knowledge.
• Enhance students’ ability to reach the expected level of proficiency for a skill or process.
Nonlinguistic Representation
• Enhance students’ ability to represent and elaborate on knowledge using mental images.
Cooperative Learning
• Provide students with opportunities to interact with each other in groups in ways that enhance their learning
CATEGORY McREL DEFINITION
Setting Objectives & Providing Feedback
• Provide students a direction for learning and information about how well they are performing relative to a particular learning goal so that they can improve their performance.
Generating & Testing Hypotheses
• Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.
Cues, Questions, & Advance Organizers
• Enhance students’ ability to retrieve, use, and organize what they already know about a topic.
Which strategies will help students practice, review, and apply that
knowledge?
How Does this Fit with PLCs?
Which strategies willprovide evidence that students have learned
that knowledge?
What will my students need
to know and be able to do?
Which strategies will help students acquire and
integrate that knowledge?
Where Do We Go From Here?
Working with staff and Marzano leadership teams, buildings will develop school specific plans to implement instructional strategies.
What do you hope to get from this experience over the next two years?