Good Planning +  Good Strategies = Good Teaching Winston-Salem Forsyth County Schools 2008-2009
Let’s Talk Trees: Keys to Good Planning Concept Maps, Essential Questions, and Guiding Questions
Overview <ul><li>The Forest:  How do  concept maps  enhance instruction? </li></ul><ul><li>The Trees:  How do good  essent...
<ul><li>“Teaching the answers without first raising the questions takes most of the meaning out of learning.” </li></ul><u...
The Forest: Why are concept maps important? <ul><li>Ensures instruction addresses NCSCOS </li></ul><ul><li>Ensures instruc...
Concept Map
How can concept maps enhance instruction? <ul><li>Help students track learning progress </li></ul><ul><li>Help students re...
How do concept maps look in the classroom? <ul><li>Posted on wall using large paper </li></ul><ul><li>Poster-sized printou...
The Trees:  What constitutes a  good  essential question? <ul><li>A  good  essential question is one that </li></ul><ul><u...
How do teachers write good essential questions? <ul><li>Consider what students should  do  or  determine  rather than just...
Higher Level Questions: Revised Bloom’s Taxonomy Create, Invent, Compose, Predict, Plan, Construct, Design, Imagine, Propo...
Open-Ended Questions What is the difference between an adjective and an adverb? What is an adjective? Closed How do adject...
Open-Ended Questions What is an adjective? What is the difference between an adjective and an adverb? Closed How do adject...
Open-ended Questions What is the difference  between an adjective  and an adverb? What is an adjective? Closed How do adje...
Open-Ended Questions What is an example  of an adjective? What is the difference between an adjective and an adverb? What ...
Open-Ended Questions How do adjectives  help writers  clarify meaning? What is the difference between an adjective and an ...
Essential Question Samples <ul><li>Key question openers:  How? Why? </li></ul><ul><li>Add “How can I…” to the beginning of...
The Branches:  Guiding Questions <ul><li>Guiding questions can </li></ul><ul><ul><li>Lead students through the process of ...
Let’s Practice: Be a Tree <ul><li>What are you  doing  in class now/next? </li></ul><ul><ul><li>Content </li></ul></ul><ul...
Remember… <ul><li>The Trees are Our Friends! </li></ul><ul><li>Write Good Essential Questions! </li></ul>
Marzano’s High Yield Strategies For Improved Reading Comprehension
Identifying Similarities & Differences <ul><li>Percentile Gain: 45 </li></ul><ul><li>Enhance student’s understanding of an...
Compare and Contrast <ul><li>Activators </li></ul><ul><li>Venn diagram </li></ul><ul><li>Post-it Please </li></ul><ul><li>...
Juan Miro Pablo Picasso
Compare and Contrast <ul><li>Activators </li></ul><ul><li>Venn diagram </li></ul><ul><li>Post-it Please </li></ul><ul><li>...
 
Summarizing and  Note Taking <ul><li>Percentile Gain: 34 </li></ul><ul><li>Enhance students’ ability to synthesize informa...
Main Idea <ul><li>Activators </li></ul><ul><li>KWL Chart (K & W) </li></ul><ul><li>Word Splash </li></ul><ul><li>Brainstor...
Sequencing <ul><li>Activators </li></ul><ul><li>Pictures/Puzzles </li></ul><ul><li>Train of Thought </li></ul><ul><li>Acqu...
1   2   3 4   5   6
Summarizing <ul><li>Activators </li></ul><ul><li>ABC Review </li></ul><ul><li>Quick Write </li></ul><ul><li>Summary Ball <...
Summarizing <ul><li>Summarizers </li></ul><ul><li>Somebody-Wanted-But-So </li></ul><ul><li>Something-Happened-But-Then </l...
Note Taking <ul><li>Acquisition </li></ul><ul><li>Cornell Notes </li></ul><ul><li>Teacher Prepared Notes </li></ul><ul><li...
Generating and Testing Hypotheses <ul><li>Percentile Gain: 23 </li></ul><ul><li>Enhance students’ understanding of and abi...
Cause & Effect <ul><li>Activators </li></ul><ul><li>Matching </li></ul><ul><li>Visual </li></ul><ul><li>Brainstorm </li></...
Inference <ul><li>Activators </li></ul><ul><li>KLI (K&L) </li></ul><ul><li>Picture This </li></ul><ul><li>The Envelope Ple...
 
 
 
Reasoning <ul><li>Activators </li></ul><ul><li>Logic Puzzles </li></ul><ul><li>Anticipation Guide </li></ul><ul><li>Four C...
Will this habitat support flamingos?
Soda Lakes
Evaluating Evidence <ul><li>Activators </li></ul><ul><li>Cross the Line </li></ul><ul><li>Acquisition </li></ul><ul><li>An...
Marzano’s High Yield Strategies <ul><li>Identifying similarities and differences </li></ul><ul><li>Summarizing and note ta...
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Marzano And Rcs

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This PPT accompanied a day-long training combining elements of good planning, Marzano\'s high yield strategies, and reading comprehension strategies.

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  • Ask teachers the following questions (or others of your choosing): In what decade is this painting set? (1950’s) How do you know? (architecture, diner, coffee urns, famous people: [l to r] James Dean, Humphrey Bogart, Marilyn Monroe, Elvis Presley) Is this a safe or unsafe neighborhood? (evidence available for both) How do you know? (safe: clean, quiet streets; unsafe: empty storefronts and windows, isolated)
  • Ask the following questions (or others of your choosing): Where was this photograph taken? (northern coast of Turkey, but DON”T TELL UNTIL THE END!...most folks say Italy or Greece) How do you know? (mountains near coastline, red tile roofs) What season is it in the photograph? (I have no idea…it’s more about making inferences) How do you know?
  • Ask the following questions (or others of your choosing): Is this a celebratory or violent occasion? (Celebratory: Indian rite of spring….colored paint used to symbolize the coming colors of the growing season….again, don’t tell until the inferences have been shared) How do you know? (listen to answers given)
  • Marzano And Rcs

    1. 1. Good Planning + Good Strategies = Good Teaching Winston-Salem Forsyth County Schools 2008-2009
    2. 2. Let’s Talk Trees: Keys to Good Planning Concept Maps, Essential Questions, and Guiding Questions
    3. 3. Overview <ul><li>The Forest: How do concept maps enhance instruction? </li></ul><ul><li>The Trees: How do good essential questions foster higher order thinking? </li></ul><ul><li>The Branches: How do guiding questions assist the learner? </li></ul>
    4. 4. <ul><li>“Teaching the answers without first raising the questions takes most of the meaning out of learning.” </li></ul><ul><li>--Francis Slater, </li></ul><ul><li>London School of Education </li></ul>
    5. 5. The Forest: Why are concept maps important? <ul><li>Ensures instruction addresses NCSCOS </li></ul><ul><li>Ensures instruction addresses student needs </li></ul><ul><li>Helps “chunk” learning into logical, meaningful portions </li></ul><ul><li>Helps students form connections between content and concepts </li></ul>
    6. 6. Concept Map
    7. 7. How can concept maps enhance instruction? <ul><li>Help students track learning progress </li></ul><ul><li>Help students review learning </li></ul><ul><li>Help frame new concepts </li></ul><ul><li>Help preview upcoming ideas </li></ul><ul><li>Help students understand how vocabulary connects to concepts </li></ul>
    8. 8. How do concept maps look in the classroom? <ul><li>Posted on wall using large paper </li></ul><ul><li>Poster-sized printout from computer file </li></ul><ul><li>Computer/Overhead image referred to during lesson </li></ul><ul><li>Student-generated components added to teacher-created template </li></ul><ul><li>HOWEVER, NOT a “build-as-you-go” activity; concept map should be posted prior to learning </li></ul>
    9. 9. The Trees: What constitutes a good essential question? <ul><li>A good essential question is one that </li></ul><ul><ul><li>Requires students to make a decision or plan a course of action </li></ul></ul><ul><ul><li>Fosters higher order thinking skills </li></ul></ul><ul><ul><li>Promotes critical thinking skills and problem solving </li></ul></ul>
    10. 10. How do teachers write good essential questions? <ul><li>Consider what students should do or determine rather than just what they should know (refer to a Bloom’s taxonomy tool) </li></ul><ul><li>Consider the use of strong verbs </li></ul><ul><li>Use higher level questions </li></ul><ul><li>Use open-ended questions </li></ul>
    11. 11. Higher Level Questions: Revised Bloom’s Taxonomy Create, Invent, Compose, Predict, Plan, Construct, Design, Imagine, Propose, Devise, Formulate, Combine, Hypothesize, Originate, Forecast Creating Judge, Select, Choose, Decide, Justify, Debate, Verify, Argue, Recommend, Assess, Discuss, Rate, Prioritize, Determine, Critique, Evaluate, Criticize, Weigh, Value, Estimate, Defend Evaluating Analyze, Distinguish, Examine, Compare, Contrast, Investigate, Categorize, Identify, Explain, Separate, Advertise, Differentiate, Subdivide, Deduce Analyzing
    12. 12. Open-Ended Questions What is the difference between an adjective and an adverb? What is an adjective? Closed How do adjectives help writers clarify meaning? What is an example of an adjective? Open Higher Lower
    13. 13. Open-Ended Questions What is an adjective? What is the difference between an adjective and an adverb? Closed How do adjectives help writers clarify meaning? What is an example of an adjective? Open Higher Lower
    14. 14. Open-ended Questions What is the difference between an adjective and an adverb? What is an adjective? Closed How do adjectives help writers clarify meaning? What is an example of an adjective? Open Higher Lower
    15. 15. Open-Ended Questions What is an example of an adjective? What is the difference between an adjective and an adverb? What is an adjective? Closed How do adjectives help writers clarify meaning? Open Higher Lower
    16. 16. Open-Ended Questions How do adjectives help writers clarify meaning? What is the difference between an adjective and an adverb? What is an adjective? Closed What is an example of an adjective? Open Higher Lower
    17. 17. Essential Question Samples <ul><li>Key question openers: How? Why? </li></ul><ul><li>Add “How can I…” to the beginning of almost any NCSCOS objective benchmark </li></ul><ul><ul><li>How can I explain how the author develops a setting? </li></ul></ul><ul><ul><li>How can I evaluate the effects of an author’s style/craft? </li></ul></ul><ul><ul><li>Why did the author use a _____ organizational structure? </li></ul></ul>
    18. 18. The Branches: Guiding Questions <ul><li>Guiding questions can </li></ul><ul><ul><li>Lead students through the process of addressing the essential question </li></ul></ul><ul><ul><li>Frame instruction around an essential question </li></ul></ul><ul><ul><li>Identify the steps necessary to answer an essential question </li></ul></ul><ul><ul><li>Help the student identify “What do I need to know?” </li></ul></ul>
    19. 19. Let’s Practice: Be a Tree <ul><li>What are you doing in class now/next? </li></ul><ul><ul><li>Content </li></ul></ul><ul><li>What do you want students to be able to do at the end of the lesson? </li></ul><ul><ul><li>SCOS </li></ul></ul><ul><ul><li>Revised Bloom’s </li></ul></ul><ul><li>What open-ended question will direct the students’ learning? </li></ul>
    20. 20. Remember… <ul><li>The Trees are Our Friends! </li></ul><ul><li>Write Good Essential Questions! </li></ul>
    21. 21. Marzano’s High Yield Strategies For Improved Reading Comprehension
    22. 22. Identifying Similarities & Differences <ul><li>Percentile Gain: 45 </li></ul><ul><li>Enhance student’s understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways items are alike and different. </li></ul><ul><li>Students should compare, classify, and create metaphors, analogies, and graphic representations. </li></ul>
    23. 23. Compare and Contrast <ul><li>Activators </li></ul><ul><li>Venn diagram </li></ul><ul><li>Post-it Please </li></ul><ul><li>Apples to Oranges </li></ul><ul><li>Visual </li></ul><ul><li>Acquisition </li></ul><ul><li>Focused C/C </li></ul><ul><li>Matrix </li></ul><ul><li>T-Chart </li></ul><ul><li>Summarizers </li></ul><ul><li>Visual Synectics </li></ul><ul><li>Pass it on </li></ul>
    24. 24. Juan Miro Pablo Picasso
    25. 25. Compare and Contrast <ul><li>Activators </li></ul><ul><li>Venn diagram </li></ul><ul><li>Post-it Please </li></ul><ul><li>Apples to Oranges </li></ul><ul><li>Visual </li></ul><ul><li>Acquisition </li></ul><ul><li>Focused C/C </li></ul><ul><li>Matrix </li></ul><ul><li>T-Chart </li></ul><ul><li>Summarizers </li></ul><ul><li>Visual Synectics </li></ul><ul><li>Pass it on </li></ul>
    26. 27. Summarizing and Note Taking <ul><li>Percentile Gain: 34 </li></ul><ul><li>Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details. </li></ul><ul><li>Students should learn to delete unnecessary information, substitute some information, keep important information, writer/rewrite, and analyze information. </li></ul>
    27. 28. Main Idea <ul><li>Activators </li></ul><ul><li>KWL Chart (K & W) </li></ul><ul><li>Word Splash </li></ul><ul><li>Brainstorm </li></ul><ul><li>Acquisition </li></ul><ul><li>It’s in the Details </li></ul><ul><li>The Big Picture </li></ul><ul><li>Web </li></ul><ul><li>Summarizers </li></ul><ul><li>KWL Chart (L) </li></ul><ul><li>Frayer Model </li></ul><ul><li>Summary Sentence </li></ul>
    28. 29. Sequencing <ul><li>Activators </li></ul><ul><li>Pictures/Puzzles </li></ul><ul><li>Train of Thought </li></ul><ul><li>Acquisition </li></ul><ul><li>Flow Chart </li></ul><ul><li>Sentence Strips </li></ul><ul><li>Q-A-D </li></ul><ul><li>Cycle Graph </li></ul><ul><li>Summarizers </li></ul><ul><li>Beginning, Middle, End </li></ul><ul><li>Revisit Train of Thought </li></ul>
    29. 30. 1 2 3 4 5 6
    30. 31. Summarizing <ul><li>Activators </li></ul><ul><li>ABC Review </li></ul><ul><li>Quick Write </li></ul><ul><li>Summary Ball </li></ul><ul><li>Acquisition </li></ul><ul><li>Distributed </li></ul><ul><ul><li>Think-Pair-Share </li></ul></ul><ul><ul><li>Numbered Heads </li></ul></ul><ul><ul><li>A/B Partners </li></ul></ul><ul><li>Jigsaw </li></ul><ul><li>Luck of the Draw </li></ul>
    31. 32. Summarizing <ul><li>Summarizers </li></ul><ul><li>Somebody-Wanted-But-So </li></ul><ul><li>Something-Happened-But-Then </li></ul><ul><li>Sum it up </li></ul><ul><li>Shaping Up </li></ul><ul><li>Final Countdown </li></ul><ul><li>One Word </li></ul><ul><li>Sketch to Stretch </li></ul>
    32. 33. Note Taking <ul><li>Acquisition </li></ul><ul><li>Cornell Notes </li></ul><ul><li>Teacher Prepared Notes </li></ul><ul><li>Web </li></ul><ul><li>Combination Notes </li></ul><ul><li>Inquiry Charts </li></ul><ul><li>SQ3R </li></ul><ul><li>Summarizers </li></ul><ul><li>Cornell: Bottom box </li></ul><ul><li>Combination Notes: Graphic representation </li></ul><ul><li>Inquiry Chart: Bottom Box </li></ul>
    33. 34. Generating and Testing Hypotheses <ul><li>Percentile Gain: 23 </li></ul><ul><li>Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses. </li></ul><ul><li>Students should generate, explain, test, and defend hypotheses using both inductive and deductive strategies through problem solving, history investigation, invention, experimental inquiry, and decision making. </li></ul>
    34. 35. Cause & Effect <ul><li>Activators </li></ul><ul><li>Matching </li></ul><ul><li>Visual </li></ul><ul><li>Brainstorm </li></ul><ul><li>Acquisition </li></ul><ul><li>Butterfly/Spider </li></ul><ul><li>Fishbone </li></ul><ul><li>C/E Chain </li></ul><ul><li>Summarizers </li></ul><ul><li>Human Chain </li></ul><ul><li>3-2-1 </li></ul><ul><li>Extend & Refine </li></ul><ul><li>Student Visual </li></ul><ul><li>If…Then… Because </li></ul><ul><li>Events & Consequences </li></ul><ul><li>Diamante Poem </li></ul>
    35. 36. Inference <ul><li>Activators </li></ul><ul><li>KLI (K&L) </li></ul><ul><li>Picture This </li></ul><ul><li>The Envelope Please </li></ul><ul><li>Acquisition </li></ul><ul><li>Making Inferences </li></ul><ul><li>Higher Order Questions </li></ul><ul><li>Summarizers </li></ul><ul><li>KLI (I) </li></ul>
    36. 40. Reasoning <ul><li>Activators </li></ul><ul><li>Logic Puzzles </li></ul><ul><li>Anticipation Guide </li></ul><ul><li>Four Corners </li></ul><ul><li>Acquisition </li></ul><ul><li>Constructing Support </li></ul><ul><li>Prediction Tree </li></ul><ul><li>Justify your Answer </li></ul><ul><li>Inductive Reasoning </li></ul><ul><li>Summarizers </li></ul><ul><li>Revisit Anticipation Guide </li></ul><ul><li>Extend & Refine </li></ul><ul><li>Debate </li></ul>
    37. 41. Will this habitat support flamingos?
    38. 42. Soda Lakes
    39. 43. Evaluating Evidence <ul><li>Activators </li></ul><ul><li>Cross the Line </li></ul><ul><li>Acquisition </li></ul><ul><li>Analyzing Perspectives </li></ul><ul><li>Constructing Support for Effectiveness </li></ul><ul><li>Source Credibility </li></ul><ul><li>Summarizers </li></ul><ul><li>Save the Last Word </li></ul><ul><li>4-2-1 </li></ul>
    40. 44. Marzano’s High Yield Strategies <ul><li>Identifying similarities and differences </li></ul><ul><li>Summarizing and note taking </li></ul><ul><li>Reinforcing effort and providing recognition </li></ul><ul><li>Homework and practice </li></ul><ul><li>Nonlinguistic representations </li></ul><ul><li>Cooperative learning </li></ul><ul><li>Setting objectives and providing feedback </li></ul><ul><li>Generating and testing hypotheses </li></ul><ul><li>Cues, questions, and advance organizers </li></ul>

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