Marrying Marzano W Instructional TechnologyPresentation Transcript
Marrying Marzano with Instructional Technology based on the research from: Classroom Instruction That Works by Robert J. Marzano, Debra J. Pickering, Jane E. Pollock
"Thirty-five years of research provides
remarkably clear guidance as to the steps
schools can take to be highly effective in
enhancing student achievement."
- Dr. Robert J. Marzano
Average Percentile Points Gained By Students on Achievement Tests Identifying Similarities and Differences 45 Summarizing and Notetaking 34 Reinforcing Effort & Providing Recognition 29 Increasing Value in Homework and Practices 28 Using Non-linguistic Representations 27 Incorporating Co-operative Learning Effectively 27 Setting Objectives and Providing Feedback 23 Generating and Testing Hypothesis 23 Statistics from Classroom Instruction That Works , p. 7 Utilizing Questions, Cues, & Advanced Organizers 22
Similarities and Differences Comparing with Venn Diagrams
Technology Integration Comparing with Comparison Matrix
Summarizing and Notetaking Rule based summary- steps for students to use to decide which information to delete or substitute and which to keep
Technology Integration Summary Frames- a series of questions that the teacher provides to students to highlight the critical elements for specific types of information (questions taken from Classroom Instruction That Works , Marzano, p. 35-41) The Narrative Frame The Topic-Restriction-Illustration Frame The Definition Frame The Argumentation Frame The Problem/Solution Frame The Conversation Frame
Technology Integration Formatting tools- use Word tools such as underlining, bold, font color, highlighting, bulleted lists, outlining, etc.
Technology Integration Retelling- use story frames and allow students to retell the story.
Technology Integration Jigsaw note taking
Technology Integration Paint Programs are great tools for integration
Technology Integration Inspiration is an awesome way to help students organize notes.
Technology Integration Interactive Notebooks
Reinforcing Effort and Providing Recognition
Effort and Achievement (rubric taken from A Handbook for Classroom Instruction That Works , Marzano, p. 99-100)
Create rubrics using Rubista r
GCPS Elementary website - samples include:
Nouns and verbs
Math facts games
Websites/interactive activities that provide positive feedback:
Technology Integration Power Point Games
Power Point is great for making awards.
Kidbibs makes online certificates .
Class webpages to share work
Don’t forget to send parents an email!
Homework and Practice
The amount of homework assigned to students should be different from elementary to middle school to high school.
About 10 minutes per grade level
Parent involvement in homework should be kept to a minimum.
Unit test dates
Informational PowerPoint presentations
Links to pre-determined practice websites
A variety of activities to produce nonlinguistic representations should be used.
Creating graphic representations
Making physical models
Generating mental pictures
Drawing pictures and pictographs
Engaging in kinesthetic activities
Nonlinguistic representations should elaborate on the pre-existing knowledge or the newly introduced knowledge.
Technology Integration descriptive patterns - represent facts about specific persons, places, things, and events time-sequence patterns - organize events in a specific chronological order
Technology Integration process/cause-effect patterns - organize information into a casual network leading to a specific outcome or into a sequence of steps leading to a specific product generalization/principle patterns - organize information into general statements with supporting examples concept patterns - organize information around a word or phrase that represents entire classes or categories of persons, places, things and events
Technology Integration Visualizing is an important strategy students need to use when reading or learning new content. Using digital cameras , MovieMaker , United Streaming , paint programs , and Inspiration are a few resources to help students create mental images by stimulating their thinking. The following visualizing project will help students practice generating mental pictures. The visualization project is a five day project that incorporates reading and rereading of a story, visualizing images, sequencing events, retelling the story, and illustrating the retelling of the story. The project is intending to be used with a picture book that contains a strong sequence. Daily project details are listed below. Day 1 – classroom: Teacher shows visualization PowerPoint to class. First reading of story without illustrations (illustrations are not shown to class until the end of the project)
Technology Integration Day 2 - computer lab: Students view story in PowerPoint format and reread story together. Students use KidPix or other drawing program to illustrate one event from the story. Students take story home to reread for homework with parent/guardian (Word document) Day 3 - computer lab: Class reviews story sequence together Students use Inspiration to sequence events of story. (sample) Day 4 – classroom: Students retell story while teacher types retell into Word document using projector, class edits when necessary Day 5 - classroom or computer lab: Students are given book pages from the class retelling of story to illustrate (or students use a paint program to illustrate pages) Student pages are scanned and made into a PowerPoint show for classroom computers
Technology Integration Using programs such as MS Paint , Inspiration , and Excel give students the opportunity to draw pictures or create pictographs (symbols) to represent ideas, events, places or objects. Some ways students can use drawing pictures and creating pictographs to enhance their learning are:
illustrate a process (life cycles, writing process, solve an equation, science concept, government process, etc.)
create a story web
make a map
create pictographs for math (sample)
The following project is one example using the writing process. After reading a story about two boys who created an invention, students were given the opportunity to create their own inventions. There were three parts to the process:
Technology Integration Part 1 - Students created a picture of their invention using a paint program. Pictures were exported and saved as .jpg picture files Part 2 -Students created a web using Inspiration showing what the invention could do. Pictures were exported and saved as .jpg picture files Part 3 -Students used a Powerpoint template to write a paragraph about their invention The picture and web graphics were inserted into the Powerpoint file.
Technology Integration A mental picture is created in a student's mind when they use role play with physical movement. Creating movies with video and still digital photos reinforces the mental picture as students view them over and over again. Use software programs such as MovieMaker, VoiceThread, PowerPoint and PhotoStory to create movies.
Some examples includes:
Body math (illustrate angles, geometric shapes, multiplication, ordinal numbers, etc.)
Cooperative groups should be kept small in size—3 or 4 members.
Cooperative learning should be applied consistently and systematically, but not overused.
Tasks given to cooperative groups should be well structured.
If students do not have sufficient time to practice skills independently, cooperative learning is being overused.
Bernie Dodge's WebQuest Page
Best WebQuests - a search engine for webquests
University of Richmond web projects
WebQuests using PowerPoint WebQuest WebQuest - a webquest about making webquests (PowerPoint WebQuest template )
Other WebQuest resources
Education World - Creating a WebQuest: It's Easier than You Think
A WebQuest About WebQuests - Elementary version
Building Blocks of a WebQuest
Concept to Classroom - What is a WebQuest?
Collaborative Online Projects - includes class to class projects, ePal projects, online journeys, and authors and writers
The 2008 Iditarod Race
Literature Learning Ladders - Collaborative and interactive online projects
Technospud Projects -8 projects a year that enables teachers to teach a concept, share their results, and compare/contrast their results with other classrooms all over the world
each project includes worksheets, website links and lesson ideas
Internet Scavenger Hunts
Internet Hunt Activities by Cindy O'Hora
Scavenger Hunts for Kids
Technology Integration PowerPoint games- download these PowerPoint game templates and change to fit your classroom needs Are You Smarter Than a 5th Grader Wheel of Fortune Jeopardy template 1 Jeopardy template 2 Jeopardy template 3 Who Wants to Be a Millionaire Twenty Questions Guess the Covered Word Hillsborough Squares 1 Hillsborough Squares 2 Weakest Link Undercove r (Concentration) - directions Password
Objectives and Feedback
SOL Essential Knowledge from Curriculum Frameworks
Letters to parents explaining learning objectives and criteria for grading (Use Word and allow students to compose letter together in class & then print)
Contracts- goal setting
Electronic Portfolios- ( template )
feedback during conferences
Electronic portfolios website
Rubrics using Excel ( sample )
Rubrics for Web Lessons - information and resources for creating rubrics for Internet lessons
Guidelines for Rubric Development - steps, terms and concept words for creating rubrics
Kathy Schrock's Guide for Educators - Assessment and Rubric Information
Assessments: ExamView , Quia , Quizzlet ,
easily create practice assignments, quizzes, tests, etc. from question banks
students complete assignments on computer - great practice for online SOL testing
grades assignments and provides student with instant feedback
provides teacher with grade and multiple reports
interactive websites for each subject area and SOL
SOL review activities
Generating and Testing Hypotheses
Hypotheses generation and testing can be approached in a more inductive or deductive manner.
Inductive—use general rules to make prediction about specific event
Deductive—specific pieces of information lead to general conclusion.
Teachers should ask students to clearly explain their hypotheses and their conclusions.
Generating and Testing Hypotheses
Appropriate teaching strategies include:
Problem solving opportunities
Use of decision making
Cues, Questions, & Advance Organizers
Cues, questions, and advanced organizers should focus on what is important as opposed to what is unusual.
“ Higher level” questions or advanced organizers produce deeper learning than “lower level” questions or advanced organizers.
“ Waiting” briefly before accepting responses from students has the effect of increasing the depth of students’ answers.
Questions are effective learning tools even when asked before a learning experience.
Advance organizers are most useful with information that is not well organized.
Activating prior knowledge-
Digital Paint Program- draw a picture to show what you already know
Inferential Questions- a list of inferential questions to ask students (questions from A Handbook for Classroom Instruction That Works , Marzano, p. 270-271)
The Art of Questioning
Teaching Thinking Through Effective Questioning
Types of advance organizers:
Expository Advance Organizers- straightforward descriptions of new content emphasizing important content
give students a graphic organizer that is already filled in at the beginning of a unit to prepare them for what they will learn (Inspiration example )
Narrative Advance Organizers- stories that will make a personal or real-world connection with the new content use PowerPoint to share stories
Skimming- teach students to skim heading, subheadings, captions, highlighted or bold text in expository information
use formatting tools in Word to highlight text
insert a scanned page from textbook into a PowerPoint slide - use pointer tools to circle/teach students what to skim
Advance Organizer Websites:
Education World Organizers
Scholastic Graphic Organizers for Reading Comprehension