Marzano’S Ets 21st Century
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Marzano’S Ets 21st Century

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  • Researcher Robert Marzano has completed a meta-analysis of 35 years of educational research. Marzano, Pickering and Pollock have identified 9 research-based instructional strategies that have the greatest impact on student achievement. The research of Douglas Reeves has resulted in the addition of a tenth strategy, non-fiction writing.
  • We spent the entire school year last year reading this book and having in-service on ets. And every time I couldn’t help but think of 21 st century technologies to support these strategies. When I proposed a version of this workshop to the admin, focusing on blogs, wikis, digital storytelling, smartboards, and clickers they balked. They said it would overwhelm people. They wouldn’t let me do it. . .
  • Build Legos Create massive “set-ups” Play Star Wars Draw battles and monsters and weapons Jump on trampoline Sniff smencils Go on adventures: this summer he went to washington dc, boston, new hampshire, the berkhsires, 4 beaches, 4 museums, 3 playgrounds, wickham park, apple picking, crabbing, sports camp, lego camp, swimming, brainwave bootcamp.
  • I know that they do more than this, but this is what we see in the backpack and hear about each night at dinner. How do you think Evan is doing?
  • Kids in the control group who averaged 50 Kids in the treatment group averaged 95
  • Why not have students create their own chart for comparison in skrbl and “Easy to share online whiteboard”
  • Compare food in Japan to food in CT. Compare anything!
  • Read Write Think is very 40-minute class period friendly.
  • Free web application for brainstorming online. Compare the Aztec the Inca – which made the most important impact on . . .
  • Collaborative Online mind mapping!
  • Bio-Cube is a useful summarizing tool that helps students identify and list key elements about a person whose biography or autobiography they have just read.
  • Microblogging – you may not do it or see the point of it, but if you teach middle or high school, chances are your students do. If you have elementary students, it won’t be long before this new social media is part of their lives.
  • Neil Gaiman sponsored a random Twitter photo caption contest. Look at the picture and create a caption . Win a book!
  • Still getting over Google Notebook.
  • You can have students link to your notebook You can have students email their notes/work to you Students can save work online
  • Click and drag notecards to make outline. Amazing.
  • Upload your own document or image or use something from the web. Here I used an article from NPR to make notes. You can change balloon colors and print from the browser. This app could also be featured under the “cooperative learning” section because multiple users can make notes.
  • Podcasting: Best booktalks to be recorded in Voicethread and published Or recorded using Audacity and published
  • Creating charts and graphs for students to chart their effort has been proven very effective.
  • Marzano gives and example about Jane: Jane was accostomed to being asked to keep a learning log which she dutifully compiled. In march, however, the teacher gave the learning log assignment a twist by teaching students how to create a line graph to chart learning and effort. At the end of two weeks, Jane and her classmates noticed that this graph actually motivated them and many admitted that when they felt like just coasting, the picture of the graph popped into their heads.
  • When student work is polished to publishable, let’s publish it!
  • Blogs are a perfect way to assign homework and practice.
  • Wow, create flashcards, matching, concentration, word search, battleship, cloze, hangman, rags to riches, jumbled words and many more. Also create quizzes or surveys.
  • S
  • Giving a lecture today? Record it. Want students to remember something? Let them listen to it at home. Want to give clear explanation for homework? Record it here. World Language teachers? Let them hear what it should sound like.
  • Or, have students create the audio to Practice speaking in a foreign language Practice reading a poem aloud – practice alliteration,
  • Find a picture that represents greed Find pictures of all the terms of geography Find a picture that represents something from the chapter you read last night
  • Using tags you can search for pics that represent content across the levels
  • Green light – Gatsby There are several groups about the 1920s Elementary kids could find images of nutrition for a wall pyramid, find an image to write a story about, find an image to go with a research paper about an animal, find pictures to illustrate a country they are studying
  • So easy Add images and your voice if you want: Everyone else can comment. Do booktalks, create a dragon slideshow for art; the one on the left is pictures from around the school of shapes being studied by kindergartners: squares, circles, etc.
  • Illustrate anything!
  • Can also collaborate here.
  • One of the most powerful and useful tools for student learning that can be used in many of these categories is a wiki. Here students can contribute work, collaborate, look at other student work, reflect on the process.
  • http://ascd.typepad.com/blog/2009/06/hypotheses-theyre-not-just-for-science-anymore.html Recipes http://eduscapes.com/tap/topic86.htm http://gets.gc.k12.va.us/VSTE/2008/8hypotheses.htm
  • Activating Prior Knowledge
  • Let’s brainstorm everything we know about to activate prior knowledge
  • Make a word wall to activate prior knowledge
  • Cue prior knowledge with a slideshow Cue prior knowledge with a word wall
  • Remember, activating students prior knowledge is very powerful. Brainstorm everything you know about . . .save it and add to it as you go, go back to it throughout the unit to see if it needs updating. Put it somewhere that kids can get to it.
  • This one is added in as a tenth ETS,
  • Okay, I admit it, I’m a information junkie. I cannot get enough. I don’t have to go anywhere to get it. It comes to me. On my couch. My husband took this picture because Emily was being cute, but when my kids look back on their childhood I think this will be one of the enduring images.
  • Will Richardson’s blog Web-logged provides much meaningful content.He calls himself “Learner-in-Chief”
  • Yes, this is fraught with challenges: Access to technology for teachers in schools and kids at home Time to integrate these apps into the curriculum which is already packed Lack of professional development available.

Marzano’S Ets 21st Century Marzano’S Ets 21st Century Presentation Transcript

  • 21st Century Technology and Marzano's Effective Teaching Strategies Shannon McNeice Library Media Specialist Sedgwick Middle School
  • The meta-anaylsis. . . http://www.mcrel.org/SuccessInSight/Portals/7/Classroom%20Instruction%20That%20Works.jpg McREL researchers “combined the results from a number of research studies” The “effect size” is a measurement of the effect of the study that shows “increase or decrease in achievement” by comparing a control group to a treatment group. An effect size of 1.0 translates to a 34% percentile gain. So, a student in the control group who did not have the strategy achieves a grade of 60 while a student in the group where the instructional practice was used achieved a 80.4.
  • http://www.ascd.org/publications/books/101010/chapters/Applying_the_Research_on_Instruction@_An_Idea_Whose_Time_Has_Come.aspx “ Shifting the Curve”
  • Instructional Strategies that Work! 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice 5. Nonlinguistic representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Cues, questions, and advance organizers
  •  
  • Then he went back to school where they:
    • Do worksheets
    • Do worksheets
    • Sit quietly
    • Learn about nutrition
    • Write about nutrition
    • Do worksheets about nutrition
    • Cut with scissors
    • Read quietly to themselves
  • Identifying similarities and differences .31 31 45 1.61 Standard Deviation No. Of ESs Percentile Gain Avg. Effect Size
  • This program creates an analogy between Kilimanjaro and an island. Ask the class whether this comparison seems appropriate. Remind students that an island is really a mountain rising from the bottom of a body of water. The analogy of a mountain to an island is helpful in giving us an image of Kilimanjaro's position in the desert. Analogies can be helpful in other situations as well. To expand on this concept, copy and distribute the "How Is a Mountain Like an Island?" student handout, and ask students to create their own analogies. Identifying similarities and differences PBS http://www.pbs.org/wgbh/nova/teachers/activities/2104_kilimanj.html
  • Identifying similarities and differences Skrbl http://www.skrbl.com/
  • Identifying similarities and differences Read Write Think http://readwritethink.org/student_mat/student_material.asp?id=38
  • Identifying similarities and differences Read Write Think http://readwritethink.org/student_mat/student_material.asp?id=38
  • Identifying similarities and differences bubbl.us http://bubbl.us/
  • Identifying similarities and differences Mindmeister http://www.mindmeister.com/
  • Summarizing and Note Taking .50 179 34 1.00 Standard Deviation No. Of ESs Percentile Gain Avg. Effect Size
  • Summarizing and Note Taking Read Write Think http://readwritethink.org/student_mat/student_material.asp?id=38
  • Summarizing and Note Taking Twitter http://twitter.com/
    • Thinking 21 st Century
    • Assignment: your friend sends you a text right before class starts she didn’t read last night’s chapter and needs a summary – can you twitter it to her? 140 characters
    • 6 th graders – twitter to your parents what you learned in school today
    • Exit slip: twitter your librarian why Wikipedia is NOT a great source
    • You best bud is home sick but hates to miss school – twitter the notes from class as your teacher delivers them and you will both have copies. That way he can do tonight’s homework and you won’t have to let him recopy your notes tomorrow.
  • Summarizing and Note Taking SmithTeens http://www.smithteens.com/ (language alert)
  • Summarizing and Note Taking
  • Summarizing and Note Taking Flickr http://www.flickr.com
  • Summarizing and Note Taking Read Write Think http://readwritethink.org/student_mat/student_material.asp?id=38
  • Summarizing and Note Taking Notely http://www.notely.net/
  • Summarizing and Note Taking Evernote http://www.evernote.com/
  • Summarizing and Note Taking Noodletools http://www.noodletools.com/
  • Summarizing and Note Taking A.nnotate http://a.nnotate.com/
  • Reinforcing effort and providing recognition .35 21 29 .8 Standard Deviation No. Of ESs Percentile Gain Avg. Effect Size
  • Reinforcing effort and providing recognition http://fhmsmedia.edublogs.org/students/student-creations/ Have students create book trailers and post them on your blog/website.
  • http://ridgeviewms.org/podcasts/2008/04/13/first-annual-book-trailers-the-winners/ Reinforcing effort and providing recognition Have a book trailer contest!
  • Reinforcing effort and providing recognition http://areallydifferentplace.org/ Give students their own blogs. Ask them to post their work for real-world recognition
  • Reinforcing effort and providing recognition Let students publish articles on your blog! http://missbakersbiologyclass.com/blog/2009/10/06/teach-a-goldfish-new-tricks/
  • Reinforcing effort and providing recognition Podomatic http://books4all.podomatic.com/entry/2008-11-12T21_02_00-08_00 Create a classroom podcast for the best booktalks
  • Reinforcing effort and providing recognition http://mrflanders.blogspot.com/2009_09_01_archive.html
  • Reinforcing effort and providing recognition Certificate Creator http://www.certificatecreator.com/
  • Reinforcing effort and providing recognition ChartGo http://www.chartgo.com/ CreateaGraph http://nces.ed.gov/nceskids/createAgraph/
  •  
  • Reinforcing effort and providing recognition Big Huge Labs http://bighugelabs.com/
  • Reinforcing effort and providing recognition Matnificent http://blog.whps.org/mack/2009/10/20/fact-vs-opinion-i-cant-figure-this-out/#comments With a blog, a teacher can reinforce effort provide recognition and check for understanding.
  • Reinforcing effort and providing recognition File2 http://file2.ws
  • Homework and practice .36 134 28 .77 Standard Deviation No. Of ESs Percentile Gain Avg. Effect Size
  • Homework and practice Blogs
  • Homework and practice Quia http://www.quia.com
  • Homework and practice Homework Hub http://www.scholastic.com/kids/homework/
  • Homework and practice Homework Hub http://www.scholastic.com/kids/homework/flashcards.htm
  • Homework and practice Flashcard Makers: http://www.flashcardmachine.com/ http://www.funnelbrain.com/ http://www.flashcardexchange.com/
  • Homework and practice Quizlet http://quizlet.com/
  • Homework and practice Survey Monkey http://www.surveymonkey.com
  • Homework and practice PollDaddy http://www.polldaddy.com/
  • Homework and practice AudioPal http://www.audiopal.com/
  • Homework and practice Audacity http://audacity.sourceforge.net/
  • Nonlinguistic representations .40 246 27 .75 Standard Deviation No. Of ESs Percentile Gain Avg. Effect Size
  • Nonlinguistic representations Bubbl.us http://bubbl.us.
  • Nonlinguistic representations Mindmaps http:// mind42.com and http://www.mindmeister.com
  • Nonlinguistic representations ToonDoo http://www.toondoo.com/Home.toon
  • Nonlinguistic representations ToonDoo http://www.toondoo.com/Home.toon
  • Nonlinguistic representations ToonDoo http://www.toondoo.com/Home.toon ToonDoo TraitR Create a character.
  • Nonlinguistic representations Lovely Charts http://www.lovelycharts.com/
  • Nonlinguistic representations Gliffy http://www.gliffy.com/
  • Nonlinguistic representations Flickr http://www.flickr.com/creativecommons/
  • Nonlinguistic representations Flickr http://www.flickr.com/creativecommons/
  • Nonlinguistic representations Flickr http://www.flickr.com/creativecommons/ “green light”
  • Nonlinguistic representations Voicethread http://ed.voicethread.com/#home
  • Nonlinguistic representations Photo Story 3 for Windows Civil WAr
  • Nonlinguistic representations Scratch http://scratch.mit.edu/galleries/view/30723
  • Nonlinguistic representations DoInk http://www.doink.com
  • Nonlinguistic representations ReadWriteThink Doodlesplash http://www.readwritethink.org/materials/doodle/
  • Nonlinguistic representations Museum Box http://museumbox.e2bn.org/
  • Nonlinguistic representations The Object of History http://objectofhistory.org/
  • Nonlinguistic representations Animoto http://animoto.com/
  • Cooperative Learning .40 122 27 .73 Standard Deviation No. Of ESs Percentile Gain Avg. Effect Size
  • Cooperative Learning Wiki http://hiphop.whpswiki.com//
  • Cooperative Learning The Amanda Project http://www.theamandaproject.com/
  • Cooperative Learning Snipi http://www.snipi.com http://www.snipi.com/streams/greek-mythology
  • Cooperative Learning Creatly http://creately.com/
  • Cooperative Learning Creatly http://creately.com/
  • Cooperative Learning Storybird http://storybird.com/
  • Cooperative Learning Dabbleboard http://www.dabbleboard.com Online Whiteboards
  • Setting objectives and providing feedback .28 408 23 .61 Standard Deviation No. Of ESs Percentile Gain Avg. Effect Size
  • Student Response Card Systems (Clickers) Setting objectives and providing feedback
  • QUIA http://www.quia.com Setting objectives and providing feedback
  • Setting objectives and providing feedback Matnificent http://blog.whps.org/mack/ With a blog, a teacher can provide feedback to students by replying to their comments.
  • Google Docs http://docs.google.com/ Setting objectives and providing feedback
  • Setting objectives and providing feedback Survey Monkey http://www.surveymonkey.com
  • Setting objectives and providing feedback Handipoints http://handipoints.com/
  • Setting objectives and providing feedback
  •  
  • Generating and testing hypotheses .79 63 23 .61 Standard Deviation No. Of ESs Percentile Gain Avg. Effect Size
  • Generating and testing hypotheses Invention at Play http://www.inventionatplay.org/playhouse_main.html
  • Generating and testing hypotheses Amusement Park Physics http://www.learner.org/interactives/parkphysics/coaster/
  • Generating and testing hypotheses You Be the Historian http:// americanhistory.si.edu/kids/springer /
  • Generating and testing hypotheses SimCityClassic http://simcity.ea.com/play/simcity_classic.php
  • Generating and testing hypotheses Exploratorium http://www.exploratorium.edu/explore/online.html
  • Generating and testing hypotheses Nobel Prize Ed. Games http://nobelprize.org/educational_games
  • Generating and testing hypotheses PBS Building Big http://www.pbs.org/wgbh/buildingbig/bridge/index.html
  • Generating and testing hypotheses FlyBy Math http://quest.arc.nasa.gov/projects/smart_skies/flyby/index.html
  • Cues, questions, and advance organizers .26 1.251 22 .59 Standard Deviation No. Of ESs Percentile Gain Avg. Effect Size
  • Cues, questions, and advance organizers Webspiration http://www.mywebspiration.com/
  • Cues, questions, and advance organizers Draw Anywhere http://www.drawanywhere.com/
  • Cues, questions, and advance organizers Exploratree http://www.exploratree.org.uk/
  • Cues, questions, and advance organizers Exploratree http://www.exploratree.org.uk/
  • Cues, questions, and advance organizers Text2Mindmap http://www.text2mindmap.com/
  • Cues, questions, and advance organizers WiseMapping http://www.wisemapping.com/c/home.htm
  • Nonfiction Reading
    • Often, Nonfiction Reading is added as the 10 th ETS.
  •  
  • Nonfiction Reading Bloglines http://www.bloglines.com
  • Bloglines http://www.bloglines.com Nonfiction Reading
  • http://weblogg-ed.com/2009/what-did-you-create-today/
    • What did you make today that was meaningful?
    • What did you learn about the world?
    • Who are you working with?
    • What surprised you?
    • What did your teachers make with you?
    • What did you teach others?
    • What unanswered questions are you struggling with?
    • How did you change the world in some small (or big) way?
    • What’s something your teachers learned today?
    • What did you share with the world?
    • What do you want to know more about?
    • What did you love about today?
    • What made you laugh?
  • Start the conversation! http://sicampnz.ning.com/
    • If every teacher integrated just ONE of these applications to their teaching, think of the impact on student learning!
    • Which ONE will you tell someone about?
  • Additional Resources
    • Must visit: I came to this site late as well, and didn’t want to just copy everything that Larry recommends, but holy cow. This is where I am living right now. Several of these, especially File2.ws have really amazing implications for student learning across all curricula. Be sure to check it out!
    • http://larryferlazzo.edublogs.org/2009/10/04/the-best-web-20-applications-for-education-2009/
    At the end of my explorations I stumbled onto this amazing wiki and very professional wiki which does what I initially set out to do. Had I seen it earlier, I may not have proposed this workshop!: http://technologythatworks.wikispaces.com/
  • Additional Resources
    • The CASL May 2.0 workshop which has some very handy user-friendly handouts on each type of 2.0 application.
    • https://web20mayworkshop.wikispaces.com/
    • The wiki I put up for my 2007 CASL Web 2.0 presentation. http:// mcneice.wikispaces.com /