Wsl005 006

Using Interactive WhiteboardsUsing Interactive Whiteboards
and Clickers to Enhance
Instruction and Assessments uc o a d ssess e
Debra Pickering

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Workshop Agenda ................................................................................................................... 1
Table of Contents
Workshop Focus ….................................................................................................................. 2
Profile: Debra Pickering ………………..…………………………………………........... 3
Workshop Resources
Introduction: Classroom Technologies,
Framing Our Challenge, Sharing a Language …………..………………………..…….. 5
Developing Assessment and Instructional Feedback 15Developing Assessment and Instructional Feedback …………………………………….... 15
Engaging Students—Attention and Interest ………………………………………………. 23
Communicating and Helping Students Focus on Clear and Essential Learning Goals …… 31
Achieving Initial Understanding and Proficiency ………………………………………… 39
Special Topic—Creating Visuals and Nonlinguistic Representations 47Special Topic Creating Visuals and Nonlinguistic Representations ……………….……. 47
Procedural Knowledge: Increasing Proficiency ……………………………………………... 57
Deepening Understanding: Using and Applying Knowledge Meaningfully ………………. 65
Putting It All Together ……………………………………………………………………... 73
Tapping the Undeniable WOW 77Tapping the Undeniable WOW ……………………………………………………………. 77
Workshop Agenda ................................................................................................................... 1
Table of Contents
Workshop Focus ….................................................................................................................. 2
Profile: Debra Pickering ………………..…………………………………………........... 3
Workshop Resources
Introduction: Classroom Technologies,
Framing Our Challenge, Sharing a Language …………..………………………..…….. 5
Developing Assessment and Instructional Feedback 15Developing Assessment and Instructional Feedback …………………………………….... 15
Engaging Students—Attention and Interest ………………………………………………. 23
Communicating and Helping Students Focus on Clear and Essential Learning Goals …… 31
Achieving Initial Understanding and Proficiency ………………………………………… 39
Special Topic—Creating Visuals and Nonlinguistic Representations 47Special Topic Creating Visuals and Nonlinguistic Representations ……………….……. 47
Procedural Knowledge: Increasing Proficiency ……………………………………………... 57
Deepening Understanding: Using and Applying Knowledge Meaningfully ………………. 65
Putting It All Together ……………………………………………………………………... 73
Tapping the Undeniable WOW 77Tapping the Undeniable WOW ……………………………………………………………. 77

Day 1 & Day 2
7:30–8:30 a.m. Registration, breakfast
Workshop Agenda
7:30 8:30 a.m. Registration, breakfast
8:30–11:30 a.m. Presentation and guided practice and application*
11:30 a.m.–12:45 p.m. Lunch
12:45–3:00 p.m. Presentation and guided practice and application*
*Breaks are included.
Agenda is subject to change without prior notice.
© Marzano Research Laboratory 2010 • Marzanoresearch.com
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Introduction—Classroom Technologies
1. Pros and cons
Workshop Focus
2. Research results
3. Strong foundations
• The Art and Science of Teaching
F ti A t d St d d B d G di• Formative Assessment and Standards-Based Grading
4. Building on the foundation
Framing Our Challenge and Sharing a Language
5. The interaction generationg
6. Definition of terms
Reviewing Instructional and Assessment Topics
Each instructional and assessment topic includes an explanation of the strategy, followed by
specific recommendations for and demonstrations of how technology can enhance student
achievement. Participants have opportunities to apply recommendations.
7. Developing assessment and instructional feedback
8. Engaging students—Attention and interest
9. Communicating and helping students focus on clear and essential Learning Goals
10. Achieving initial understanding and proficiency
11. Special topic: Creating visuals and nonlinguistic representations
12. Procedural knowledge: Increasing proficiency
13. Deepening understanding: Using and applying knowledge meaningfully
ConclusionConclusion
14. Putting it all together
15. Tapping the Undeniable WOW—This topic will be addressed throughout the
workshop.
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Debra Pickering, PhD, consults with schools and
di i i ll d i i ll i
Profile: Debra Pickering
districts nationally and internationally as a senior
scholar for Marzano Research Laboratory. Throughout
her educational career, Dr. Pickering has gained
practical experience as a classroom teacher, building
leader, and district administrator. For many years, she
has used this experience to provide training andhas used this experience to provide training and
support to K–12 teachers and administrators as they
seek to continually improve student learning.
With a combination of theoretical grounding and over
3 decades of practical experience, Dr. Pickering has
worked with educators to translate theory into
practice. Her work continues to focus on the study of
learning and the development of resources for
curriculum, instruction, and assessment to help all
educators meet the needs of all students.
Key Resources
Dr. Pickering has coauthored with
Dr. Pickering has a master’s degree in school
administration and a doctorate in curriculum and
instruction, with an emphasis in cognitive psychology.
Robert J. Marzano:
• Dimensions of Learning Teacher’s
Manual
• Classroom Instruction That Works:
h d fResearch‐Based Strategies for
Increasing Student Achievement
• Classroom Management That
Works: Research‐Based Strategies
for Every Teacher
• Building Academic Vocabulary:
A Teacher’s Manual
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Introduction
Classroom Technologies, Framing Our Challenge,
Sharing a Languageg g g
5

Pros and Cons
• Technologies can increase and enhance the use of effective
Key Ideas, Questions, Ahas
g
instructional strategies.
HOWEVER, they also can be used to perpetuate—even
exacerbate—weak teaching.
• Teachers using these technologies offer extensive testimonial• Teachers using these technologies offer extensive testimonial
evidence of the positive effects in the classroom.
HOWEVER, critics offer testimonials of how technologies are
wasting our money. For example, critics of IWBs offer
testimonials that show they can be used only as expensive
chalkboards or more colorful overhead projectors.chalkboards or more colorful overhead projectors.
• Teachers who use technologies report that they keep discovering
MORE they can do in the classroom.
HOWEVER, if teachers are going to use these tools MORE, they
have to decide what they are going to do LESShave to decide what they are going to do LESS.
Research Results
• Quasi-experimental study (requested by Promethean)
• Conditions: Experimental–control; pre- and post-tests; based onp ; p p ;
classroom assessment results
• Across all classroom studies, on average, in classrooms where
IWBs were used, the average performance was 17 percentile
points higher than the average performance of students when the
IWBs were not used.
S f i
• 23% of studies had zero or negative effect.
Summary and Reflections
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1. What excites you about the potentials of classroom technologies?
2. What concerns you? (What are your howevers?)
3. What aspects of classroom technologies are you already using well?
4. What do you want to understand better as it relates to technology in the classroom?
Notes
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Building on Effective Instructional and Assessment Strategies
• The key to successful use of technology is a foundation of
Introduction—Strong Foundations
strong instructional strategies and assessment practices.
• It is important to work from a common language of instruction.
• We will work using two books by Robert J. Marzano.
Instruction: The Art and Science of Teaching
What will I do to…
1. Establish and communicate Learning Goals, track student
progress, and celebrate success?
2. Help students effectively interact with new knowledge?
3. Help students practice and deepen their understanding of newp p p g
knowledge?
4. Help students generate and test hypotheses about new
knowledge? (cognitively complex tasks)
5. Engage students?
6 E t bli h i t i l l d d ?6. Establish or maintain classroom rules and procedures?
7. Recognize and acknowledge adherence to and lack of
adherence to rules and procedures?
8. Establish and maintain effective relationships with students?
9. Communicate high expectations for all students?g p
10. Organize lessons into a coherent unit?
Assessment: Formative Assessment and Standards-Based Grading
• Classrooms need summative assessment, formative assessment,
and instructional feedback.
• Because you cannot rely on the 100-point scale, an alternative,
rubric scale is recommended.
• The most important considerations are changes in behaviors of
teachers and students AFTER the assessment.
S f iSummary and Reflections
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Introduction—Building on the Foundation
InstructionKey Ideas, Questions, Ahas
• What will I do to engage students—to influence their level of
attention, perceptions of importance, and sense of efficacy?
• What will I do to enhance and expand student interactions with• What will I do to enhance and expand student interactions with
knowledge and people?
• What will I do to communicate and help students focus on
Learning Goals?
• What will I do to help students achieve initial understanding and• What will I do to help students achieve initial understanding and
proficiency?
• What will I do to help students deepen understanding and
increase proficiency?
• What will I do to help students use and apply knowledge• What will I do to help students use and apply knowledge
meaningfully?
Student Interactions
Student Engagement
Learning Goals
Achieve Initial
Understanding
and
Proficiency
Deepen
Understanding
Increase
Proficiency
Use and Apply
Knowledge
Meaningfully
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Introduction—Building on the Foundation
AssessmentKey Ideas, Questions, Ahas
• Summative assessment
• Formative assessment
• Instructional feedback
Summative Assessment
When scores are recorded and treated as the final measure of
whether a student has achieved Learning Goals
Formative Assessment
When scores are recorded to track student performance over time.
Results are used to plan subsequent learning opportunities associated
with Learning Goals.
Instructional Feedback
When assessment is used to plan subsequent learning opportunitiesWhen assessment is used to plan subsequent learning opportunities
associated with Learning Goals
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1. To what extent does your school or district work from an agreed-upon model–language
of instruction and assessment that identifies and defines important areas of teacherp
expertise?
2. To what extent is formative assessment used to influence subsequent behaviors of
teachers and students?
Notes
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Introduction—Framing Our Challenge and Sharing a Language
Our Challenge: A Commitment to the Interaction
Generation
Generation
We must use technologies to enhance and expand student
interactions with knowledge and people.
Interactive Whiteboards (IWBs) Terms
h i di id l di l• slides, flipcharts: The individual page displays
• classroom whiteboard: When the IWB is used by teachers and
students during lesson segments; nothing is designed ahead.
• predesigned lesson: A series of slides designed to help students:
1. Gain initial understanding or beginning competencies with
new knowledge.
2. Practice to develop fluency, automaticity, accuracy.
3. Deepen understanding and use knowledge in meaningful
contexts.
• predesigned resource: A slide or series of slides that can be apredesigned resource: A slide or series of slides that can be a
stand-alone activity or integrated into a number of different
instructional sessions. Examples include warm-ups, games,
practice problems and situations, assessment items, and images.
Learner Response Systems (Clickers) Termsp y ( )
• vote: Often used to prompt students to select from among
specific choices
• content specific: Asks for responses to questions that require
some understanding or skill important to a content area
• confidence opinion scale: Asks students to answer with an• confidence–opinion scale: Asks students to answer with an
opinion or to rate themselves on levels of understanding or
confidence
Note: Other technologies will be referenced during this workshop,
including the Internet, social networking Websites, and 1:1 laptops.

Developing Assessment
and Instructional Feedback
15

Developing Assessment and Instructional Feedback
• Teachers enhance and monitor student performance
through:
• Summative assessment
• Formative assessment
• Instructional feedback
• Formative assessment and instructional feedback: It is
important to use assessments to enhance not just measureimportant to use assessments to enhance—not just measure—
student performance. The most important thing is what happens
AFTER assessment results are in.
• John Hattie: The most important innovation in education is
feedback. When students receive feedback on particular
objectives, achievement has been shown to be 37 percentile
points higher than for students who receive no feedback.
• Hattie: “The mistake I made was seeing feedback as from
teacher to students. It is most powerful when it is from students
to teacher ” (Visible Learning 2009)to teacher. (Visible Learning, 2009)
Examples of Responses to Assessment Results
Teachers
• Reteach.
• Group students for peer
Students
• Seek help—teacher, tutor,
peers.p p
interaction.
• Create support classes.
• Provide alternative
resources.
ASS SS
p
• Review and restudy.
• Seek other resources—
Internet, books.
• THEN REASSESS.
• Another challenge is to design questions that assess increasingly
complex levels of thinking.
• You cannot rely on the 100-point scale to provide effective
You cannot rely on the 100 point scale to provide effective
feedback for particular objectives.

4 All of Level 3 PLUS Demonstrate Essential Targeted Knowledge with
significant depth of understanding–level of ability in the Level 3 assessment
A Scale That Encourages Continuous Learning
g p g y
or in new challenging application or situations
3.5 Demonstrate understanding and abilities from 3 beyond-targeted levels
3
Essential Targeted
Knowledge
Demonstrate Simpler Foundational (Level 2) and Complex Targeted
Knowledge
Knowledge
2. 5 Demonstrate all of 2 and some understanding or abilities from 3
2
Essential
Foundational
Knowledge
Demonstrate Simpler Foundational Knowledge
(No major errors or omissions in the simpler)
Knowledge
1.5 Demonstrate some understandings or abilities of 2
1 With help, demonstrate some understandings and abilities
.5 With help, demonstrate very limited understanding or abilityp y g y
0 Cannot demonstrate, even with help
IE Insufficient evidence or no attempt made
3
Essential Targeted
Knowledge
Demonstrate that they:
• Understand inheritable and noninheritable traits and the relative impact each
has on phenotype.
• Can make predictions using Mendelian squares
2. 5 Demonstrate all of 2 and some understanding or abilities from 3
2
Essential
Foundational
Knowledge
Demonstrate that they understand:
Terms: genetic, phenotype, genotype, inheritable noninheritable, dominant, and
recessive, allele
Facts: Some traits are inherited and some are results of environment.
Mendel is the “father of modern genetics.”
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Technology can help.
E l Cli k
Example: Clickers
• Summative assessment can be much more effective because
immediate results are available and scoring time is saved.
• Formative assessment and instructional feedback in
classrooms requires frequent assessments of student progress.
Cli k k hi f ibl b f ffi i i diClickers make this feasible because of efficiency, immediacy,
and anonymity.
o Efficiency: Teachers are not dragging papers home or
taking class time to grade them. Banks of questions can be
accumulated over time.
I di R l di l d i di l do Immediacy: Results are displayed immediately, and
teachers and students can collaborate to determine next
steps.
o Anonymity: Unlike many visual methods of checking
understanding, clickers allow students to answer without
fear of embarrassmentfear of embarrassment.
Example: IWBs
• Graphics, software tools, and the Internet can provide
authentic and dynamic contexts for assessments.
Caution!
• Avoid using for ONLY efficient summative, i.e., score-
keeping.
S f i
• Although possible, it is more difficult to design clicker
questions that assess higher levels of thinking. Avoid letting
the technology limit the use of higher-level thinking.

Other technologies and electronic resources to enhance this aspect
of instruction:
S d R fl tiSummary and Reflections
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1. To what extent are results of assessments used to change behaviors of students and teachers
in your:
• Classroom?
• School?
• District?
2. What options do you or teachers consider when responding to students who have not yet
achieved the level of performance desired?
3. To what extent do students have the opportunity to consider and report their own level of
understanding and confidence before they are assessed?
4. As I think about how technology can influence formative assessment and instruction
feedback,
lid d b ill f d bI am validated by… I am still confused or unsure about...
I wonder… I can’t help but...
I plan to… I just think that…
I can’t wait to… I want to remember...

Engaging Students
Attention and Interest
23

Student Engagement—Attention and Interest
• Engagement relies on student
Attention–interest
Perceptions of importance
Sense of efficacy
• It is important to distinguish between compliant behavior and
cognitive engagement.
• Engagement is essentially a challenge of winning the battle for
working memory.
• Attention and interest is the gatekeeper.
• In their repertoire, teachers have multiple strategies to capture
and maintain student attention. Strategies include:
Academic games
Inconsequential competition
Questions and response rates
Physical movement
Pacing
Intensity and enthusiasm
Friendly controversy
Opportunities for students to talk about themselvesOpportunities for students to talk about themselves
Unusual information
S d R fl iSummary and Reflections

• The WOW factors of technology are attention-getters
The WOW factors of technology are attention getters.
• Technology can make it easier to use attention strategies listed
earlier.
Example: IWBs
M k it h bit t i t t t t i i t l d b ild i• Make it a habit to integrate strategies into lessons and build in
cues as reminders to “mix it up.”
• Develop and store easily accessible resources for using things
like games and unusual information.
• Feature student ideas on the board and integrate their images
d i di tl d i di tland experiences, directly and indirectly.
• Build cues in your lessons as reminders to mix it up.
• Use tools in the software, e.g., recording devices and camera
tools, to capture the lesson and allow students to review at
their own pace at a later time.
Examples: Clickers
• Use clickers to increase the number of students who respond
and their level of commitment to the prompt. (They have “skin
in the game.”)
• Clickers are particularly helpful in setting up friendly
controversy and inconsequential competition.
Caution!
• Remember, multiple approaches are needed because what
S d R fl i
Remember, multiple approaches are needed because what
captures students’ attention does not necessarily maintain their
attention..
• Engagement also requires that students believe that what they
are doing is important and doable.
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Other technologies and electronic resources to enhance this
aspect of instruction:

1. To what extent are these types of strategies used to engage students (gain and maintain their
attention) in your:
• Classroom?
• School?
• District?
2. To what extent do you believe this area of teacher expertise should be an explicit part of your
model or language of instruction?
3. As I think about how technology can influence this area of teacher expertise,
lid d b ill f d bI am validated by… I am still confused or unsure about...
Do not duplicate.28

Communicating and Helping Students Focus on
Clear and Essential Learning Goals
31

• A Learning Goal identifies what students learn, separate from
h h d d h l i
what they do to demonstrate that learning.
• There are two major types of Learning Goals.
Declarative information and ideas: Students demonstrate
that they know and understand:
o Terms and details
o Generalizations and principles
Procedural skills and processes: Students demonstrate that
they are proficient at:
o Mental and psychomotor skills and processes
• It is often a challenge to ensure that students focus on and
achieve essential Learning Goals. Students sometimes focus too
much on activities and assignment completion.
• Meeting this challenge means that teachers need to help
students interact with knowledge by:
Focusing and REFOCUSING students on clear
Learning Goals
Teaching Learning Goals that are IMPORTANT and
GENERAL enough to apply. When working with declarative
knowledge, consider focusing on principles and
generalizations that are important, not just on terms and
details.
S f i
Using activities that SERVE Learning Goals and stimulate
cognitive interactions. It is easy to be content with physical
interactions; be sure that activities stimulate cognitive
interactions.

Key Ideas, Questions, Ahas Technology can help.
Example: Interactive Whiteboards (IWBs)
To enhance and expand student interactions with knowledge, set
standards for materials that are designed and distributed. Those
standards should state that IWB materials need to:
y , Q ,
• Integrate Learning Goals throughout the lesson by, for
example, stating Learning Goals in clear language at the
presentation’s beginning, using software tools to refer
regularly to Learning Goals, and sprinkling lessons with
lid th t i d th t h d t d t f L i G lslides that remind the teacher and students of Learning Goals.
• Develop Learning Goals that are powerful and transferable,
e.g., generalizations and principles.
• Use software tools and electronic media to design activities
that ser e the Learning Goalthat serve the Learning Goal.
Caution!
• It is easy to be distracted by what we CAN do with
technology instead of what we SHOULD do.
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y , Q ,

1. To what extent do students understand and focus on Learning Goals—more so than on the
1. To what extent do students understand and focus on Learning Goals more so than on the
activities—in your:
• Classroom?
• School?
• District?
model–language of instruction?
I am validated by… I am still confused or unsure about...
Do not duplicate.36

Achieving Initial Understanding
and Proficiency
39

• To build an initial understanding or beginning competency,
students receive critical-input experiences that help them
Achieving Initial Understanding and Proficiency
interact with new knowledge.
• A major goal must be to help students go beyond physical–
sensory interactions to achieve cognitive interactions.
• When presenting new knowledge, teachers can enhance
interactions by having students:
P i h t th l d kPreview what they already know.
Process knowledge in appropriately paced chunks.
Connect with peers as they process knowledge.
Elaborate on what they learn.
Record and represent what they learn.
Reflect on their learning.

Example: IWBs
Example: IWBs
To enhance and expand student interactions with knowledge, we can
set standards for materials that are designed and distributed. Those
• Separate lessons into clear chunks—with slides signaling
those chunks.
• Build in processing and questioning cues.
• Integrate reminders to allow students to take notes— teacher
prepared or student generated.
• Use prompts and resources that encourage interactions with
peers and essential knowledge.
I l d t iti f t d t t d th b d• Include opportunities for students to respond on the board,
then use those responses over time.
Example: Clickers
To enhance and expand student interactions with knowledge, set
standards for increasing the number and quality of responses. Thoseg q y p
standards need to state that when using the clickers, teachers should
consider:
• Designing questions and prompts that encourage diverse
answers
• Following up questions with peer interactions, such as
i di id l l i d findividual explanations and support for answers
• Using student responses to guide phases of interacting to
acquire the new knowledge
• Asking students to communicate their level of understanding
and communicate whether they are ready to move on
Caution!
• It is easy to be distracted by and content with physical–
sensory interactions. Focus on cognitive interactions.
• Eliciting and displaying answers does not necessarily
stimulate cognitive interactions with knowledge.
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• BrainPOP
• GoogleEarth

1. To what extent are these types of strategies ensure that students interact with new knowledge
in your:
• Classroom?
• School?
• District?
d l l f i t ti ?model–language of instruction?
i bI can’t wait to… I want to remember...
Do not duplicate.44

Special Topic
Creating Visuals and Nonlinguistic Representations
47

Special Topic—Creating Visuals and Nonlinguistic Representations
• A new area of teaching expertise is designing the visual
presentation of content to enhance learning.
• We know students learn better with a combination of
linguistic and nonlinguistic presentations of knowledgelinguistic and nonlinguistic presentations of knowledge.
• For predesigned lessons and resources on IWBs, work to
design, not to decorate.
• IWBs in particular require that we increase our• IWBs in particular require that we increase our
understanding of and ability to use visual presentation
principles, such as those associated with:
Clarity–focus
Consistency–flow
Simplicity–parsimony
Color–contrast
Space—Proximity
• When using the IWB as classroom whiteboard apply the
S f i
When using the IWB as classroom whiteboard, apply the
same guidelines for effective visuals.

Guidelines for Visuals and Nonlinguistic Representations
C i
Clarity–Focus
Where should the learner look? What should be the focus of
attention and for what purpose? (What is the Learning Goal?)
The top of the page, especially to the left, should hold areas of
focus (Learning goal? Directions? First in a sequence?).
________________________________________________
Consistency–Flow
How are visuals organized across slides to help learners construct
scaffolds of ideas in their minds?
Repeat images (including placement) to build an increasingly
complex idea.
Repeat layout features (border, bleeding) to connect ideas
among a set of slides.
Tell a story.
________________________________________________
Simplicity–Parsimony
How do images and use of negative space on slides help learners
stay focused on what is important?
Let go of the “save a tree” mentality.
Images should guide the eye to a particular point.g g y p p
Avoid random decorative, loosely associated images.
Use words precisely and sparingly.
Do whatever you can to
eliminate the words you
don’t need to Don’t use too many
communicate the crux of
what you want the
students to learn. Make
your point and then get
out.
y
words to make what
should be a simple point.
Adapted from Williams, The Non‐Designer’s Presentation Book (2009)
Do not duplicate.50

Guidelines for Visuals and Nonlinguistic representations
Color–Contrast
How does the array of color choices contribute to cognitive and
affective processing of knowledge?
Use contrast to make it easy to see images and text (light on dark?).
Avoid busy backgrounds; they make you lose contrastAvoid busy backgrounds; they make you lose contrast.
You want students to see images and text, not color.
Space—Proximity
How does placement of images and words on a slide help communicate
relationships in knowledge?relationships in knowledge?
Put words on or near images that they explain.
Put images in groups when they are connected to a single idea.
Show relationships with placement of images and text, e.g., when
something is PART of something else, show that; when something
PRECEDES something else, show that.

Key ideas from the research of Richard E. Mayer’s Multimedia
Learning (2009):
Coherence principle: People learn better when extraneous words
and pictures are eliminated.
Redundancy principle: People learn better from animation and
narration than from animation, narration, and on-screen text
presented simultaneously.
Signaling principle: People learn better when words include cues
about the presentation’s organization.
Spatial contiguity principle: People learn better when
corresponding words and pictures are presented near rather than far
from each other on the page or screen.p g
Temporal contiguity principle: People learn better when
di d d i t t d i lt l
S f i
corresponding words and pictures are presented simultaneously
rather than successively.
Do not duplicate.52

Additional resources (books) from outside of education:
• Durante, N. (2008). Slide:ology: The Art and Science of
Creating Great Presentations
• Mayer R E (2009) Multimedia Learning• Mayer, R. E. (2009). Multimedia Learning.
• Reynolds, G. (2010). Presentation Zen Design: Simple
Design Principles and Techniques to Enhance Your
Presentations
• Williams, R. (2009). The Non-Designer’s Presentation
BookBook

1. Interactive whiteboards present new challenges to teachers in terms of designing and using
visuals effectively. To what extent do you believe that all teachers should increase their level
of expertise in this area?
2. What challenges or barriers exist when pursuing this new area of teaching?g p g g
3. What can or should schools and districts do to make skillful use of visuals a priority?p y
Do not duplicate.54

Procedural Knowledge
Increasing Proficiency
57

Procedural Knowledge: Increasing Proficiency
• Phases of learning essential skills and processes
Learning the steps requires
Learning the steps requires
explicit modeling and written steps.
Shaping and adapting requires
learning important variations and avoiding common
errors.
Developing fluency and automaticity requires
massed and distributed practice.
• The systemic challenge is making sure students develop fluency
or automaticity for essential skills and processes, especially
given that students learn skills and processes in such different
timeframes.
It can be helpful to group and regroup students for practice
sessions.
Students can pass a test without having reached fluency or
automaticity.

Example: IWBs
• The tools of the board and the Internet make it easier to provide a
diverse array of practice contexts.
• The recording devices allows for students to review the skills–
processes at their own pace as many times as needed.
Example: Clickers
• Using clickers allows for quick, frequent practice in-class sessions
for some skills. This makes it easier to identify which students
have internalized the skill–process and which ones need morehave internalized the skill process and which ones need more
time.
Do not duplicate.60

1. To what extent are students using massed and distributed practice to achieve proficiency and
fluency in your:
• Classroom?
• School?
• District?District?
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Deepening Understanding:
Using and Applying Knowledge Meaningfully
65

Deepening Understanding: Using and Applying Knowledge Meaningfully
• Deepening understanding requires different thinking skills than
does developing initial understanding.
• Asking higher-level questions is not enough in that you often get
lower-level answers.
• A major challenge is getting beyond “21st century rhetoric” by
committing to teach to students the thinking skills they need.
• This requires that schools and districts develop a common
language of thinking skills that includes consistent definitions
and guidelines across grade levels and subject areas.
• When presented with or creating their own questions and tasks
that require specific types of thinking skills, students should:
Have access to instructive resources that increase their
understanding of and ability to use thinking skillsunderstanding of and ability to use thinking skills.
Receive feedback that guides them to increase higher levels
of thinking.
Collaborate with peers to use common thinking skills as they
engage in cognitively complex tasks.

• Meaningful-use tasks should be increasingly cognitively
complex.
• Similar to deepening understanding, cognitively complex
tasks require different types of thinking skills.
• Designing cognitively complex tasks does not mean students
know how to use thinking skills necessary.
Reinforcing
• This requires that schools and districts develop a common
language of thinking skills that includes consistent definitions
and guidelines for use across grade levels and subject areas.g g j
• When presented with or creating their own questions and tasks
that require specific types of thinking skills, students should:
H i i h i h iHave access to instructive resources that increase their
understanding of and ability to use thinking skills.
Receive feedback that guides them to increase higher levels
of thinking.
Collaborate with peers to use common thinking skills as they
i i i l l kengage in cognitively complex tasks.
Do not duplicate.68

Example: IWBs
To stimulate deepening of understanding and engagement in
cognitively complex tasks, teachers and schools can:
• Develop premium content available on a network to all teachers.
Thi t t h ld id i t t ff ti i t ti iThis content should provide consistent, effective instruction in
designated thinking skills, such as comparing, metaphorical
thinking, analyzing errors, analyzing perspectives, decision
makings, problem solving.
• Generate multiple sample questions and tasks to use for
instructional and assessment across the curriculuminstructional and assessment across the curriculum.
Example: Clickers
To stimulate deepening of understanding and engagement in
cognitively complex tasks:
• Structure questions that stimulate and guide students to use
specific thinking skills they are being taught.
• Follow up questions with teacher–students and peer–peer
interactions that help students “produce” knowledge, e.g.,
discover, rethink, conclude, question, create, invent.
Caution!
M k h id li f hi ki kill d i• Make sure the guidelines for thinking skills are not used as strict
algorithms for thinking.

p
Do not duplicate.70

1. To what extent are students receiving effective, consistent instruction in the use of specific
thinking skills in your:
• Classroom?
• School?
• District?District?

Putting It All Together
• What will I do to communicate and help students focus on Learning Goals?
What are Learning Goals?What are Learning Goals?
Declarative knowledge: Students demonstrate that they know or understand…
Procedural knowledge: Students demonstrate that they are proficient at…
How will I design resources to help students maintain focus on Learning Goals?
• What will I do to help students achieve initial understanding and proficiency?
Achieve initial understanding?Achieve initial understanding?
Achieve initial proficiency?
• What will I do to help students deepen understanding and increase proficiency?
Deepen understanding?
Increase proficiency?
• What will I do to help students use and apply knowledge meaningfully?
• What will I do to engage students—to influence their level of attention, perceptions of
importance, and sense of efficacy?
• What will I do to enhance and expand students’ interactions with knowledge and with
people?

Tapping the Undeniable WOW
S d R fl iSummary and Reflections

Tapping the Undeniable WOW
Do not duplicate.80

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Design and teach effective learning goals and objectives by following strategies based on the strongest research and theories available.
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