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Classroom instruction that works intro for hedgcoxe


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Classroom instruction that works intro for hedgcoxe

  1. 1. Classroom Instruction That Works by Robert Marzano An Overview August 2010
  2. 2. Not Today….. <ul><li>Today we will look at the research behind Marzano’s book </li></ul><ul><li>Today we will begin to learn about instructional strategies </li></ul><ul><li>Today we will learn how effect size determines what strategies are the best </li></ul><ul><li>Today we will begin to build an understanding of PowerWalkThroughs (PWT) </li></ul>
  3. 3. The Coleman Report <ul><li>Early 1970’s researchers began to look at the effect of teaching on student learning </li></ul><ul><li>600,000 students, 60,000 teachers and more than 4,000 schools later the report concluded that the quality of schooling a student receives accounts for only about 10% of the variance in student achievement* </li></ul><ul><li>This became know as the Coleman Report </li></ul>
  4. 4. Some 30 years later… <ul><li>Various researchers analyzed the Coleman report </li></ul><ul><li>Determined that the data gathering was flawed </li></ul><ul><li>William Sanders and his colleagues noted that the most important factor in affecting student learning is the teacher. </li></ul><ul><li>To improve education we improve teacher effectiveness </li></ul>
  5. 5. McREL <ul><li>Midcontinent Research for Education and Learning </li></ul><ul><li>Think tank for Educational Research </li></ul><ul><li>Robert Marzano </li></ul><ul><li>They began to research studies on instructional strategies to improve effectiveness of teachers </li></ul>
  6. 6. Research Techniques <ul><li>Meta-Analysis </li></ul><ul><li>Combines the results from a number of studies to determine the average effect of a given technique </li></ul><ul><li>This is translated into a unit of measurement called effect size </li></ul><ul><li>The effect size expresses the increase or decrease in the achievement of the experimental group in standard deviation units </li></ul>
  7. 8. What Does That Mean? <ul><li>Turn to your neighbor and check for understanding on meta-analysis and effect size </li></ul><ul><li>Now as a table group discuss what it means? </li></ul><ul><li>Why is the knowledge of this research important to us? </li></ul>
  8. 9. The effective teachers perform 3 roles: <ul><li>Make effective use of classroom management techniques </li></ul><ul><li>Design classroom curriculum to facilitate student learning </li></ul><ul><li>Make wise choices about the most effective instructional strategies to employ </li></ul>
  9. 10. Polling Everywhere <ul><li>Vote on 3-4 strategies which one has the biggest effect size </li></ul><ul><li>Do this before passing out posters </li></ul>
  10. 12. Ranking of Instructional Strategies 22 .59 Cues, Questions, and Advance Organizers 23 .61 Generating and Testing Hypotheses 23 .61 Setting Objectives and Providing Feedback 27 .73 Cooperative Learning 27 .75 Nonlinguistic Representations 28 .77 Homework and Practice 29 .80 Reinforcing Effort and Providing Recognition 34 1.00 Summarizing and Note Taking 45 1.61 Identifying Similarities and Differences Percentile gain ES Category
  11. 13. What surprises you? <ul><li>As a table group look at the Strategy poster and review each strategy and the key ideas. </li></ul><ul><li>As a table group review the previous slide and talk about the effect size and percentile gains. </li></ul><ul><li>What surprises you? </li></ul><ul><li>Questions? </li></ul>
  12. 14. From Strategies to PWT… <ul><li>Why? </li></ul><ul><li>To provide educational leaders with strategies for using an informal observation approach and data to inform reflective feedback as a vehicle for maximizing student achievement </li></ul>
  13. 15. From Strategies to PWT… <ul><li>What </li></ul><ul><li>PWT is done by administrators on a consistent basis using a hand held device (district goal: 5 per week) </li></ul><ul><li>We are looking for evidence of the instructional strategies </li></ul><ul><li>It is a 3-5 minute snapshot of your teaching </li></ul><ul><li>It is NOT part of PDAS </li></ul>
  14. 16. From Strategies to PWT… <ul><li>The data is stored and compiled by school and grade level </li></ul><ul><li>It is not used to compare grade levels or teachers </li></ul><ul><li>It is used to improve instruction and alignment across the building </li></ul><ul><li>Data will not be valid until at least 500 PWT have been completed </li></ul>
  15. 17. What That Means for Hedgcoxe- <ul><li>In the next few months we will: </li></ul><ul><li>Develop and understanding of the difference between an activity and a learning target </li></ul><ul><li>Begin our study of the strategies </li></ul><ul><li>Explain and demonstrate how a PWT works and allow you to practice completing one </li></ul><ul><li>Answer any questions about this process </li></ul>
  16. 18. Discussion Board <ul><li>Link to </li></ul><ul><li>Share that we will use this all year as a discussion board to post questions, concerns, ideas, etc </li></ul>
  17. 19. Resources <ul><li>Information presented in this presentation was taken from: </li></ul><ul><li>Classroom Instruction that Works by Robert Marzano </li></ul><ul><li>McRel 2008 and 2008 powerpoints </li></ul><ul><li>District resources </li></ul>