This document summarizes Robert Marzano's principles for effective teaching and learning. [1] Marzano is an education researcher who has written over 30 books on teaching best practices. [2] His principles focus on setting clear learning goals, tracking student progress, celebrating success, planning effective lessons, establishing classroom routines, using technology, and providing accommodations. [3] Teachers are encouraged to reflect on their practice and collaborate with colleagues.
The Complete List of Teaching Methods and Strategies.pdfChloe Cheney
Here is a complete list of teaching methods are strategies. Knowledge of both is essential to building a career in the teaching field. Learn this all and how to prepare for a lecture.
How do we usually feel after teaching our class?
What is Reflection?
Why do teachers need to reflect?
What is reflective teaching?
Teacher’s Reflection
Taxonomy Of Reflection
The Steps
How To Begin?
Teacher’s Diary
Peer Observation
Recording Lesson
Students Feedback
THINK
READ
TALK
ASK
Sample sentences
THE END
The Complete List of Teaching Methods and Strategies.pdfChloe Cheney
Here is a complete list of teaching methods are strategies. Knowledge of both is essential to building a career in the teaching field. Learn this all and how to prepare for a lecture.
How do we usually feel after teaching our class?
What is Reflection?
Why do teachers need to reflect?
What is reflective teaching?
Teacher’s Reflection
Taxonomy Of Reflection
The Steps
How To Begin?
Teacher’s Diary
Peer Observation
Recording Lesson
Students Feedback
THINK
READ
TALK
ASK
Sample sentences
THE END
Constructivist approach of learning mathematics thiyaguThiyagu K
Constructivist theories are about 'how one comes to know'. Today’s constructing knowledge is tomorrows prior knowledge to construct another knowledge i.e. learners constructing knowledge are provisional. There are five basic tenets (previous knowledge, communicating language, active participation, accepted views and knowledge construction) in implication in constructivist learning. Constructivist teaching approach is the challenging one to teaching mathematics. No particular constructivist teaching approach is available to teach mathematics, here I have discussed some methods like interactive teaching approach, problem centred teaching approach may be the best approach in constructivism theory and the role of teacher is some different than other theory.
Constructivist approach of learning mathematics thiyaguThiyagu K
Constructivist theories are about 'how one comes to know'. Today’s constructing knowledge is tomorrows prior knowledge to construct another knowledge i.e. learners constructing knowledge are provisional. There are five basic tenets (previous knowledge, communicating language, active participation, accepted views and knowledge construction) in implication in constructivist learning. Constructivist teaching approach is the challenging one to teaching mathematics. No particular constructivist teaching approach is available to teach mathematics, here I have discussed some methods like interactive teaching approach, problem centred teaching approach may be the best approach in constructivism theory and the role of teacher is some different than other theory.
This presentation is based on the work of Robert Marzano. This presentation is a visual representation of Chapter 2, Identifying Similarities and Differences from the book, Classroom Instruction That Works by Robert J. Marzano & Debra J. Pickering.
Marzano's 6 Steps for Building Academic Vocabularyjknight7074
This presentation explains how to implement Robert J. Marzano's 6 Steps for Building Academic Vocabulary. Including also are resources for more information about the strategy and visual aids for assisting with implementationt.
Tool for Analyzing and Adapting Curriculum Materia.docxVannaJoy20
Tool for Analyzing and Adapting Curriculum Materials
Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things:
1. Identify the academic focus of the materials;
2. Analyze the materials for demand, coherence, and cultural relevance;
3. Consider student thinking in relation to the core content and activities;
4. Adapt the materials and create a more complete plan to use in the classroom.
Section 1: Identify the academic focus of the materials
Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials:
1. What are the primary and secondary learning goals?
· What are the 1-2 most important concepts or practices that students are supposed to learn?
· What are students responsible for demonstrating that they know and can do in mid-unit and final assessments and performance tasks?
2. What are the core tasks and activities:
· What needs to be mastered or completed before the next lesson?
· Where is the teacher’s delivery of new information, guidance, or support most important?
· Where is discussion or opportunities for collaboration with others important?
· Are there activities or tasks that could be moved to homework if necessary?
Section 2: Analyze the materials for demand, coherence, and cultural relevance:
Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart.
Consideration
Yes or no?
Notes about possible adaptations
1.
Analyze for grade-level appropriateness and intellectual demand:
1a. Do the learning goals and instructional activities align with relevant local, state, or national standards?
1b. Are the materials sufficiently challenging for one’s own students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work?
2.
Analyze for instructional and academic coherence (if analyzing a unit):
2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals.
2b. Is progress against those goals measured in a well-designed assessment?
2c. Does each lesson build on the previous one?
2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons?
3.
Analyze for cultural relevance/orientation to social justice:
3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own s.
Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning 🌅🌅 a good 👍👍👍 a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
1. What do you think is the major drawback of questionnaire resear.docxpaynetawnya
1. What do you think is the major drawback of questionnaire research and why?
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
2. Planning
Prompt
1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job.
2.Classify the types of organizational goals and plans he/she performs to achieve the goals.
3.Share the organized steps of the approach to goal setting that the manager has used.
4.Identify at least two issues that affect the planning process.
Response Parameters
Initial post: The initial response to the discussion questions must be 250–350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Identify the relevant grade level standard(s), including the strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:
A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided Practice):
List ALL m ...
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. Who is Dr. Robert Marzano?
A leading researcher in education
He is a speaker, trainer, and author of
more than 30 books and 150 articles on
a variety of education topics
His books include:
Designing & Teaching Learning Goals
& Objectives,
The Highly Engaged
Classroom, Formative Assessment &
Standards-Based Grading
On Excellence in Teaching
District Leadership That Works
The Art and Science of Teaching
3. Why are Marzano’s Principles
important to you?
His practical translations of the most current
research and theory into classroom strategies
are internationally known and widely
practiced by both teachers and
administrators
These practices have been adopted by both
Orange and Seminole County Public Schools
and possibly many other counties in Florida
See www.fldoe.org/profdev/pa.asp
Adoption of his principles are part of Race to
the Top
5. Domain 1:
Communicating Learning
Goals & Feedback
Design Question 1: What will I do to establish and
communicate learning goals, track student
progress, and celebrate success?
6. Setting & Communicating
Learning Goals
Teacher provides a clearly stated learning
goal.
Students will be able to __________________.
Students will understand _________________.
Learning goals are not activity based.
Learning goals state what students will
understand or know.
They are not measurable.
They do not include specific activities.
10. Group Activity 1: Identify
Learning Goals vs. Activities
1. Students will be able to recognize the
protagonist, theme, and voice of a
piece of literature.
2. Students will produce a book report on a
book of their choice, including a table of
contents, with proper pagination and
format throughout.
3. Given a set of coordinates, students will
be able to graph the slope of a line.
11. Tracking Student Progress
Scales – Student Self Evaluations
Must be highly visible
Must be BIG
Must be appropriate to the grade level
Must be used in a manner in which
student’s self evaluation remains
anonymous
15. Individual Activity 1
Learning Goal: You will be able to distinguish
between learning goals and activities.
Learning Goal Scale
4 = I could teach someone the difference between
learning goals and activities.
3 = I can distinguish between learning goals and
activities on my own.
2 = I can almost distinguish between learning goals and
activities on my own.
1 = I am starting to understand the difference between
learning goals and activities but I need a little help.
0 = I can’t understand the difference between learning
goals and activities without help.
16. Tracking Student Progress
Scales/Rubrics: Teachers Evaluate
Students
Students must know what they are being
evaluated on
Can be applied to all content area topics
Must incorporate the learning goal
Students must be able to explain how the
scale is used
17.
18. Group Activity 2
Learning Goal: You will be able to create a scale for a learning
goal for a second grade class.
Choose your topic:
LG1: Students will be able to complete two-digit addition with
regrouping.
LG2: Students will be able to identify the stages of the water cycle.
Create a rubric for your chosen topic.
Assignment Rubric for Group Activity
3 = The group provides in-depth learning scale over and beyond
requirements.
2 = The group exhibits no major errors or omissions when creating the
learning scale: 4 levels, title, grade appropriate
1 = With some help, the group was able to demonstrate partial
understanding of creating a learning scale.
0 = Even with help, group could not create a scale for the learning
goal chosen.
19. Celebrating Student Success
Use formative assessment approach so
students are able to see their own growth
Students can plot their progress in a
personalized folder
Virtually every student will succeed in the
sense that each student will increase his
or her knowledge to specific learning
goals
Intrinsic motivation
24. Classroom Management
Teacher reviews expectations regarding
rules and procedures to ensure their
effective execution.
Open to alteration
Value student input
More effective teachers spend a great deal
of time establishing and reinforcing rules and
procedures, whereas first year teachers
typically spend little time.
25. Classroom Management
Involves:
1. Organizing the classroom for effective
teaching and learning
2. Establishing a small set of rules and
procedures
3. Interacting with students about classroom
rules and procedures
4. Periodically review rules and
procedures, making changes as
necessary
5. Use classroom meetings
26. Domain 2:
Planning and Preparing
Includes Planning, Preparation, Technology, and
Accommodations
27. Planning and Preparing
Lesson plans include important content
identified by the district (scope)
Lesson/Unit plans include the appropriate
manner in which materials should be taught
as identified by the district (sequence)
Use of Technology is mentioned and
explained
Accommodations/adaptations for SWD and
ELLs are included in the lesson plans
28. Technology in the Classroom
Reading Writing Math Science
Elmo/Projector: daily Elmo/Projector: Elmo/Projector: Elmo/Projector:
HW & reminders daily daily daily
One-to-one computers HW & reminders HW & reminders HW & reminders
for AR tests to Examples for class
increase comprehension. discussion and
HCQ question for explanation of
cooperative concepts.
learning/reference.
Kagan timer cooperative
groups for students to
pace themselves.
1. Vocabulary definitions 1. Display examples of 1. display manipulatives 1. Interactive Think
for whole class work 2. websites with Central website to
participation. 2. Model writing pieces interactive games to provide S with
2. Paddock for whole class or grammar skill provide additional virtual labs.
preparation for FCAT. 3. Kagan timer practice of skills 2. Provide visual
3. Provide visual cues for cooperative groups 3. Paddock for while clues for
increased 4. TSW edit or class preparation for increased
comprehension. complete examples FCAT. comprehension.
projected on board 4. BrainPop for
increased 3. BrainPop for
understanding of increased
concepts understanding of
concepts.
29. Accommodations Example
Poetry Unit: Poetry
T SWD MEDIA Book – Students will
H Student Name receive rubric for
U Extended Time expectations of Poetry
R Flexible Setting Book.
S Flexible Begin Concrete Poem-
D Presentation Students will be
A introduced to
Y Concrete poems.
Students will pick a
topic and begin
drafting a concrete
poem. #4.4.1.2
Poetry Unit: Continue
F 504 PE Concrete Poem-
R Student Name Students will peer edit
I Extended Time poems and write final
D Flexible Setting draft of Concrete poem.
A #4.4.1.2
Y
30. Domains 3 and 4:
Reflection and
Professionalism
Reflective practice and Collegiality
31. Reflecting on Teaching
Identifying areas of strength and
weakness
Evaluating effectiveness of individual
lessons and units
Evaluating effectiveness of specific
pedagogical strategies and behaviors
Development of an effective growth plan
with progress monitoring
32. Collegiality and
Professionalism
Demonstrating positive interactions with
colleagues, students, and parents
Seek mentorship for areas of need or
interest or mentor other teachers
Share ideas and strategies that are
effective
Adhere to district and school policies and
procedures
Participate in district and school initiatives
34. Evaluating Teachers
iObservation
The only system featuring frameworks of Dr.
Marzano and other researchers to develop
teacher and leadership effectiveness
Used in both Orange and Seminole
Counties
Administrators do both formal and informal
observations and evaluations using an iPad
or computer
35. First Aid Sheet
This is your LIFE-SAVER!
Thispaper included everything you should
do immediately upon a visit from an
administrator to your classroom.
36. References
http://marzanoresearch.com/About/about_dr_m
arzano.aspx
http://www2.ed.gov/programs/racetothetop/inde
x.html
http://www.scps.k12.fl.us/employees/TeacherEval
uationFeedback.aspx
https://www.ocps.net/es/hr/PDS/assessment/Docu
ments/Evaluation%20Manual%202011%20final%209
%2029%2011%20revision%2010-16-11.pdf
Marzano, R. (2007). The art and science of
teaching. Alexandria, VA: ASCD.
Internship Supervising Teachers
Editor's Notes
“Good afternoon!”Introduce ourselvesExplain what we see in internship regarding observationsAsk “How many of you have heard of Dr. Robert Marzano?”Transition to next slide – After this session, you should have a better understanding of Marzano, his significance, and his educational concepts.
Topics of his research, articles, and books include:InstructionAssessmentWritingImplementing standardsCognitionEffective leadershipSchool intervention
***OPEN WEBSITE BEFORE PRESENTATION: www.fldoe.org/profdev/pa.aspSome counties have adopted Charlotte Danielson’s research model. However, most Central Florida counties have adopted Robert Marzano. You can find out which research a county has adopted by going to www.fldoe.org/profdev/pa.asp to view the matrix. The Race to the Top Fund provides competitive grants to encourage and reward States that are creating the conditions for education innovation and reform.
Marzano’s principles are divided into teaching domains. There are four domains, each containing several design questions for evaluation. Today we will touch base on each of the four domains; however, we will spend the most time on domain 1 since it is the primary focus of Orange and Seminole County schools this year. The domains are being incorporated gradually throughout this year, with full adoption of all domains occurring in the 2012-2013 school year.
Think about any time you have been in a classroom. Did the teacher provide you expectations for your lessons or assignments? *Allow wait time. As a pre-professional teacher, think about a time when you taught a lesson. Did you explicitly state your learning goals to your students?
For example, our learning goals for today are: “You will be able to distinguish between learning goals and activities.”“You will be able to use scales to self evaluate your understanding.”Learning goals posted so students can see themLearning goals as a clear statement of knowledgeTeacher making reference to the learning goal throughout the lesson (every 10 minutes approximately – Marzano’s research states that teachers should direct teach for no more than 10 minutes at a given time. Then, students should apply the knowledge in an activity related to the learning goal.)Student can identify the learning goal and be able to relate it to the lesson and activities
Example: Difference between learning goals and activitiesTable is from Marzano’sThe Art and Science of TeachingYou will notice the word “understand” is used in learning goals. This is okay! Learning goals are not lesson objectives.
1. Students will be able to recognize the protagonist, theme, and voice of a piece ofliterature.This is a learning goal. There is a desired outcome specified (recognizing theprotagonist, theme, and voice of a piece of literature).2. Students will produce a book report on a book of their choice, including a table ofcontents, with proper pagination and format throughout.This is primarily an activity. The cognitive or behavioral outcome is not clearlyspecified. There is no particular level of understanding or ability that is needed toproduce a book report with these specifications. There are no clear standards forjudging the quality of the product.3. Given a set of coordinates, students will be able to graph the slope of a line.This is a learning goal. There are clearly defined cognitive and psychomotor skillsthat students must demonstrate.
Highly visible: in front of the classroom, on student desks, where administrators/visitors can see at all timesGrade level appropriate: might mean thumbs up, thumbs down for early primary, number scale for intermediateStudent’s self evaluations remain anonymous: heads down, eyes closed, hold fingers up or putting fingers to the heartTeacher has a scale or rubric that relates to the learning goalStudents can see the scale or rubric throughout the lessonTeacher makes reference to the scale or rubric throughout the lessonStudent can identify the scale and be able to relate it to the lesson and activitiesStudent can explain the meaning of the performance goals articulated in the scale
Providing a scales/rubric is more than handing it out to students. The teacher must present the information on the rubric in a manner in which students are able to explain and describe how the rubric/scale is measuring their ability to complete the learning goal.
Example of Rubric/Scale for teacher useDoes not have to look like this one. This is the example in Marzano’s book. The important thing is that a rubric is provided.It can be generic, but students must have a rubric and explanations for each point value prior to an assignment/assessment.
Have one group share if there is time.
Formative assessment approach is an ongoing evaluation system.Students are intrinsically motivated because they become aware that they are responsible for their academic success. Students who have a clear picture of where they are headed and understand what is required to get there are likely to be motivated to meet the learning goals. Focusing on knowledge gain also provides a legitimate way to recognize and celebrate – as opposed to reward – success. Focus on getting students away from tangible rewards (prizes, stickers, treasure box) and redirecting them to celebrate individual success. The goal is for students to self-regulate their own success and become intrinsically motivated.
Example of student progress chart
Expectations should be reviewed prior to student activities.This includes monitoring during student-led activities.
The arrangement should provide for flexibility in organizing students. The 21st century classroom includes technology, learning centers, and other equipment that the teacher must consider when designing the classroom. Can the students reach materials? Is student safety a priority?Teachers should have 5-8 rules and procedures (whether elementary or secondary). The teacher should come up with the 3 most important and have the students help create the remainder. The terms “rules” and “procedures” are often used interchangeably because both refer to stated expectations in terms of student behaviors. However, rules generally identify general expectations or standards, and procedures communicate expectations for specific behaviors. For example, “treat others the way you would want them to treat you” would be a rule, and “when the bell rings for recess, line up on the left side of the door” would be a procedure. Classroom Meetings are required at least weekly in all schools in Orange and Seminole counties (on teacher evaluation). Should be 10-15 minutes in length. Discuss classroom issues, news, upcoming events, review procedures and rules.
Lessons include effective scaffolding of informationThere are lessons within unitsAttention to established content standardsTechnology must be in the lesson plans including how it is used and how it enhances student learning.Accommodations and adaptations are only modified when changes are made on the student’s IEP.
The observation format is broken into Marzano’s domains.iObservation allows the teacher to see the evaluation once it has been posted by the administrator.
Any questions?Thank you all for attending our workshop.
