Title: Addressing Student Achievement Problems Using Robert Marzanos The Art and Science of Teaching Publis
1Addressing Student Achievement Problems Using
Robert Marzanos The Art and Science of
Teaching Published by the Association for
Supervision and Curriculum Development
(ASCD)John L. Brown, Ph.D., Presenter
2Essential Questions for The Art and Science of
Teaching
- What does educational research tell us works best
to promote high levels of achievement for all
learners? - What instructional strategies promote both equity
and excellence? - How can we engage and challenge all learners?
- How can educators work with students to manage
classrooms so that they become inviting
communities of learning? - What are the elements of effective lesson and
unit designs that promote high levels of student
understanding and transfer?
3Objectives for This Session
- Participants will be able to
- Describe research-based strategies to improve the
teaching-learning process. - Address 10 universal student achievement issues
and problems using action steps and strategies
identified by Robert Marzano. - Develop action steps to implement workshop
strategies and processes in their classroom,
school, and/or district.
4Factors Influencing Achievement
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective
Feedback 3. Parent and Community
Involvement 4. Safe and
Orderly Environment
5. Collegiality and Professionalism
6. Instructional Strategies 7. Classroom
Management 8. Classroom Curriculum Design
9. Home Environment 10. Learning Intelligence/
Background Knowledge 11 Motivation
5 Three Components of Effective Classroom Pedagogy
Effective Classroom Pedagogy
Use of effective instructional strategies
Use of effective management strategies
Use of effective classroom curriculum design strat
egies
6 Instructional Design Questions
- What will I do to establish and communicate
learning goals, track student progress, and
celebrate success? (Instruction) - What will I do to help students effectively
interact with new knowledge? (Instruction) - What will I do to help students practice and
deepen their understanding of new knowledge?
(Instruction) - What will I do to help students generate and test
hypotheses about new knowledge? (Instruction) - What will I do to engage students? (Classroom
Management) - What will I do to establish or maintain classroom
rules or procedures? (Classroom Management) - What will I do to recognize and acknowledge
adherence and lack of adherence to classroom
rules and procedures? (Classroom Management) - What will I do to establish and maintain
effective relationships with students? (Classroom
Management) - What will I do to communicate high expectations
for all students? (Classroom Management) - What will I do to develop effective lessons,
organized into a cohesive unit? (Lesson and Unit
Design)
7Warm-Up Activities
-
- As you begin this session, identify your personal
learning objectives for this session. Then, share
them with a partner. - With your partner, identify what you each
consider to be the one or two most significant
student achievement problems (from the list on
Page 1).
8Ten Universal Student Achievement Problems
- Student apathy and disengagement
- Students lack of efficacy and self-worth
- The achievement gap data revealing a performance
gap between low-expectancy and
high-expectancy students - Discipline problems related to classroom
management - Students lack of understanding of standards
- Student inability to self-regulate and track
progress - Student passivity Let the teacher do the work.
- Lack of higher-order reasoning and critical
thinking - Reading comprehension problems
- Lack of mathematical reasoning and
problem-solving competency, esp. in real-life,
authentic situations, tasks, and applications
9- Student Achievement Problem 1
- Student apathy and disengagement from the
learning process
10Signs of Problem 1
- Low levels of energy during whole group, small
group, and/or independent work - Lack of participation in the learning process
- Students failure to see how what they are
learning relates to them as individuals and to
their world - Failure to find meaning, purpose, and/or
connectedness to content and process
11Instructional Design Question 5 What will I
do to engage students?
12What Does Research Tell Us About Engaging
Students in the Learning Process? (Part I)
- Engaging studentsi.e., capturing their attention
and helping them to develop a sense of
efficacygreatly enhances their knowledge of
academic content. - Engagement can be a combination of behavioral,
emotional, and cognitive factors. - According to Reeve (2006) When engagement is
characterized by the full range of on-task
behavior, positive emotions, invested cognition,
and personal voice, if functions as the engine
for learning and development.
13What Are the Major Research-Based Factors That
Contribute to Student Engagement? (Part II)
- High Energy periodic opportunities for physical
activity, good pacing, and teacher enthusiasm and
intensity. - Missing Information tapping into students
curiosity and anticipation clozentropy
(Broadhurst Darnell, 1965), i.e., the brains
natural inclination to create wholes in the face
of parts appealing to innate goal-seeking.
14What Are the Major Research-Based Factors That
Contribute to Student Engagement? (Part III)
-
- The Self-System Appealing to students enduring
values and believes by distinguishing between the
me self (i.e., specific to situations or
context) vs. the I self (reflective of more
enduring, higher-order, and value-driven
principles that form the character in
character education). - Mild Pressure Ensuring that pressure is at the
right level of intensity and for the right
duration of time (e.g., wait time, random
calling).
15What Are the Major Research-Based Factors That
Contribute to Student Engagement? (Part IV)
-
- Mild Controversy and Competition Jensen (2005)
calls this component engineered controversy.
It can be engendered through such processes as
(a) structured debate, (b) comparison
and contrast of competing perspectives about a
controversial issue or topic and (c) games and
tournaments (e.g., Kagans STAD).
16Research-Based Strategies for Engagement
- Games
- Inconsequential competition
- Manage questions and response rates
- Physical movement
- Pacing
- Friendly controversy
- Opportunities for students to talk about
themselves - Unusual information
175. What will I do to engage students?
- Action Step 1 Use games that focus on academic
content. - Action Step 2 Use inconsequential competition.
- Action Step 3 Manage questions and response
rates. - Action Step 4 Use physical movement.
- Action Step 5 Use appropriate pacing.
- Action Step 6 Demonstrate intensity and
enthusiasm for content. - Action Step 7 Engage students in friendly
controversy. - Action Step 8 Provide opportunities for students
to talk about themselves. - Action Step 9 Provide unusual information.
18 - Action Step 1
- Use games that focus on academic content.
19Marzanos Six-Step Process for Effective
Vocabulary Instruction
-
- Teacher provides a description, explanation, or
example of the new term. - Students restate the explanation of the new term
in their own words. - Students create a non-linguistic representation
of the term. - Periodically, students do activities that help
them add to their knowledge of key vocabulary
terms. - Periodically, students are asked to discuss the
terms with one another. - Periodically, students are involved in games that
allow them to play with the terms.
20Sample Games Focused on Academic Content
- What Is the Question? Based on Jeopardy! in this
game the teacher reveals a term and students
state a question for which the concept would be
the answer. - Name That Category Based on The 100,00 Pyramid,
this game helps students focus on attributes of a
concept represented by or associated with terms
as they determine what the terms in a list have
in common. - Talk a Mile a Minute Students are given a list
of terms that have been organized into
categories. The designated talker talks a mile a
minute to get team members to identify how a
list of words all reflect a unifying concept or
generalization. - Classroom Feud Based on Family Feud, the teacher
functions as question asker and judge. One
student from each team serves as responder with
team members agreeing or disagreeing with the
answer given.
21 Classroom Feud
22Rules for Classroom Feud
- Students form teams (on the spot or ongoing).
- The number of questions should be even and based
on how many students are in the class. - Questions are asked of each team in alternating
patterns. - Teacher is questioner and judge of correctness.
- One student from each team serves as responder,
with students taking terms systematically. - Teacher presents a question to responder, who
shares his or her answer with team members. - Team members decide if the answer is or is not
correct. If they disagree with responder, they
offer alternatives. - Responder has 15 seconds to decide which question
to present. - If answer is correct, team receives a point. If
incorrect, opposite team can give an alternative
answer. (Most recent responder acts as team
responder.) - When every student on both teams has served as
responder, the team with the most points wins.
23 - Action Step 2
- Use inconsequential competition.
24Inconsequential Competition
- Students compete, but in the spirit of fun.
- Teacher periodically organizes students into
small groups, with membership changing regularly
(e.g., high content mastery mixed with low
mastery). - This competition blends nicely with games,
puzzles, and tournaments. - Over time, winning teams can be singled out with
minor rewards.
25 - Action Step 3
-
- Manage questions and
- response rates.
26Strategies for Managing Questions and Response
Rates (I)
- Wait Time (a) Post-teacher-question wait time
(b) within-student pause time (c)
post-student-response wait time (d)
teacher-pause time and (e) impact pause time. - Response Cards Students use small chalkboards or
whiteboards for writing and erasing responses and
comments. Responses can include (a)
forced-choice (b) multiple-choice (c)
fill-in-the-blanks and (d) class votes.
27Strategies for Managing Questions and Response
Rates (II)
- Choral Response Also called unison response,
used to help students to help students review or
correct responses and revisit misunderstandings. - Response Chaining Linking or chaining students
responses by (a) asking a question to which a
specific student responds (b) class as a whole
votes on its accuracy (c) teacher selects a
student who voted accurately to supply a correct
or fuller response or answer a new question if
the original response was accurate. (Foam ball
variation)
28- Action Step 4
- Use physical movement.
29Strategies for Physical Movement
- Stand up and stretch (the oxygen effect)
- Body representations (acting out important
content) - Give one, get one (standing, students compare
notes and identify additions) - Vote with your feet (Correct? Partially correct?
Incorrect?)
30 - Action Step 5
- Use appropriate pacing.
-
31Maximizing Lesson Design
- Pacing and flow of activity greatly complement
the learning process. - Begin with well-established procedures for common
administrative tasks (e.g., distributing
materials). - Ensure smooth transitions from activity to
activity. - Make certain students understand what they are
doing, why they are doing it, and why transitions
are occurring. - Help students to move from (a) initial knowledge
acquisition toward (b) deepening understanding
via practice and coaching toward (c) independent
transfer.
32 - Action Step 6
- Demonstrate intensity and enthusiasm for content.
-
33Intensity and Enthusiasm
- Good and Brophy (2003) emphasize the importance
of verbal and non-verbal behavior to communicate
intensity and enthusiasm for content. - Use strategies to convey intensity and cue
attention. - Emphasize key words, vocal modulations, and
exaggerated gestures to stress key content. - Intensely scan the group to look for signs of
understanding or confusion. - Use tone and manner to stress the importance and
academic significance of what is being taught. - Use these strategies appropriately as necessary
but not so often that they become predictable to
students.
34- Action Step 7
- Engage students in
- friendly controversy.
35Friendly Controversy
- Engage students in dialogue regarding significant
topics about which they have different opinions. - Carefully select the issues to avoid
overheating. - Engage as many students as possible in the
debate. - Use sides or corners to collect groups with
similar perspectives, with students representing
one position presenting their case. - Students in the middle can move to one side or
corner, when they experience themselves
convinced by the evidence of one group vs.
another.
36- Action Step 8
- Provide opportunities for students to talk
- about themselves.
-
37Revealing and Acknowledging the I Self
- Create opportunities for students to talk about
themselves and things that interest them. - Ask students to relate academic content to their
personal interests and experiences. - Use opportunities for students to find analogies
and connections between their prior experiences
and strategies they are learning. - Through this process, find ways to incorporate
student interests into task design.
38- Action Step 9
- Provide unusual information.
-
39The H (Hook) Concept
- At the beginning of key juncture points in your
teaching/unit, hook students imagination and
motivation by engaging them in thought-provoking,
interactive, and intriguing learning activities
that anticipate or foreshadow key unit content.
40 FOR EXAMPLE, at the beginning of a life science
or biology unit on the human body
- Babies are born with 300 bones. Adults have 206.
- A sneeze can travel more than 100 miles per hour.
- Every person has a unique tongue print.
- A fingernail or toenail takes about six months to
grow from base to tip. - The heart circulates the bodys blood supply
about 1,000 times each day. - The average human scalp has 100,000 hairs.
- If put end to end, all the blood vessels in the
body would stretch 62,000 miles (or 2.5 times
around the Earth). - If a man never trimmed his beard, it would, on
average, grow to nearly 30 feet. - Every square inch of your body has about 3.2
million bacteria on it. - (The Inside Story, The Washington Post, P. C12,
May 7, 2007)
41 FOR EXAMPLE, at the beginning of a history unit
on the American presidency
- Abraham Lincoln was elected President in 1860
John F. Kennedy was elected President in 1960. - Both were particularly concerned with civil
rights. - Both had wives who lost children while living in
the White House. - Both Presidents were shot on a Friday.
- Both Presidents were shot in the head.
- Lincolns secretary was named Kennedy, Kennedys
Lincoln. - Both were assassinated by Southerners and were
succeeded by Southerners named Johnson. - Andrew Johnson, who succeeded Lincoln, was born
in 1839 Lee Harvey Oswald, Kennedys assassin,
was born in 1939. - Both assassins were known by their three names
both names are composed of fifteen letters. - Lincoln was shot at the theatre named Ford and
Kennedy was shot in a car called Lincoln made
by Ford. - Lincoln was shot in a theatre and his assassin
ran and hid in a warehouse Kennedy was shot from
a warehouse and his assassin ran and hid in a
theatre. - Booth and Oswald were both assassinated before
their trials. - A week before Lincoln was shot, he was in Monroe,
Maryland A week before Kennedy was shot, he was
with Marilyn Monroe.
42 FOR EXAMPLE, ask students what they conclude
about the following unusual information
- Take your height and divide by eight. That is how
tall your head is. - No piece of paper can be folded in half more than
seven times. - The first product to have a bar code was
Wrigleys gum. - Earth is the only planet not named after a pagan
god. - A Boeing 747s wingspan is longer than the Wright
brothers first flight. - Three percent of pet owners give Valentines Day
gifts to their pets. - Thirty-one percent of employees skip lunch
entirely. - According to research, Los Angeles highways are
so congested that the average commuter sits in
traffic for 82 hours a year. - The 1912 Olympics was the last Olympics that gave
out gold medals made entirely out of gold.
43 What can you conclude about the following?
- Falling is the most common nightmare.
- Americans consume five tons of aspirin a day.
- Most men part their hair to the left for no
apparent reason. - Sixty-seven percent of Americans think they are
overweight. - Americans throw away 27 percent of their food
each year. - Twenty-five percent of all people snoop in
friends medicine cabinets. - People typically spend a year of their lives
looking for things they have lost. - One out of every 10 children sleepwalks.
- Thirty-six percent of people choose pizza for the
one food they would eat if they could only eat
one food.
44 H Strategies
- Odd facts, anomalies, counterintuitive examples
- Provocative entry questions
- Mysteries and engaging anecdotes or stories
- Challenges
- Student-friendly problems and issues
- Experiments and predictions of outcomes
- Role-plays and simulations activities
- Sharing personal experiences
- Allowing students choices and options
- Establishing emotional connections
- Humor
45Self-Reflection One
- As you conclude this section of the workshop,
consider (a) How effectively do you engage
student behaviors, cognition, and interests? (b)
How often do you use the various strategies
presented in this section to engage students and
motivate their learning process? - Design an action step for this section What will
you do with the strategies and ideas presented
for this design question as you return to your
school or district?
46- Student Achievement Problem 2
- Students lack of
- efficacy and self-worth, including a passive
approach to learning
47Signs of Problem 2
- Students lack of self-direction and
self-regulation - Students display of an I cant do this
attitude and mentality - Inability of students to see connections between
their actions and related consequences - Passivity Tell me what to doand Ill do it,
but thats all
48Instructional Design Question 8 What will I
do to establish and maintain effective
relationships with students?
49What Does the Research Say? (I)
- Two key components help teachers to establish and
maintain positive relationships with students
(a) the extent to which the teacher gives
students the sense that he or she is providing
guidance and control behaviorally and
academically and (b) the extent to which the
teacher provides a sense that the class is a team
devoted to the well being of all participants. - In effect, the teacher communicates You can
count on me to provide clear direction in terms
of your learning and behavior, plus We are a
team here and succeed or fail as a teamI have a
stake in the success of each of you.
50What Does the Research Say? (II)
- Marzano confirms that many behavioral problems
ultimately boil down to a breakdown in
teacher-student relationships. Sheets and Gay
(1996) state The causes of many classroom
behaviors labeled and punished as rule
infractions are, in fact, problems of students
and teachers relating to one another
interpersonally. - Two key research-based factors dominate the
literature (Wubbels Levy, 1993) (a)
appropriate amount of dominance (clarity of
purpose and strong guidance) and (b) whether
teacher shows an appropriate amount of
cooperation.
51What Does the Research Say? (III)
- Cooperation involves demonstrating concern for
each student and building a sense of community
within the classroom. Wubbels (et al., 1999)
emphasizes that teachers must be sensitive to how
their actions are being interpretedor could
potentially be misinterpretedby students. - Factors that contribute to a sense of cooperation
include joking, smiling, and communicating
enthusiasm. - Marzano also stresses the power of emotional
objectivity in promoting healthy student-teacher
relationships. Successful teachers avoid
overreacting to student behaviors and do not take
them personally.
528. What will I do to establish and maintain
effective relationships with students?
- Action Step 1 Know something about each student.
- Action Step 2 Engage in behaviors that indicate
affection for each student. - Action Step 3 Bring student interests into the
content and personalized learning activities. - Action Step 4 Engage in physical behaviors that
communicate interest in students. - Action Step 5 Use humor when appropriate.
- Action Step 6 Consistently enforce positive and
negative consequences. - Action Step 7 Project a sense of emotional
objectivity. - Action Step 8 Maintain a cool exterior.
53 Effective Classroom Management
iii. Maintaining effective teacher-student
relationships
High
Dominance High
Submission Clarity of purpose, Lack of clarity,
strong guidance purpose, or direction
High
Cooperation High
Opposition Concern for needs Active antagonism,
of others, team member thwart others goals
54Strategies for Establishing and Maintaining
Effective Relationships with Students
- Know something about each student
- Engage in behaviors that indicate affection
- Use student interests
- Use appropriate physical behaviors
- Use humor when appropriate
- Consistently enforce positive and negative
consequences - Project a sense of emotional objectivity
- Maintain a cool exterior
55Emotional Objectivity
- Acting as if the following statements are true
- I take nothing that occurs in this classroom
personally. - Nothing can alter my calm demeanor.
or
56Mastering the art of little discernable reaction.
57Self-Reflection Two
- As you conclude this section of the workshop,
consider (a) What constitutes an effective
teacher/student relationship, and why is it
important to maintain effective relationships
with students? (b) What behaviors should I use
to communicate concern and cooperation?
guidance and control? - Design an action step for this section What will
you do with the strategies and ideas presented
for this design question as you return to your
school or district?
58- Student Achievement Problem 3
- Evidence of an
- Achievement Gap Between
- Low-Expectancy v.
- High-Expectancy Students
59Signs of Problem 3
- Disaggregated achievement data reveal that some
individuals or sub-groups are under-performing
(esp. in re. to standards mastery) - Some students demonstrate issues related to
self-image, self-esteem, and ability to perform
assigned learning and assessment tasks - Classroom management and disciplinary issues
surface among individuals and/or subgroups of
students
60Instructional Design Question 9 What will I do
to communicate high expectations for all
students?
61What Does Research Tell Us About High
Expectations?
- An extensive body of research confirms the
relationship between teacher expectations and
student achievement and high v.
under-achievement. - Changing teacher behavior that comes with low
expectations can significantly improve
achievement. - Two major categories stand out when analyzing how
teachers communicate expectations (a) affective
tone and (b) quality of interactions with
students.
62Research on Affective Tone
- Brophy (1983) and others suggest that
- Teachers praise lows less frequently than
highs for success. - Teachers set lows farther away.
- Teachers are less friendly with low-achieving
students, including smiling less and using
friendly non-verbal behaviors less. - Teachers give lows less eye contact and
non-verbal communication of attention and
responsiveness, such as learning forward and
using positive head nodding.
63Research on Quality Interactions with Students
- Brophy (1983) and others suggest that
- Teachers wait less time for lows to answer
questions and call on lows less frequently to
answer questions. - Teachers give lows answers or call on someone
else to answer a question as opposed to trying to
delve into the logic underlying the answer or
improve on the answers of lows. - Teachers give lows briefer and less informative
feedback on their responses. - Teachers fail to give lows feedback for public
responses. - Teachers generally demand less from lows.
- Teachers make less use of effective but
time-consuming instructional methods with lows
when instructional time is running out.
649. What will I do to communicate high
expectations for all students?
- Action Step 1 Identify your expectation levels
for students. - Action Step 2 Identify differential treatment of
low-expectancy students. - Action Step 3 Make sure low-expectancy students
receive verbal and non-verbal indications that
they are valued and respected. - Action Step 4 Ask questions of low-expectancy
students. - Action Step 5 When low-expectancy students do
not answer a question correctly or completely,
stay with them.
65Action Step 1 Identify your expectation levels
for students.
66Top Four Sources of Expectations About New
StudentsDusek Gail (1983)
- Cumulative folder (previous info about students)
- Social class
- Physical attractiveness
- Race
67An Opportunity for Self-Reflection
- Do you ensure that all students receive the same
behavior in terms of affective tone and quality
of interactions? - As you reflect on your students, do you have some
for whom you have high v. medium v. low
expectations? - To what extent do you react differently to low-
expectancy students? - Are there negative thought patterns regarding
some students you can identify?
68Action Step 2 Identify differential treatment
of low-expectancy students.
69Teacher Behaviors Associated with Low Expectancy
Students
- Affective Tone
- Making less eye contact.
- Smiling less
- Making less physical contact or maintaining less
proximity - Engaging in less playful or light dialogue
- Quality of Interactions
- Calling on them less
- Asking them less-challenging questions
- Not delving into their questions as deeply
- Rewarding them for less-rigorous responses
70Action Step 3 Make sure low-expectancy
students receive verbal and non-verbal
indications that they are valued and respected.
71Enhancing Verbal and Non-Verbal Indicators of
Value and Respect
- Make eye contact with target students frequently.
- Smile at the target students at appropriate
times. - On occasion, make appropriate physical contact,
such as putting a hand on the target students
shoulder. - Maintain a proximity to target students that
communicate interest but does not violate
personal space. - When appropriate, engage in playful dialogue with
the target students.
72Action Step 4 Ask questions of
low-expectancy students.
73Improving Questioning
- When students ask their own questions, address
each students question as much as possible. - Employ a system of calling on students who have
not raised their hands. - Make a special note of low-expectancy students,
checking off in the grade book every time they
are asked and respond to a question. - Systematically ask low-expectancy students
challenging questions, helping students develop
confidence they can handle difficult questions.
74Action Step 5 When low-expectancy students
dont answer a question correctly or completely,
stay with them.
75Strategies for Staying With Students
- Demonstrate gratitude for students responses.
- Dont allow negative comments from other
students. - Point out what is correct and incorrect about
students responses. - Restate the question.
- Provide ways to temporarily let students off the
hook.
76Self-Reflection Three
- As you conclude this section of the workshop,
consider (a) How do you communicate high
expectations for all students? (b) How does
your behavior communicate that you expect all
students to succeed? (c) Are there any
low-expectancy students in your class or school? - Design an action step for this section What will
you do with the strategies and ideas presented
for this design question as you return to your
school or district?
77- Student Achievement Problem 4
- Classroom Management and Disciplinary Problems
78Signs of Problem 4
- Disruptive and/or off-task behavior
- Evidence of insubordination
- Covert (or overt) power struggles (including
teacher-student, student-student, and
student-class) - Demonstration of the need for certain students to
take control, draw attention to themselves, and
receive negative psychological pay-offs
79Instructional Design Question 6 What will I
do to establish or maintain classroom rules and
procedures?
80What Does the Research Tell Us? (I)
- Rules identify general expectations or standards
regarding student behavior. (e.g., Students will
behave in a manner that makes the classroom
conducive to learning for all.) - Procedures and routines describe specific
behaviors that will help students realize these
rules. (e.g., Students will not talk at all or
will talk very quietly when the class is involved
in seatwork.)
81What Does the Research Tell Us? (II)
- The beginning of the school year is the most
appropriate time to establish rules and
procedures, with effective teachers spending a
good deal of time modeling and reinforcing these
as they begin the year with students. - It is essential that the teacher and students
work together so that everyone practices
procedures and routines enough to execute them
routinely. - The utility of rules and procedures is enhanced
when students have input into their design.
Effective teachers make certain that students
understand both the rules and procedures and the
reasons behind them.
82What Does the Research Tell Us? (III)
- The physical environment of the classroom is
essential in designing and implementing rules and
procedures. Brophy (2006) cites the phenomenon of
synomorphy, i.e., the relationship between
setting and activities. - For example, rows accommodate frontal teaching
but a circular seating pattern is better for
discussion. Students need to understand what they
are doing, why they are doing it, and how they
are part of a learning environment and community
of learning.
83Typical Areas for Rules and Procedures
- General classroom behavior
- Beginning the day or period
- Transitions and interruptions
- Materials and equipment
- Group work
- Seatwork
- Base group behavior
846. What will I do to establish or maintain
classroom rules and procedures?
- Action Step 1 Organize the classroom for
effective teaching and learning. - Action Step 2 Establish a small set of rules and
procedures. - Action Step 3 Interact with students about
classroom rules and procedures. - Action Step 4 Periodically review rules and
procedures, making changes as necessary. - Action Step 5 Use classroom meetings.
85Action Step 1 Organize the classroom for
effective teaching and learning.
86Key Strategies for Organizing the Classroom for
Learning
- Create physical conditions that support teaching
and learning. (e.g., access to learning centers,
technology, and equipment) - Decorate the room to reinforce key learning
goals. - Prepare and organize materials in advance.
- Arrange students desks, chairs, and teacher work
area to support desired results.
87Action Step 2 Establish a small set of rules
and procedures.
88Establishing a Small Set of Rules and Procedures
- Employ no more than five to eight rules and
procedures (Emmer, Evertson, Worsham, 2003). - Within the set of five to eight, be sure to
address (a) general classroom behavior (b)
beginning and end of school day or period (c)
dealing with transitions and interruptions (d)
use of materials and equipment (e) logistics for
group work and (f) logistics for seatwork and
teacher-led activities.
89Action Step 3 Interact with students about
classroom rules and procedures.
90Interacting with Students About Rules and
Procedures
- From the outset of the school year, enlist
student input and involvement in design and
implementation of rules and procedures. - As you explore general rules with students, ask
them to identify specific procedures (and related
behaviors) to follow them.
91Action Step 4 Periodically review rules and
procedures, making changes as necessary.
92Key Strategies for Periodic Review of Rules and
Procedures
- Be certain to revisit rules and procedures to
ensure sustained student understanding and
ownership of them. - Monitor students to determine when someor
allare becoming lax in following and owning
rules and procedures. - Review specifics of problem-based rules and
procedures, perhaps modeling the steps or having
students practice them. - As students demonstrate growing independence and
responsibility, revisit rules that are overly
punitive or teacher-driven.
93Action Step 5 Use classroom meetings.
94Key Strategies for Using Classroom Meetings
- Conduct regular (e.g., weekly) and short (e.g.,
10 minutes) classroom meetings to assess how the
classroom is functioning as a community of
learning. - Use these meetings to bring up issues relative to
classroom management, including rules and
procedures. - Periodically, ask students to submit issues to
you privately (via exit slips, in-class
postcards, etc.). - Use meetings to reinforce for students that they
are responsible for and can shape their own
learning environment to produce a classroom that
is respectful of individuals and accommodates the
learning process.
95Self-Reflection
- As you conclude this section of the workshop,
consider (a) How might you improve your approach
to classroom rules and procedures? (b) To what
extent do your students own the rules and
procedures in your classroom and understand their
purpose(s)? - Design an action step for this section What will
you do with the strategies and ideas presented
for this design question as you return to your
school or district?
96Instructional Design Question 7 What will I
do to recognize and acknowledge adherence and
lack of adherence to classroom rules and
procedures?
97What Does the Research Say? (I)
- Acknowledgment can take four forms (a)
reinforcement, (b) punishment, (c) no immediate
consequence, and (d) a combination of punishment
and reinforcement. - A combination of positive and negative
consequencesused appropriatelyseems to work
best (Stage and Quiroz, 1997). - Tangible rewards can include tokens and direct
teacher recognition. - Kounin (1983) cites withitness as an essential
component, i.e., continually scanning the
classroom to anticipate possible emergent
problems.
98What Does the Research Say? (II)
- Direct cost focuses on interventions that
involve a direct and concrete consequence for
misbehavior (e.g., time out). - Consequences can also include overcorrection,
(Drabman Spitalnik, 1973 Zabel, 1986) related
to a students destruction of some physical
aspect of the classroomwith parallel
consequences (e.g., paying for a destroyed book). - Group contingency Providing some form of
tangible recognition for appropriate or
inappropriate behavior. - Home contingency Parent involvement in response
to positive or negative student behavior(s).
997. What will I do to recognize and acknowledge
adherence and lack of adherence to classroom
rules and procedures?
- Action Step 1 Use simple verbal and non-verbal
acknowledgment. - Action Step 2 Use tangible recognition when
appropriate. - Action Step 3 Involve the home in recognition of
positive student behavior. - Action Step 4 Be with it.
- Action Step 5 Use direct-cost consequences.
- Action Step 6 Use group contingency.
- Action Step 7 Use home contingency.
- Action Step 8 Have a strategy for high-intensity
situations. - Action Step 9 Design an overall plan for
disciplinary problems.
100Sample Strategies
- Simple verbal and nonverbal acknowledgement
(e.g., direct statements, recounting specific
behaviors, thank-yous, thumbs up, catching a
student being good, etc.) - Tangible recognition when appropriate
- Involve the home
- Be withit
- Direct cost
- Group contingency
- Home contingency
- Strategy for high intensity situations
101Sample Strategies
- Simple verbal and nonverbal acknowledgement
- Tangible recognition when appropriate
- Involve the home (e.g., phone calls, e-mails,
notes, certificates of good behavior) - Be withit
- Direct cost
- Group contingency
- Home contingency
- Strategy for high intensity situations
102Sample Strategies
- Simple verbal and nonverbal acknowledgement
- Tangible recognition when appropriate
- Involve the home
- Be withit (e.g., being proactive, occupying the
entire room, noticing potential problems, using a
series of graduated actions, looking at suspected
students, moving in the direction of students,
stopping and class and confronting the behavior) - Direct cost
- Group contingency
- Home contingency
- Strategy for high intensity situations
103FINAL FOLIOS SEEM TO RESULT FROM YEARS OF DUTIFUL
STUDY OF TEXTS ALONG WITH YEARS OF SCIENTIFIC
EXPERIENCE.
104FINAL FOLIOS SEEM TO RESULT FROM YEARS OF DUTIFUL
STUDY OF TEXTS ALONG WITH YEARS OF SCIENTIFIC
EXPERIENCE.
105Sample Strategies
- Simple verbal and nonverbal acknowledgement
- Tangible recognition when appropriate
- Involve the home
- Be withit
- Direct cost
- Group contingency
- Home contingency
- Strategy for high intensity situations (recognize
the student is out of control step back and calm
yourself listen actively to the student and plan
action when student is calm, repeat simple
verbal request)
106Glassers Plan for Disciplinary Problems
- According to Glasser (1986), people are
responsible for their own goals, decisions, and
personal happinessStudents can be helped to
take control of their own lives by following
these steps - List your typical reactions to student
misbehavior. - Analyze the list, determining effective and
ineffective behaviors. - Attempt to improve your relationship with
disruptive students. - Meet with students, pointing out behaviors to be
curtailed. - Make sure students understand and can describe
behaviors. - Help students to make an explicit plan to curtail
behaviors. - If behavior persists, isolate the student until a
renewed commitment is made. - If previous steps dont work, in-school
suspension, with student continually invited to
develop and execute a plan. - If student remains out of control, parents are
called and student goes home for a day. - Students who do not respond to previous steps are
removed from school and referred to another
agency.
107Self-Reflection
- As you conclude this section of the workshop,
consider (a) How do you acknowledge positive and
negative behavior? (b) What areas should you
consider in designing an effective plan to
maintain discipline in your classroom? - Design an action step for this section What
will you do with the strategies and ideas
presented for this design question as you return
to your school or district?
108- Student Achievement Problem 5
- Students lack of understanding of
- curriculum standards
-
109Signs of Problem 5
- Students seem unclear about what they are
learningor why they are learning it. - Evidence of insubordination
- Covert (or overt) power struggles (including
teacher-student, student-student, and
student-class) - Demonstration of the need for certain students to
take control, draw attention to themselves, and
receive negative psychological pay-offs
110- Student Achievement Problem 6
- Inability of students to
- self-regulate and
- track their own progress
-
111Signs of Problem 6
- Consistent questioning about grades Whatd I
get? What did you give me? Does this count? Is
this on the test? - Students demonstrate that they believe the
teachernot themselvesdetermines how they are
doing and progressing. - When questioned, students appear limited in their
ability to assess their progress toward standards
mastery.
112Instructional Design Question 1 What will I do
to establish and communicate learning goals,
track student progress and celebrate success?
- Each instructional design question is also
accompanied by a set of action steps
1131. What will I do to establish and communicate
learning goals, track student progress and
celebrate success?
- Action Step 1 Make a distinction between
learning goals and learning activities or
assignments. - Action Step 2 Write a rubric or scale for each
learning goal. - Action Step 3 Have students identify their own
learning goals. - Action Step 4 Assess students using a formative
approach. - Action Step 5 Have students chart their progress
on each learning goal.
114What Does Research Tell Us About Feedback, Goal
Setting, Assessment, and Recognition? (Part I)
- Clear goals establish an initial target.
- Feedback provides students with information
regarding their progress toward that target. - The frequency of formative assessments (and
related feedback to students) is directly related
to student achievement. - Learners must play an active role in observing
and assessing their own progress over time,
seeing a direct relationship between how hard
they work and how much they learn.
115Action Step 1Distinguish between between
learning goals and learning activities.
116Activities/Assignments
Today Read Chapter 2 in .. Finish Adverb
assignment Work on myth..
3
117Learning Goals
As a result of what we do today, you will
be able to demonstrate that you
Understand the technique of foreshadowing in
mysteries. Can revise writing to improve use of
descriptive adverbs.
118Learning Goals vs. Activities
119Activities/Assignments or
Learning Goals?????
- Add and subtract fractions.
- Understand the various components of culture.
- Make a travel brochure for a region.
- Make a simple machine.
- Understand the relationship between fractions and
decimals. - Write a report on Charles Dickens.
- Design a menu that includes a balance of foods
from the food pyramid. - Know states and their capitals.
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122Action Step 2Use rubrics and scoring scales
to provide students with appropriate feedback in
relationship to the learning goal.
123How effective am I when I set objectives? When I
set objectives, to what extent can I confirm that
my students
- can describe what they are learning, not just
describe what they are doing? - focus more on learning goals than on completing
assignments? - personalize the learning goals?
Not at all To a great
extent 1 2 3 4
124 Aligning How You Set Objectives and Provide
Feedback
Generalizations from Research on Providing
Feedback
- Feedback should be corrective in nature.
- Feedback should be timely.
- Feedback should be specific to a criterion.
- Students should be actively involved in providing
their own feedback.
125Based on the characteristics of effective
feedback, how would you rate each of the
following examples?
126Why should we have rubrics for each learning goal?
127- How do you provide feedback in a way that
students - Know what they are learning and how well they are
progressing. - Can explain what they need to do to get better.
Rubrics
128This is not a Rubric
129Rubrics
- How can they help students learn?
Feedback should be corrective. Feedback should be
specific to a criterion.
What is the focus of the criteria?
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136Making Standards-Based Assessment and Grading Work
- 20 or fewer elements per subject, per grade
level, per year - a residual category for teacher supplemental
content - a uniform way of scoring assessments and
assignments that is RIGOROUS
137Standard
Measurement TOPIC
Measurement TOPIC
Benchmark
Benchmark
Benchmark
Benchmark
138Language Arts Reporting Topics
- Reading
- Comprehension
- Word analysis
- Genre and literary devices
- The research process
- Information gathering and organization
- Technical material
139Language Arts Reporting Topics
- Writing
- The writing process
- Overall logic and complexity of thought
- Adaptation to audience and purpose
- Conventions
- Use of writing formats
140Language Arts Reporting Topics
- Speaking and Listening
- Structure and logic of presentations
- Delivery techniques
- Listening comprehension
- Group discussion
141Mathematics Reporting Topics
- Number Operations and Concepts
- Basic number concepts and operations
- Fractions, proportions, decimals, percents
- Exponents, roots, factors
- Problem solving mathematical reasoning
142Mathematics Reporting Topics
- Geometry
- Lines and angles
- Shapes and figures
- Motion geometry, transformations, congruence,
similarity
143Mathematics Reporting Topics
- Measurement
- Units and systems of measurement
- Area, perimeter, circumference, angles
- Capacity, weight, mass, volume
- Time
144Mathematics Reporting Topics
- Algebra
- Expressions, equations, functions
- Graphs and graphing systems
145Mathematics Reporting Topics
- Data Analysis and Probability
- Data organization and display
- Central tendency dispersion
- Probability and hypothesis testing
146Topic Grade 8 Atmospheric Processes Water Cycle
147Topic Grade 8 Atmospheric Processes Water Cycle
148Topic Grade 8 Atmospheric Processes Water Cycle
149Measurement Topic Different Operating Systems
and Applications
150Measurement Topic Different Operating Systems
and Applications
151Measurement Topic Different Operating Systems
and Applications
152Measurement Topic Thinks Critically and Solves
Problems
153Measurement Topic Thinks Critically and Solves
Problems
154Measurement Topic Thinks Critically and Solves
Problems
155Action Step 3Help students to establish
their own learning goals.
156Students and Learning Goals
- Ask students to identify something that interests
them beyond teacher-identified learning goals. - Once they have identified their personal learning
goals for a unit or lesson, have students write
them in a format similar to the one used by the
teacher - When this unit is completed, I will better
understand _________________. - When this unit is completed, I will be able to
___________________.
157A Sample Student Scale
- 4 I did better than I thought I would do.
- 3 I accomplished my goal.
- 2 I didnt accomplish everything I want to, but
I learned quite a lot. - 1 I tried but didnt really learn much.
- 0 I didnt really try to accomplish my goal.
158Helping students to clarify their learning goals
and purpose
Assignment Notebook
Assignment Due Learning Goal As a result of
doing this assignment, I should Know more
about? Understand better? Be
more skilled at?
159On this writing task, I will be working
on____________________, and would like to receive
feedback on_______________________________.
In my next writing assignment, I need to work
on_____________________.
160Action Step 4Assess students using a
formative approach.
161The Power of Formative Assessment
- Formative assessment is both a powerful
measurement tool and a powerful instructional
tool because it allows students to observe their
own progress. - It is used when students are learning new
content, providing feedback, guidance, and
coaching to help students progress upward
according to the criteria in your measurement
scale or rubric. - For a particular learning goal, you need to
ensure your assessment contains items or tasks
that apply to levels 2.0, 3.0, and 4.0 on your
scale or rubric.
162Creating a Standards-Based Assessment System
- Identify no more than four grade-level (or
course) learning goals per quarter (grading
period) for each of the following subject areas
mathematic, reading, writing, science, and social
studies. - Construct a rubric, or other type of common
scale, for each learning goal. - Have teachers formally and informally assess each
learning goal at least once every two weeks
keeping track of each students score on each
learning goal. - Have students keep track of their progress on
each goal and use the data as the basis for
teacher/student interactions about student
progress. - At least once per quarter) aggregate the data by
grade level. Have teachers meet to discuss
student progress and how it might be improved.
163Scoring Scale
164Three Types of Assessment Items
- Level 2 items Simpler details and processes that
have been explicitly taught. - Level 3 items Complex ideas and processes that
have been explicitly taught. - Level 4 items Inferences and applications that
go beyond what was taught
165The Relationship Between Curricular Priorities
and Assessment Methods
Worth Being Familiar With...
- Traditional quizzes
- and tests (selected response).
- Quizzes and tests
- (constructed response).
- Performance tasks and projects
- Performance tasks and projects
- (complex, open-ended, authentic)...
All Students Should Know and Be Able to Do...
Enduring Understandings
166Level 2 items Simpler details that have been
explicitly taught.
- Focus on basic information (declarative
knowledge) (a) facts, (b) vocabulary terms, and
(d) time sequences. - Does not require students to create something new
or generate new ideas. - Assessments often focus on recognition and recall
items For example - Put an X next to the names of people who fought
in the Battle of the Alamo. - Define each of the following key terms from this
unit.
167Level 2 items Simpler skills and procedures that
have been explicitly taught.
- Focus on basic skills and procedures (procedural
knowledge) (a) skills and (b) procedures with
little or no variation. - Require mental procedures that include single
rules, algorithms, and tactics. - Assessments often require formulaic actions on
the part of students For example - Complete the following multi-column
multiplication activities. - Correctly capitalize the proper nouns in these
sentences.
168Examples of Level 2 Assessment Tasks Identified
in the Academy of Information Technology
Principles of Information Technology Course
- Assessment of Basic Information
- Definition of Terms What Is an Operating System?
Have students draw the Defining Format in their
workbooks using a double-page spread. Fold the
left side in half for the first two columns of
the Defining Format (Question Category) and the
entire right hand side for the third column
(Characteristics). - For example Question What is an operating
system? Category and Characteristics An
operating system is a computer tool that 1.
____________ 2. ___________ 3. _____________. - Students work in pairs to analyze the icons found
on a computer desktop. On paper, they draw the
desktop, labeling the function of each icon or
the task that it performs. -
- Assessment of Basic Skills and Procedures
- Students correctly use a step-by-step procedure
for opening and re-naming a Windows file. - Students correctly use major tool-bar icons to
modify a text in response to teacher directions.
169Level 3 items Complex ideas that have been
explicitly taught.
- Focus on generalizations and principles that
require students to go beyond memorized
information to generate new ideas. - Assessments involving generalizations ask
students to generate examples assessments of
principles ask students to generate predictions.
For example - Using your understanding of how a cell membrane
is selectively permeable, provide specific
examples of what the cell membrane will allow to
pass through and what it will keep out. - Use the Bernoulli principle to predict accurately
which of the following airplane designs will
likely produce the most lift.
170Level 3 items Complex processes that have been
explicitly taught.
- Focus on more complex mental procedures, i.e.,
macroprocedures involving multiple components
or embedded elements, e.g., the writing process,
the reading process, problem-solving,
decision-making. - These assessment items are often more open ended,
but emphasize skills and procedures the teacher
has taught explicitly. - Assessments are always performance based and
often require some independent reasoning on the
part of the student For example - You are putting on the play Our Town, but you
have no money to build a set. In fact, you can
use only boxes as your staging materials. Draw a
sketch of how you would stage