Marzano Chapter 5

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Marzano Chapter 5
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Representing Knowledge

• We store knowledge in two ways
• Linguistically (associated with words)
• Nonlinguistically (associated with images)
• Nonlinguistic representations are more effective
  if they elaborate on or add to students
  knowledge.

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Nonlingustic Representations

• Teachers primarily present new knowledge to
  students linguistically
• Talking to students about new content
• Having students read about new content
• Explicitly engaging in the creation of
  nonlinguistic representation actually stimulates
  and increases activity in the brain

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Graphic Organizers

• Six common patterns
• Descriptive
• Time sequence
• Process/Cause-Effect
• Episode
• Generalization/Principle
• Concept

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Other methods

• Pictures/Pictographs
• Mental Images
• Physical Representations
• Kinesthetic Representations

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Marzano Chapter 6
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Learning Groups

• Hundreds of studies support the effectiveness of
  cooperative learning
• Research indicates that students who work in
  cooperative groups consistently outperform
  students who dont

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Cooperative Learning

• Involves more then simply placing students in
  groups
• Students must learn and master specific skills
  for working in groups
• Use specific strategies to ensure positive effect
  on learning
• Groups of three to five students are recommended

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Elements of Cooperative Learning

• Positive interdependence
• Face-to-face promotive interaction
• Individual and group accountability
• Interpersonal and small group skills
• Group processing
• - Five elements can decrease tension and make
  group work more constructive

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Grouping

• Informal
• Pair-share / Turn-to-your-neighbor
• Can last a few minutes or an entire period
• Formal
• Used for extended assignments
• Base
• Last throughout the school year or grading period
• Help build camaraderie

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Seamless Assessment in Science -Chapter 6
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Lessons Learned (1-3)

• Finding the focus concept is critical to success
• The 5E is a useful tool for planning and
  assessing instruction
• Planning for assessment simultaneously with
  planning for instruction improves both

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Lessons Learned (4-6)

• Seamless assessment is valuable to teachers
• Seamless assessment is valuable to students
• Collaborating with other teachers and reflecting
  on instruction can improve our teaching and our
  students learning

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Untold Stories

• Stories in the book were told from the teachers
  perspectives
• What if we were to ask students to tell their
  science learning stories?
• What if we were to ask parents their views on
  their childrens science learning?
• What if we asked administrators for their
  perspectives?
• What would we hear?

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The end!