Teaching Children Science

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(No Transcript)
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Marzanos ListResearch Based Strategies that
Dramatically increase student learning

• By
• Jack Conklin, Ph.D.
• March 29, 2006

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The Strategies

• ID similarities and differences
• Summarizing and note taking
• Reinforcing effort providing recognition
• Homework and practice
• Nonlinguistic representations
• Learning in groups
• Using goals and objectives
• Generating and testing hypotheses
• Using cues, questions advance organizers

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• Initially each strategy needs to be explicitly
  taught to the learners
• Graphic/ symbolic representations enhance
  learning in deep ways
• Social and individual experiences work

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Identifying Similarities and Differences

• Comparing
• Contrasting
• Classifying
• Creating analogies
• Using metaphors
• Integrate linguistic and non-linguistic parts
• (use Venn diagrams/ matrix)

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Using the Paideia tocompare Nazi Germany tothe
United States (Matrix start)

• NAZI GERMANY
• Totalitarian Dictatorship
• Nazi party
• Racial Purity
• Loyalty/ Service to the Volk

• UNITED STATES
• Federal Republic
• Citizenship
• Bill of Rights
• Liberty, industry, duty and patriotism
• From American Institute for History Education

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Reinforcing Effort

• Time on Task research
• Expert Studies -Time on Task
• Asian American vs. typical American attitudes
  toward Academic Achievement
• Attribution theory and reinforcing effort

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Reinforcing Effort (continued)

• Research on effort
• Most students do not see the importance of effort
• Students see ability, luck and other people as
  the nexus of achievement
• Students can learn the power of effort on
  achievement
• Effort ? achievement

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Reinforcing Effort (continued)

• Explicitly teach the connection between
  achievement and effort
• Share your own metacognitive experiences with
  achievement and effort
• Using Charts track the effects of their own
  efforts and achievement

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Reinforcing Effort (continued)

• More motivation yields more time-on-task and more
  time-on-task yields more achievement
• Reward effort and you will automatically see more
  achievement

The harder I work the luckier I get.
Thomas Jefferson
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Giving Recognition

• Do not praise or reward
• Praising easy tasks
• Students see it as undeserving
• It lowers students perception of their own
  ability
• Teachers praise unevenly

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Giving Recognition(continued)

• Motivation (Intrinsic and Extrinsic)
• Payments effect on intrinsic motivation
• Rewarding for task-completion de-motivates
• Praise undermines intrinsic motivation

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Giving Recognition(continued)

• Do not praise or reward
• B-Mod works best for
• Low ability
• Very young (age 9 rank in class)
• Once middle schoolers figure out theyve been had

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Giving Recognition Not Praise or rewards

• Set up performance goals and recognize
  achievement
• Recognize the attainment of a standard
• Personalize the recognition
• Have student set own achievement goals

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Giving Recognition Not Praise or rewards

• Abstract or symbolic recognition is more powerful
  than tangible rewards
• Verbal recognition You did it, etc.
• Stickers, wall charts, meaningless prizes

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Giving Recognition Not Praise or rewards

• Create a Personal Best Honor Roll
• Like Golf Recognizing achievement beyond the
  handicap is motivating

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Giving Recognition Not Praise or rewards

• Being recognized is motivating
• Motivation yields more time-on-task
• More time-on-task yields more achievement

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References
Marzano, R. J. (2004) Building Background
Knowledge for Academic Success. ASCD,
Alexandria, VA. Marzano, R. J. (2003) What
works in schools Translating research into
action. ASCD, Alexandria, VA.