A Teacher

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A Teachers Guide to Designing the Most Effective
Lessons

• Using
• The 3 Types of Learning Theories
• Behaviorism, Cognitivism, and Constructivism
• Marzanos 9 Instructional Strategies
• 21st Century Skills and Technology Standards
• Universal Design of Learning

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How can this guide help you as a teacher?

• Assists teachers in planning highly effective
  lessons
• Helps teachers incorporate technology and 21st
  century skills successfully
• Ensures teachers meet the needs of all learners
  and address differentiation and learning styles
  proficiently

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Designing your lesson plans using learning
theories and methods as your foundation We as
educators are aware that all people learn
differently, most importantly, our students.
Start designing your lessons based on how your
students learn best, using learning theories and
methods as the foundation.
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Learning Theories and Methods continued

• Behaviorist beliefs
• Behaviorism is a philosophy of psychology based
  on the proposition that all things which
  organisms do including acting, thinking and
  feeling, can and should be regarded as behaviors.
  The behaviorist will study these behaviors and
  will then try to predict, modify and control the
  behavior.
• Cognitivist beliefs
• Learning is an internal process.
• Learning can occur without reinforcement.
• Learning is organized within a structure in the
  brain, called schema.
• Learners are active participants in learning,
  not passive receptacles.
• Constructivist beliefs
• Teacher as facilitator, coach, mediate, prompt
• Start with the whole and expand to the part
• Learning is interactive and builds upon
  background knowledge
• Process is as important as product
• Students work in groups.

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Understanding how the Learning Theories interact
with Marzanos Nine Instructional Strategies

• Now that you are somewhat familiar the three
  basic Learning Theories, you can begin planning
  your lessons based on how your students learn
  best. Dont be afraid to incorporate all three
  theories when you see fit.
• Next youll find a few exemplars integrating the
  three learning theories behaviorism,
  cognitivism, and constructivism with Marzanos
  Nine Instructional Strategies.

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Using the three Learning Theories while following
Marzanos Nine Instructional Strategies

• When teaching similarities and differences
• A behaviorist approach
• Use direct instruction
• Introduce process of comparison by presenting
  students with highly structured tasks
• Give students elements to classify and the
  categories into which element should be
  classified
• A cognivitist approach
• Use student directed comparison tasks
• Identify key elements
• Use thinking Maps
• Ask students to think about classifying into
  groups and also develop groups themselves
• A constructivist approach
• Background knowledge
• Building meaning upon shared discussion and
  definition
• Thinking Maps
• Students are given items to classify but must
  form the categories themselves or students must
  come up with both groups.

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Using the three Learning Theories while following
Marzanos Nine Instructional Strategies

• When teaching summarizing and note-taking
• A behaviorist approach
• Have students use a Rule Based strategy to
  strategically take notes
• Direct students to use specific summary frames
• Use teacher prepared notes for students
• Outlines
• Webbing
• A cognivitist approach
• Students think about and develop their own
  strategies to take notes
• Students are able to sample different summary
  frames and utilize those that work best for them
• Fill in the blank outlines
• Create your own web
• A constructivist approach
• Students develop notes together and share
  different strategies to do so
• Students are able to sample summary frames and
  decide which works best for them and
  share/demonstrate why with other students
• Create your own web with a group using shared
  knowledge and discussion

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Using the three Learning Theories while following
Marzanos Nine Instructional Strategies

• When incorporating Reinforcing Effort and
  Providing Recognition
• A behaviorist approach
• Teacher sets expectations, rewards, and
  consequences
• Teacher lectures about people who have achieved
  success in their lives
• Teacher tracks students achievement
• Teacher gives very precise guidelines and praises
  students when they follow them
• A cognivitist approach
• Students set expectations, rewards and
  consequences
• Teacher may lecture and have students research
  people who have achieved success in their lives
• Or maybe ask students to provide their own
  definition of success
• Students think of ways to track their own
  achievement
• A constructivist approach
• Students create expectations, rewards, and
  consequences for each other and or as a class
• Students develop a definition of success after
  researching other successful people and sharing
  information collected

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Using the three Learning Theories while following
Marzanos Nine Instructional Strategies

• When integrating Homework and Practice
• A behaviorist approach
• Teacher dictates what homework will be and what
  it should look like when returned
• Teacher uses a prepared rubric to grade
• A congnivitist approach
• Teacher works with students to develop thoughtful
  assignments to stimulate multiple levels of
  learning
• Students develop rubrics after reflecting about
  and examining assignments
• A constructivist approach
• Teacher works with students to develop projects
  where all students can contribute to create a
  whole
• Students collaborate and create a rubric they can
  all use

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Using the three Learning Theories while following
Marzanos Nine Instructional Strategies

• When utilizing Nonlinguistic Representation
• A behaviorist approach
• Teacher presents a graphic organizer and asks
  students to complete it
• A congnivitist approach
• Students choose from a variety of graphic
  organizers, complete it and explain their
  thinking How did they fill it in? Why did they
  choose that specific graphic organizer?
• A constructivist approach
• Students choose from a variety of graphic
  organizers in a group maybe one student per
  organizer in each group or a different organizer
  for several groups. Students complete organizers
  together and present their findings.

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Using the three Learning Theories while following
Marzanos Nine Instructional Strategies

• When Setting Objectives and Providing Feedback
• A behaviorist approach
• Teacher sets classroom objectives and goals
• Teacher creates contracts for students
• A cognivitist approach
• Teacher and students set objectives and goals
  together or independently after thinking about
  the most important information and desired
  outcomes
• Students reflect on their goals and develop a
  contract
• A constructivist approach
• Teacher and students discuss objectives and goals
  while working together to meet desired outcomes
• Students work together to develop a contract for
  different assignments, projects, whole class,
  etc.

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You have now reviewed the three Learning Theories
and have seen how they can be integrated into
Marzanos Nine Instructional Strategies (actually
we only covered six - for more information see
Marzanos Classroom Instruction that Works.

• You should be well on you way to designing a
  highly effective lesson! As you continue to plan
  your lesson, use the quick check tool to ensure
  you have included Marzanos researched- based
  strategies for increasing student achievement.

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Use this quick check tool based on Marzanos Nine
Instructional Strategies to maximize the
effectiveness of your lesson and student
achievement!

• Does your lesson provide students an opportunity
  to identify similarities and differences? If so,
  how? _____________________________________
• 0 Yes 0 No
• Are students able to summarize information before
  (background knowledge), during, and after your
  lesson?
• 0 Yes 0 No
• Are you helping students maximize their effort
  and providing recognition in the classroom?
• 0 Yes 0 No

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Implementing Marzanos 9 Instructional Strategies
continued

• After each lesson are you assigning purposeful
  homework and practice, differentiated to meet the
  needs of diverse learners?
• 0 Yes 0 No
• Do you provide thoughtful and easy to understand,
  non-linguistic representations in not only your
  classroom, during each lesson, but also
  incorporated into homework assignments?
• 0 Yes 0 No
• At some point during your lesson have you
  provided students with the opportunity to acquire
  knowledge together, within groups, promoting
  student interaction?
• 0 Yes 0 No

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Implementing Marzanos 9 Strategies continued

• Does your lesson include a clear objective which
  will guide your teaching, as well as keep
  students aware of their daily learning goals?
  
• 0 Yes 0 No
• Are you providing feedback in an effective,
  timely manner to help clarify parts of your
  lesson? Did you consider using a rubric to do
  this?
• 0 Yes 0 No
• During your lesson did you encourage students to
  generate a hypothesis which they could later test
  (including but not limited to problem solving
  strategies, investigation, invention, inquiry,
  and decision making)?
• 0 Yes 0 No

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Implementing Marzanos last strategy

• Have you included the use of cues, questions and
  advanced organizers in your lesson?
• 0 Yes 0 No
• Congratulations you have completed integrating
  Marzanos 9 Instructional Strategies that work
  into your lesson design! You can rest assured you
  are using research based, instructional
  strategies that are proven to help meet the needs
  of your diverse classroom!
• For more help incorporating Marzanos 9
  Instructional Strategies review Classroom
  Instruction that Works available from Marzano or
  see slide 5-11 for more details.
• Next step How does your lesson stack up against
  the Universal Design of Learning?

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How do I know if Ive followed the Universal
Design of Learning Guidelines?

• First lets examine what the Universal Design of
  Learning is
• Often referred to as UDL, Universal Design for
  Learning was developed to help educators meet the
  needs of all learners. Created by CAST (Center
  for Applied Special Technology), UDL provides an
  outline for creating flexible goals, methods,
  materials, and assessments that accommodate
  learner differences (CAST, 1999).
• Researchers have learned that the brain
  processes information through a variety of
  different networks. One of which is the
  Recognition network the way we recognize what we
  learn. CAST describes this as the what of
  learning. In addition, is the Strategic network,
  how we resolve problems and show what knowledge
  we possess. CAST describes this as the how of
  learning. Lastly, researchers have discovered the
  Affective network how we connect and become
  stimulated. CAST describes this as the why of
  learning.

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Examining UDL continued

• From this research CAST has established a
  framework to help educators teach to diverse
  classrooms and learning populations. This
  framework is broken down into three areas based
  on the before mentioned brain networks.
  Incorporating this framework in your lesson
  design will help to establish a successful
  learning environment accessible to all learners.
• Area one Teacher provides multiple means of
  representation.
• Area two Teacher provides multiple means of
  action and expression.
• Area three Multiple means of engagement.

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What does it mean to provide means of
representation, multiple means of action,
expression and engagement?

• Providing multiple means of representation
• Insures teachers are creating opportunities for
  students who may learn in other way besides basic
  text or other traditional methods.
• Providing multiple means of actions and
  expression
• Helps to insure that all students are able to
  understand, internalize, and express information
  presented in the classroom. Again not all
  students are able to respond or utilize
  conventional teaching instruction. Teachers are
  now more aware of various differentiation
  strategies.
• Providing multiple means of engagement
• Assists teachers in motivating and interesting
  their students. Some students naturally thrive in
  a social classroom, where others tend to drawback
  and abstain from activities. Incorporating this
  piece of the ULD framework will help provide an
  environment where all children can make
  connections.

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Can teachers incorporate all three Learning
Theories, Marzanos Nine Instructional
Strategies, and UDL into their lesson plans
daily?

• The answer is YES, you can! Here are some ideas
  you can use in your lesson plan today - while
  meeting the needs of all learners and following
  the guidelines to creating effective lesson plans
  from the above mentioned resources.
• Integrating Similarities Differences using UDL
  and
• Behaviorism Cognitivism Constructivism
• Checklist and Rubrics KWL Jigsaw
• Include graphics Problem Solving games
  Acting/Skits
• Auditory software Debate Building on stories
• Different colors and fonts Research based
  projects Peer editing and collaboration
• Vocab. cards with pictures/words Socratic
  Seminar Field Trips
• Field Trips Ropes courses
• Yes/No WH questions Sequencing
• Clickers Red light/ Green light
• Thumbs up/Thumbs down
• Spelling Bees
• Contracts for goal

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Integrating Summarizing Note-taking using UDL
and

• Behaviorism Cognitivism Constructivism
• 3 column notes Folder Notes Folder notes
• Assigned websites Symbols Flip book
• Bullets Folder notes Web quest
• Big notes or sticky notes Pictures
• Formal templates How why questions
• All Thinking Maps

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Now that you are familiar with how to integrate
Marzanos Nine Instructional Strategies with UDL
and the Learning Theories, you can continue
designing your lesson plan incorporating the
seven strategies we did not include. Remember to
think about how your students learn best and mix
up how you use the learning theories. If you are
stuck, review Marzanos Nine and the guidelines
for UDL.

• NOW WHAT?
• You have now created a lesson designed to reach
  every child in your classroom. You have included
  the unique way your students learn, you have
  remembered to not only differentiate the content
  in your lesson, but how you present the
  information and how children will learn it!
• BUT WHAT ABOUT TECHNOLOGY?

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First, what do the Technology Standards look
like?

• The ISTE ( International Society for Technology
  in Education)
• National Educational Technology Standards (NETS
  and Performance Indicators for Students
• 1. Creativity Innovation
• Students demonstrate creative thinking, construct
  knowledge,
• and developing innovative products and processes
  using technology.
• Students
• a. apply existing knowledge to generate new
  ideas, products, or processes.
• b. create original works as a means of personal
  or group expression.
• c use models and simulations to explore complex
  systems and issues.

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ISTE Technology Standards continued

• 2. Communication Collaboration
• Students use digital media and environments to
  communicate and work collaboratively, including
  at a distance, to support individual learning
  and contribute to the learning of others.
• Students
• a. interact, collaborate, and publish with peers,
  experts, or others employing a variety of digital
  environments and media.
• b. communicate information and ideas effectively
  to multiple audiences using a variety of media
  and formats.
• c. develop cultural understanding and global
  awareness by engaging with learners of other
  cultures.
• d. contribute to project teams to produce
  original works or solve problems.

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ISTE Technology Standards continued

• 3. Research and Information Fluency
• Students apply digital tools to gather, evaluate,
  and use information.
• Students
• a. plan strategies to guide inquiry.
• b. locate, organize, analyze, evaluate,
  synthesize, and ethically use information from a
  variety of sources and media.
• c. evaluate and select information sources and
  digital tools based on the appropriateness to
  specific tasks.
• d. process data and report results.

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ISTE Technology Standards continued

• 4. Critical Thinking, Problem Solving, and
  Decision Making
• Students use critical thinking skills to plan and
  conduct research, manage projects, solve
  problems,and make informed decisions using
  appropriate digital tools and resources.
• Students
• a. identify and define authentic problems and
  significant questions for investigation.
• b. plan and manage activities to develop a
  solution or complete a project.
• c. collect and analyze data to identify
  solutions and /or make informed decisions.
• d. use multiple processes and diverse
  perspectives to explore alternative solutions.

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ISTE Technology Standards continued

• 5. Digital Citizenship
• Students understand human, cultural, and societal
  issues related to technology and practice legal
  and ethical behavior.
• Students
• a. advocate and practice safe, legal, and
  responsible use of information and technology.
• b. exhibit a positive attitude toward using
  technology that supports collaboration, learning,
  and productivity.
• c. demonstrate personal responsibility for life
  long learning.
• d. exhibit leadership for digital citizenship.

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ISTE Technology Standards continued

• 6. Technology Operations and Concepts
• Students demonstrate a sound understanding of
  technology concepts, systems, and operations.
• Students
• a. understand and use technology systems.
• b. select and use applications effectively and
  productively.
• c. troubleshoot systems and applications.
• d. transfer current knowledge to learning of
  new
• technologies.

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There are several other resources you can refer
to to find standards and guidelines for teaching
and using technology in the classroom.

• Information and Literacy Standards by the
  American Association of School Librarians (AASL)
  www.ala.org/aasl/standards/
• Twenty-First Century Skills by NCREL/Metiri
  Group www.unctv.org/education/teachers_childcare/
  .../skillsbrochure.pd
• Information and Literacy Standards by the
  Association for Educational Communications and
  Technology (AECT) www.aect.org/affiliates/nationa
  l/Standards.pdf
• Colorado Department of Education technology
  standards for teachers www.cde.state.co.us/edtech
  /download/st-7.pdf

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As you familiarize yourself with the Technology
Standards it gradually become easier to
incorporate them naturally in your lesson. Here
are a few ideas we have included as a jumping off
point!

• Culture Grams Culture grams can be used as a
  online research tool. It can be used in
  combination with flipbook, various graphic
  organizers, interactive whiteboards, etc.
• iPad Students can independently interact with
  the iPAd technology. Photos, internet, word
  processing, music, video, notes, and maps can be
  integrated into any lesson.
• Interactive Whiteboards Math problems put on
  board, students can interact with problem with
  digital ink. Science virtual dissections,
  Google Sky for Astronomy Social Studies Google
  Earth for showing locations coupled with
  information, maps available instantly.
• NetTrekker NetTrekker can be used in various
  ways. Recommended for implementing research.
• Moodle Instruction that can integrate online
  services.

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You have now designed the Most Effective Lesson
Plan or have the tools to do so!

• Good Luck and thanks for being a teacher!