November 2, 2011 Professional Learning. Reminders The Focus Walk will be next Thursday, Nov. 10 th We begin typically around 8:30 and try to finish before.

Slides:



Advertisements
Similar presentations
RAPIDES PARISH SYSTEMIC INITIATIVE BOOK STUDY: CLASSROOM INSTRUCTION THAT WORKS BY Robert J. Marzano, Debra J. Pickering, Jane E. Pollock.
Advertisements

Roosevelt Complex Improving Student Achievement. Complex Journey One Vision One Vision High School Graduate High School Graduate 6 GLOs.
What is your definition of descriptive feedback?
Using Technology with Classroom Instruction that Works Session 1.
Teacher Effectiveness Group Members: J.P. Espinoza, Kim Hackworth, Erik Hollis, Isaiah Locke, Jacob Moeller.
Professional Learning October 5, Focused WalkFocused Walk  Schoolwide Walk-Through facilitated by BOE will be November  Our Focus:  Standards-Based.
SIOP Lesson Planning for Science
The Research Process The process of doing research for a project has several stages: first you must find the information, next you must evaluate its quality,
An Overview and Application of Classroom Instruction That Works Marzano’s Research-based High Yield Strategies.
1 The Professional Teaching and Learning Cycle in Action.
McREL Strategies and BTOP Barb Light, BTOP Project Director Today’s Agenda: 9:00 Introduction into the McREL Strategies 10:30 Break 10:40 Finish McREL.
Providing High-Quality Professional Development Session Questions How does the PTLC connect the improvement work to the classroom level? How does the.
Cooperative Learning Research-Based Strategies for Increasing Student Achievement Compiled from: Classroom Instruction That Works! By: Robert J. Marzano,
Cues, Questions and Advanced Organizers Chapter 4 Overview Using Technology with Classroom Instruction that Works Spring 2011.
MARZANO’S HIGH YIELD STRATEGIES
What kind of task will help students synthesize their learning?
Strategies provided by: Robert J. Marzano Debra J. Pickering
Robert Marzano.
Interactive Science Notebooks: Putting the Next Generation Practices into Action
Curriculum & Staff Development Center
Welcome!.
Assessing with Power Gina G. Gola Adams MS, Grand Prairie, TX
Classroom Instruction That Works
Lynette Molstad Gorder, Ed.D. Dakota State University Madison, SD.
SIOP Co-Teaching Goal:
Marzano’s Instructional Strategies that Work
Marzano Instructional Strategies. Research-Based Instruction Robert Marzano, Debra Pickering, and Jane Pollock reviewed hundreds of studies on instructional.
Mabel Metallic-Bolton, Treena Wysote, & Tyler Gideon.
Quoting Accurately from a Text When drawing an Inference Mrs. Humble’s 5 th Grade Grace Hill Elementary September 24, th Grade Unit 2 Inventive.
Generating & Testing Hypotheses
Laine Ferguson 4 th Grade Class Literacy Facilitator: Susan Huntington Frank Tillery Elementary Rogers, AR January 19, 2012.
Resources  Classroom Instruction that Works  A Handbook for Classroom Instruction that Works  Classroom Instruction that Works for English Language.
New Teachers’ Induction January 20, 2011 Office of Curriculum and Instruction.
Overview to Common Formative Assessments (CFAs) Adapted from The Leadership and Learning Center Presented by Jane Cook & Madeline Negron For Windham Public.
Measurement Tools Mrs. Eide’s first grade class Mathias Elementary Rogers, Arkansas March 29, 2011 S. Hensley 2011.
Yan Wang EDG-602 Course Project April Creating the Environment for Learning Setting Objectives and Providing Feedback Reinforcing Effort and Providing.
What Does Great Teaching Look Like? Professional Learning Communities USD #443 Secondary Schools.
Mrs. Lee’s 3 rd Grade Class Reagan Elementary Rogers, AR January 23-24, 2012 Tami Lee, Classroom teacher Trudy Cansler, Literacy Facilitator Interactive.
Classroom Instruction That Works Barb Rowenhorst ESA 7
Singular Pronouns Mrs. Davis’ First Grade ELL 2 Group Westside Elementary Rogers, AR October 14, 2011 Susan Hensley Rogers Public Schools.
Marzano Strategies Primer Lit Center Mini Lesson Fall 2013 Teacher Tool Kit Fall
Crysten Caviness Curriculum Management Specialist Birdville ISD.
Bell Ringer What did you do to motivate students in the first few weeks of school?
READING STRATEGIES THAT WORK A Report to the Carnegie Corporation READING NEXT A Vision for Action and Research in Middle and High School Literacy © 2004.
“The purpose of science notebooks is to build science content and process skills in a manner similar to the way scientists work while serving as a context.
21st Century Classrooms and Questioning Nancy Krueger Instructional Coach Sioux Falls.
Inferring Mrs. Manning’s Third Grade Class Russell D. Jones Elementary Rogers, Arkansas January 10, 2012 K. Maloney Rogers Public Schools.
System Analysis Mrs. Grayson’s 4 th Grade Old Wire Elementary.
Comparing Adventures Ms. Glover’s Kindergarten Class Tucker Elementary
Student Learning Objectives (SLO) Resources for Science 1.
Using Old Information to Learn New Information Mrs. Henderson’s 4 th grade Old Wire Elementary Rogers, Arkansas November 18, 2011.
Descriptive and Corrective Feedback Miami Jackson Senior High December 12, 2011.
Instructional Leadership Planning with Indicators of Quality Instruction.
Marzano’s Essential 9 Instructional Strategies Engaged Time = Student Gains.
Using Technology with Classroom Instruction that Works Workshop October 14, 2009 Focus Introduction and Ch. 6 Summarization and Note-taking.
Integrating Technology in the Classroom. Why Technology Integrating technology provides – An opportunity to differentiate instruction – Help for teachers.
Is teaching an art or a science?. Do We make a difference? Coleman (1966) discovered that only 10% of student achievement is influenced by what goes on.
Connecting Classroom Walkthrough to High Yield Strategies
Science Notebooks Research-Based Strategies on how to implement them in today's science classroom by Karen Shepherd.
IF THE BELL HAS RUNG, THE CLASS HAS BEGUN.. TEST TIME.
Classroom Instruction that Works: Effective Instructional Strategies February 20, 2009 BISD Investigates.
What kind of task will help students synthesize their learning?
Dodge City Middle School
Strategies for effective teaching and learning
Pioneer Schools 5th Grade CCCM Unit 3 Mrs. Harp’s Class
Effective Research-Based Strategies Marzano
Student Learning Objectives (SLO) Resources for Physical Education
Mrs. Grayson’s 4th Grade Old Wire Elementary
Marzano’s Non-linguistic Representations
Effective Instructional Strategies
Presentation transcript:

November 2, 2011 Professional Learning

Reminders The Focus Walk will be next Thursday, Nov. 10 th We begin typically around 8:30 and try to finish before lunch We are looking for 4 things: Clearly communicating the learning expectations Engaging Students in Higher Order Thinking Utilizes Research Based Practices Provides Effective Feedback

Remember that it is a good idea to explain your grouping or pairing to those observing you if you feel that your purpose is not obvious. It is ok to talk to your observers! In fact, most people prefer that you explain those things to them. We will be talking to students in every classroom that we visit, so be sure that you are clear about what you are working on and how it applies to real life outside of the classroom. (hint, hint ) Please put a task, standard, and rubric (if applicable) with the student work that you display. Even our performance based classes should display something—it may only be a couple of samples, but we should all have something. Remember that pictures are appropriate for those courses as well.

How do you communicate the learning expectation clearly? Clearly stated EQ Verbal commentary with students Rubrics Task cards or descriptions for groups

How do you engage students in higher- order thinking? Avoid using the 5 W and 1 H (Who, What, Where, When, Why, How) questions every day. Those only tap into remembering, understanding and applying, which are all lower level Bloom’s. They are necessary, but should not consume every activity or lesson. Present students with opportunities to compare or analyze information Allow students to take facts that they have learned and make generalizations, draw conclusions, or make a hypothesis about something else

Allow students to create (synthesize) something entire new or different based on what they have learned. Example: Students are learning about the harmful affects of pollution in science class. Students research four key sources of pollution, including where the pollutants originate and how they affect the environment and its inhabitants. Then, students work collaboratively to develop a plan for reducing pollution in a major metropolitan city. The plan must include their city’s current pollution statistics, current plans (if any) in place to combat pollution, and rationale for the team’s proposal. The proposals will be presented by the team to the class. (Duration of this activity 4-6 class periods)

What higher order thinking is not: Study guide Researching facts online Basic skill practice Test prep/Coach books Example: Students are learning the harmful affects of pollution in science class. Students are asked to research four major sources of pollution, including where the pollutants originate and their affects on the environment. Then, students research a major metropolitan city and list four main sources of pollution for that city.

Just to be clear… Lower-order thinking skills and basic skill practice are absolutely necessary in certain circumstances However… They should not take place every day. Try to incorporate higher order thinking activities 2-3 times per week, minimum.

What are research-based practices? According to Marzano: Identifying similarities and differences (comparing and contrasting) Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representation (using pictures or models to help increase understanding) Cooperative learning (groups and pairs) Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers

How do you utilize research-based practices? Summarizers Ticket Out the Door, answer the EQ, form a question about the lesson Activators In the Hot Seat, acronyms, making connections or predictions, Using groups and pairs (purposefully grouped) Have students compare or contrast today’s skill with one that they have already learned. They could do this with a neighbor or on paper. Ask open ended questions during class that drive discussion Provide cues or hints for students who need them; don’t answer the question for them

How can you provide effective feedback? Verbally Commentary on student work Commentary on a rubric Conference with a group or pair of students

Final Thoughts The rubric that will be used for the walk through is already in your CLASS Keys notebook. To see the exact rubric, artifacts, and examples of mastery, please refer to the “Standards-Based Instruction” tab in your notebook. Please contact me with any questions!! I look forward to seeing all of your activities!