Integrating Technology and Marzano’s Instructional Strategies Presented by Jayme Linton

About Jayme Linton Director of Teacher Education, Lenoir-Rhyne University Instructional Technology Facilitator and Staff Development Coordinator, Newton-Conover City Schools Doctoral student at UNC-G Taught elementary for 6 years Instructional Coach for 3 years Skype: jaymelinton

Classroom Instruction that Works

Instructional StrategyEffect size%ile gain Identifying similarities & differences Summarizing and note taking Reinforcing effort & providing recognition.8029 Homework and Practice.7728 Nonlinguistic representations.7527 Cooperative learning.7327 Setting objectives and providing feedback.6123 Generating & testing hypothesis.6123 Questions, cues, and advance organizers.5922

Identifying Similarities & Differences ● Four processes: ● Comparing ● Classifying ● Creating metaphors ● Creating analogies ● Helps student restructure their understanding of content ● Encourages students to make new connections and correct misconceptions ● Use graphic and symbolic representations to give students support and structure

Identifying Similarities and Differences ● Microsoft Word ● SmartArt graphics ● Insert table ● Clipart for analogies and metaphors Clipart ● Microsoft Excel ● Mapping software ● Kidspiration/Inspiration ● ● bubbl.us bubbl.us ● Classifying Example Classifying

Summarizing & Note-Taking ● Enhance students' ability to synthesize information and distill it into a concise new form ● Students need specific summarizing and note-taking techniques ● Microsoft Office for summarizing and note-taking: ● Use Track Changes in Word to teach summarizing technique ● Use Auto Summarize to compare student summaries with computer summary ● PowerPoint for combination notes (two-content layout)

Summary: Concepts/FactsNonlinguistic Representations

Web Tools for Summarizing and Note Taking ● Google Docs Example: Collaborative notes from NCTIES 2012Collaborative notes ● Wiki Example: ● Blog Example: ● Evernote ● Clip text and images from the web ● Audio, webcam, text notes

Reinforcing Effort ● Motivation plays a key role in the learning process. ● Use a rubric and spreadsheet to track effort and achievement.rubric spreadsheet ● Students rate their own effort and record in a spreadsheet. ● Provide students with grades for each task based on criteria for assignment. ● Students enter grades in spreadsheet, then create a graph to show correlation between effort and achievement.

Providing Recognition Provide recognition through: ● Digital student portfolios ● Blog ● Certificate templates ● Podcast ● Audioboo ● Teachers, students, and parents can record podcast and share with class. ● Video messages ● Voki ● Similar to podcasting, create a video message to provide recognition for students.

Homework and Practice ● Give students opportunities to deepen their understanding of and proficiency with content ● Communicate the purpose of homework and practice ● Provide feedback to students ● Students need a lot of practice to achieve mastery

Homework and Practice ● Math ● Virtual manipulatives Virtual manipulatives ● Interactive EOG & EOC Interactive EOG & EOC ● GeoGebra GeoGebra ● Math 5 Live Math 5 Live ● IXL Math Practice (K-6) IXL Math Practice ● Language Arts ● Into the Book Into the Book ● ReadWriteThink ReadWriteThink ● Magnetic Poetry Magnetic Poetry ● Science ● FOSSweb FOSSweb ● EdHeads EdHeads ● General ● BrainPop – movies and quizzes BrainPop ● Iknowthat.com (K-8) Iknowthat.com ● Flashcard Exchange Flashcard Exchange ● E-Learning for Kids (K-6) E-Learning for Kids

Nonlinguistic Representations ● Use linguistic & nonlinguistic representations of content to increase understanding and retention. ● To significantly increase learning, involve students in creating nonlinguistic representations. ● Simple applications: ● Add clip art and photos to notes, vocabulary, word walls ● Play video clips and slideshows ● Use presentation software for lessons ● Pete’s PowerPoint Station -

Nonlinguistic Representations ● Go Animate ● Xtranormal ● Animoto ● Google Earth and Google Lit Trips ● Voice Thread

Cooperative Learning Use a variety of grouping patterns. ● Informal Groups: ● Think-Pair-Share ● Turn to your neighbor ● Formal Groups: ● Literature Circles ● Guided Reading ● Project-based ● Base Groups: ● Long term ● Homeroom ● Table team Use rubrics to communicate expectations for cooperative learning and evaluate group cooperation.rubrics

Cooperative Learning Technology-based cooperative learning experiences: ● Edmodo ● Multimedia projects ● Video creation and editing ● News cast ● Google Docs ● Wikispaces ● Skype ● 50 Ways to Use Skype in the Classroom ● ePals Global Community

Setting Objectives & Providing Feedback ● Students learn best when they know the goals or objectives of a lesson or learning activity. ● We do this with: ● Essential Questions ● Essential Skills ● Rubrics ● KWL

Setting Objectives ● Digital learning goals are easily shared with parents and easy to access later for progress monitoring, reflection, and evaluation. ● Electronic KWL Example: ● Learning contract Example using Google Docs Form: Spreadsheet for results ● Blog or Wallwisher for brainstorming ● Post topic prior to lesson, unit, text reading, etc.

Setting Objectives ● Data and goal-setting Data and goal-setting ● Clickers ● Online tools for pre-assessment ● ● ● ● Google Forms

Providing Feedback ● Effective feedback enhances student achievement. ● Rubrics ● Rubistar Rubistar ● Teachnology Teachnology ● Blog - Use comments for feedback ● Classroom web page - Use as digital portfolio for students. Teachers, students, and parents can leave comments for feedback. ● Voice Thread – leave voice or text comments ● Comments in Google Docs or Microsoft Word

Generating and Testing Hypotheses ● Includes 6 types of tasks: ● Systems Analysis (Predict what might happen if one part of a system changes.) ● Problem Solving (Focus on unstructured, real life problems that may have more than one solution.) ● Decision Making (Make a prediction and weigh it against other possible alternatives.) ● Historical Investigation (“What really happened?” “Why did this happen?”) ● Experimental Inquiry (Not only used in science!) ● Invention (“Shouldn’t there be a better way to…?”)

Generating and Testing Hypotheses ● Spreadsheets ● Microsoft Excel ● Google Docs ● Collect and analyze data ● Evaluate criteria ● Make decisions ● Google Earth ● Historical Imagery Historical Imagery

Generating and Testing Hypotheses ● Web Resources ● EdHeads EdHeads ● NOVA Building Big NOVA Building Big ● Smog City Smog City ● Plimoth Plantation’s You Are the Historian Plimoth Plantation’s You Are the Historian ● Primary Access Primary Access ● By Kids for Kids: How to Invent By Kids for Kids: How to Invent ● Hurricane Strike! Hurricane Strike! ● Explore Learning Explore Learning ● Zoo Matchmaker Zoo Matchmaker ● Windward! Windward!

Cues, Questions, and Advance Organizers ● Cues: Explicit hints about what students are going to learn or experience ● Multimedia ● Anticipation guides Example:

Cues, Questions, and Advance Organizers ● Questions help students access prior knowledge ● Blog ● Wallwisher ● Podcast ● Twitter ● Algebra problems on Twitter Algebra

Cues, Questions, and Advance Organizers ● Advance Organizers help students classify and make sense of content and set a purpose ● Graphic organizers ● Interactive graphic organizers: ● Microsoft Word – SmartArt graphics ● Kidspiration/Inspiration ● ● bubbl.us bubbl.us ● Google Docs ● Note-taking guide for multimedia

Contact Me ● ● ● Skype: jaymelinton ● ●