To give students the opportunity to actively use the nine high-yield strategies: (2) Identifying Similarities and Differences (3) Summarizing and Note.

Slides:

Advertisements

Similar presentations

Leading Continuous Improvement in the School Day 4.

Advertisements

Using Technology with Classroom Instruction that Works Session 1.

Teacher Effectiveness Group Members: J.P. Espinoza, Kim Hackworth, Erik Hollis, Isaiah Locke, Jacob Moeller.

An Overview and Application of Classroom Instruction That Works Marzano’s Research-based High Yield Strategies.

Module 5 Lesson 2. Objective Add and subtract multiples of 100 including counting on to subtract.

How do you do it?-- TPCK and Understanding by Design There is a new curriculum design model that helps us think about how to make assessment part of learning.

1 The Professional Teaching and Learning Cycle in Action.

Cooperative Learning Research-Based Strategies for Increasing Student Achievement Compiled from: Classroom Instruction That Works! By: Robert J. Marzano,

MARZANO’S HIGH YIELD STRATEGIES

Presented By: Heather Stewart Regional Literacy Consultant Region 4 State Support Team 1.

Strategies provided by: Robert J. Marzano Debra J. Pickering

Interactive Science Notebooks: Putting the Next Generation Practices into Action

Curriculum & Staff Development Center

Jane E. Pollock, Ph.D. Jane, former ESL and classroom teacher, worked as a district administrator and researcher for McREL Laboratory.

Tier 1: Core, Instructional Interventions All Students, All Settings Preventive, proactive support (e.g. school-wide behavior support, high quality.

Improving Literacy Instruction: Strategies for All Content Areas

Assessing with Power Gina G. Gola Adams MS, Grand Prairie, TX

SIOP Co-Teaching Goal:

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.

GANAG: Opportunities for Feedback A Secondary Lesson.

+ Identify Words and Phrases to Describe Feelings By: Kenley Smith’s 1 st Grade Class Eastside Elementary Rogers, AR January 20,2012.

Mrs. Eide’s 2 nd Grade Class Renee Simpson Literacy Facilitator Mathias Elementary Rogers, AR March 6, 2012.

The What vs The How.  What we teach is currently prescribed by the Victorian Curriculum Assesment Authority (VCAA)  Provide teachers with a set of curiculum.

New Teachers’ Induction January 20, 2011 Office of Curriculum and Instruction.

Measurement Tools Mrs. Eide’s first grade class Mathias Elementary Rogers, Arkansas March 29, 2011 S. Hensley 2011.

Cooperative Learning HYIS

Mrs. Felts’ First Grade Class Eastside Elementary

Mrs. Lee’s 3 rd Grade Class Reagan Elementary Rogers, AR January 23-24, 2012 Tami Lee, Classroom teacher Trudy Cansler, Literacy Facilitator Interactive.

Comparing and Contrasting Character’s Adventures

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

Researching the History of “Old Glory” Mrs. Kendree Kilsch’s Third Grade Class Grace Hill Elementary / Rogers, AR February 7, 2012 Presentation by Anne.

Generating Expectations for Student Achievement: GESA Fresno Unified School District Principals and Vice Principals Training June 2007.

Ask and Answer Questions Part 2 Mrs. Kirkland’s Kindergarten Class Grace Hill Elementary Rogers, Arkansas October 26, 2011.

Mrs. Padilla 4 th Grade Class Adria Trombley Literacy Facilitator Lowell Elementary Rogers, AR May 2, 2011.

© 2005 McREL.  Know generalizations from research and recommended classroom practices related to the nine categories of instructional strategies.

ED 530 THEORIST PRESENTATION SPRING SEMESTER 2010 SCOTT LENIO Robert J. Marzano.

Improving Student Learning One Teacher at a Time Jane E. Pollock, Ph.D.

Inferring Mrs. Manning’s Third Grade Class Russell D. Jones Elementary Rogers, Arkansas January 10, 2012 K. Maloney Rogers Public Schools.

Long and Short Term Goals To develop a responsible and positive attitude we chose Respect for Self, Others and Learning for the long term goal. Our students.

Mr. Finley 3 rd -5 th Grade Class Consultant Dr. Jane E. Pollock Grace Hill Elementary Rogers, AR May 11, 2011.

System Analysis Mrs. Grayson’s 4 th Grade Old Wire Elementary.

Comparing Adventures Ms. Glover’s Kindergarten Class Tucker Elementary

Comparing and Contrasting Character’s Adventures Part 1 Mrs. Talley’s Kindergarten Russell Jones Elementary February 21, 2012.

Active Engagement: A Bridge From Teaching To Learning Frank D. Smith

Finding Hidden Tens Mrs. McKeel’s Kindergarten Class Reagan Elementary Rogers, Arkansas 3/14/12 R. Smith Rogers Public Schools.

Second Grade Old Wire Elementary School Belinda Ward, Teacher Deborah Goff, Literacy Facilitator.

Using Old Information to Learn New Information Mrs. Henderson’s 4 th grade Old Wire Elementary Rogers, Arkansas November 18, 2011.

Comparing and Contrasting Character’s Adventures Part 2 Mrs. Talley’s Kindergarten Russell Jones Elementary February 22, 2012.

We’re All Reading Teachers! Shift in Reading In grades Pre-K – 3, students are learning to read. After 3 rd grade, students are reading.

GANAG is a lesson structure that allows teachers to plan for student use of research based instructional strategies. G = goal A = access prior knowledge.

Marzano’s Essential 9 Instructional Strategies Engaged Time = Student Gains.

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

Mark Roddy, Ph.D. Seattle University Effective Teaching Practices in Mathematics from the Marzano 9, to the NCTM 8, to your classroom.

SHS Teacher Mentor Program The Most Effective Teaching Strategies 1/29/08 By Greg Anthony and Sue Matthies.

Dodge City Middle School

Jane E. Pollock, Ph.D.

Pioneer Schools 5th Grade CCCM Unit 3 Mrs. Harp’s Class

Effective Research-Based Strategies Marzano

Structural Elements of Limericks

Rebecca Rodriguez’s 3rd Grade Classroom Old Wire Elementary

Structural Elements of Limericks

Mrs. Grayson’s 4th Grade Old Wire Elementary

Presentation transcript:

To give students the opportunity to actively use the nine high-yield strategies: (2) Identifying Similarities and Differences (3) Summarizing and Note Taking (4) Reinforcing Effort and Providing Recognition (5) Homework and Practice (6) Nonlinguistic Representations (7) Cooperative Learning (8) Setting Objectives and Providing Feedback (9) Generating and Testing Hypotheses (10) Cues, Questions and Advance Organizers

(8) Setting Objectives and Providing Feedback G= Goal The overarching goal of the lesson was: Choosing appropriate strategies to solve problems The teachers were measuring progress towards: Decomposing numbers (tens and ones) Decomposing numbers (tens and ones) Symbolic notation Symbolic notation Mrs. Scott talked with the students about problem solving. She let them know that she and Ms. Eilskov would be watching to see who was breaking numbers apart and using notation.

Ethan has ____ packages of silly bands. Each package has ____ silly bands. How many silly bands does he have all together? Mrs. Scott read the problem with the students.

“Think about other problems we have worked like this.” “How is this problem like others we have done?” (10) Cues, Questions and Advance Organizers

“Visualize it. What does it look like?” ”Ethan has six packages of silly bands. Each package has ten silly bands.”

The students all know what silly bands are and have worked several problems about silly bands prior to this lesson. Ethan is a student in the class. The teachers try to make personal connections to the students when they write the problems.

Students were asked to rate their readiness. “If you have a strategy go get your manipulatives and get started.” “If you don’t have a strategy stay here with me” (4) Reinforcing Effort and Providing Recognition (8) Setting Objectives and Providing Feedback

(6) Nonlinguistic Representations Students picked up bags of manipulatives. Each bag contains an assortment of materials they are familiar with.

(5) Homework and Practice Students individually chose their strategies and began solving the problem.

Ethan has ____ packages of silly bands. Each package has ____ silly bands. How many silly bands does he have all together? (6,10) (12, 10) (9) Generating and Testing Hypotheses (16,10) (16,12)

The teachers dipped in and out of the students problem solving, providing individual new information. Student- “I don’t have enough snap blocks” Teacher- “What else could you use?”

Students used different strategies and manipulatives. (16,12)

The teacher and facilitator discussed what they observed and decided the teaching points for the whole group share. They quickly realized that some of the students were not seeing ten as one unit (decomposing ten as ten ones).

Student’s work was copied to the SmartBoard.

Students gathered on the carpet to discuss Ethan and Saul’s work.

(7) Cooperative Learning “Turn and talk to your partner.” “What is the same and different about these problems?” (2) Identifying Similarities and Differences

Thinking was shared.

Ethan and Saul Explained their thinking. Some students came up with an answer of 16. They added Ethan explained how and why he drew groups of ten. He showed his friends how he counted by tens to get the correct answer. Most of the students drew silly bands in each bag. Saul explained why he quit drawing silly bands and just used numbers.

Few students used number sentences to explain their answer. Nancy showed the class how she wrote the number sentence 6x10 (six “groups of” ten). Some students had trouble writing the numeral 120. Mrs. Scott helped the students find a pattern and then write the numeral correctly.

Ms. Eilskov helped Jared explain why he used base ten blocks (rods) to represent the silly bands.

Mrs. Scott revisited the goals with the students. “Let’s go back and think about our goals.” “Did you break up your numbers?” “Did you show your thinking?” G= Generalize the Goal The overarching goal of the lesson was: Choosing appropriate strategies to solve problems The teachers were measuring progress towards: Decomposing numbers (tens and ones) Decomposing numbers (tens and ones) Symbolic notation Symbolic notation

Student Use of the High Yield Strategies

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Pollock, J. E. (2007). Improving student learning one teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development. Pollock, J. E., & Ford, Sharon M. (2009). Improving student learning one principal at a time. Alexandria, VA: Association for Supervision and Curriculum Development.