MASSP 10.01.07. Consensogram As enter… grab a small stack of sticky squares… After reading the Consensogram prompt, place one sticky on each chart somewhere.

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Presentation transcript:

MASSP

Consensogram As enter… grab a small stack of sticky squares… After reading the Consensogram prompt, place one sticky on each chart somewhere between “0” and “100” (not so much) (lots) (not so much) (lots) We are making bar graphs We are making bar graphs

Introductions

“Today's session will explore and model Marzano's research based instructional strategies, specifically for adolescent learners.” Classroom Instruction that Works

Consensogram What surprises you? What patterns emerge? What confirms your thinking? What challenges your thinking?

Hypothesize… How would your staff respond?

Debrief As a process tool, why would this work well with a staff? As a process tool, why would this work well with a staff? As an instructional strategy, why would you recommend it for teachers to use with kids? As an instructional strategy, why would you recommend it for teachers to use with kids?

Data-Driven Dialogue: A Facilitator’s Guide to Collaborative Inquiry By Bruce Wellman & Laura Lipton

Getting Acquainted with the Essential Nine by Laura Varlas ASCD Curriculum Update Winter 2002

Puzzling by Table

Independent Read

Expert Consultation Strategies which support Picture, image, symbol which illustrates

Identifying similarities and differences Comparing, Classifying, Re-classifying, Creating metaphors and analogies Examples and non-examples (Frayer), Venn diagrams and other graphic organizers A

Summarizing and note taking Important points, structure, organization, content frames, outlining

Reinforcing effort and providing recognition Value of effort, rewards dependent, symbolic

Homework and practice 10 mins, independent, know purpose, policy

Non-linguistic representations Graphic rep, phy models, pictures, maps, kinesthetic activities,

Cooperative Learning Heterogeneous, 3-4 in size, sometimes, defined roles

Setting objectives and providing feedback Narrow focus, personalized, next step in their learning

Generating and testing hypotheses Inductive and deductive reasoning, problem solving

Cues, questions and advance organizers Higher level of thinking, deeper learning, organize thinking

Debriefing Puzzling As a process tool, why would this work well with a staff? As a process tool, why would this work well with a staff? As an instructional strategy, why would you recommend it for teachers to use with kids? As an instructional strategy, why would you recommend it for teachers to use with kids?

5 Steps of Enduring Learning

Leading the Conversation with your staff Impacting Instructional Practice

4 Box Synectics Fall Words

Marzano strategies are like __________ because _________________________

Where did we use these today? Similarities and Differences Similarities and Differences Summarizing and Note-taking Summarizing and Note-taking Reinforcing Effort Providing Recognition Reinforcing Effort Providing Recognition Homework and Practice Homework and Practice Non-linguistic Representations Non-linguistic Representations Cooperative Learning Cooperative Learning Setting Objectives and Providing Feedback Setting Objectives and Providing Feedback Generating and Testing Hypotheses Generating and Testing Hypotheses Cues, Questions and Advanced Organizers Cues, Questions and Advanced Organizers

Kristine Gullen, Ph.D.