Introduction. TEACHING CAN OCCUR WITHOUT LEARNING.

Slides:

Advertisements

Similar presentations

Roosevelt Complex Improving Student Achievement. Complex Journey One Vision One Vision High School Graduate High School Graduate 6 GLOs.

Advertisements

Leading Continuous Improvement in the School Day 4.

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.

Alignment of 21 st Century Skills, the Virginia SCIENCE K-8SOL, Revised Bloom’s Taxonomy and Research-based Instructional/Assessment Strategies Purpose:

COSA Assessment Conference Mickey Garrison Tony Alpert Jon Wiens Beth LaDuca.

Classroom Instruction That Works. The Teacher Is Key Systemic improvement in student achievement requires instructional practices that are research based,

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

MARZANO’S HIGH YIELD STRATEGIES

What kind of task will help students synthesize their learning?

CLASSROOM INSTRUCTION THAT WORKS

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

Identifying Similarities & Differences Classroom Instruction That Works Herbert Hoover Middle School Bonja, Bouchard, Marasco, Patel, Ruggiero, Spiezio.

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

Marzano Instructional Strategies. Research-Based Instruction Robert Marzano, Debra Pickering, and Jane Pollock reviewed hundreds of studies on instructional.

Enhanced Writing Instruction Using Technology. A Historical View  Paper and pen/pencil  Typewriter  Computer – printed  Computer – saved  Computer.

What Works in Schools: Translating Research into Action What Works in Schools: Translating Research into Action.

GANAG: Opportunities for Feedback A Secondary Lesson.

A Systematic Approach to Improving Instruction & Learning. Di Leonardo Sr. Director of Curriculum & Instruction Fresno County Office of Education

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.

Gore Rural Information Technology Schools Vision: Putting Effective Pedagogies into Practice.

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

Using the High Yield Instructional Strategies to Help Narrow the Opportunity/Achievement Gap 2006 Texas Social Studies Supervisors’ Spring Conference March.

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

+ Infusing the 9 Classroom Instructional Strategies that Work into Action Staff Development, ESU 8 Carol Jessen, Deb Wragge,

Now That I have My SEC Data, How do I Establish the Connection to Student Achievement? Gary Money Senior Program Associate Lisa Palacios Senior Program.

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.

Adaptive Dimension. “Diversity has become the norm among the students in the classrooms of today” (Johnson, 1990) Languages Families Cultural backgrounds.

Marzano Strategies Primer Lit Center Mini Lesson Fall 2013 Teacher Tool Kit Fall

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

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

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

Oct. 11, 2011– May 8, 2012 Facilitators: Carol Mayer & Ginni Winters.

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

Tonight’s Agenda 4:00-4:30Registration 4:30-5:45Nonlinguistic Representation 5:45-6:00 Break and Transition 6:00-7:15Classroom Environment/ Classroom.

UEN/USOE 6 th Grade “Intel QX3” Microscope Training.

Background BA English, Iona College (New York), 1968 MEd Reading/Language Arts, Seattle University (Seattle), 1971 PhD Curriculum and Instruction, University.

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.

Survey Results & Analysis for… 21st Century Classroom Committee Survey Thursday, October 15th, 2009 October 15th, 2009Roseville City Elementary School.

Welcome and Introductions. Two Year Time-Line for District Year One- Introduce All Nine Strategies & Buildings Will Design Implementation Process Marzano.

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.

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

Similarities and Differences Compare & Contrast. CategoryPercentile Gain Identifying Similarities and Differences45 Summarizing and Note taking34 Reinforcing.

Standard III: Teachers know the content they teach.

Descriptive and Corrective Feedback Miami Jackson Senior High December 12, 2011.

Instructional Leadership Planning with Indicators of Quality Instruction.

The What and The How.  What we teach is currently prescribed by the Victorian Curriculum Assessment Authority (VCAA)  AUSVELS provide teachers with.

Similarities and Differences Classifying. CategoryPercentile Gain Identifying Similarities and Differences45 Summarizing and Note taking34 Reinforcing.

Nine Essential Instructional Strategies

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

Using Technology with Classroom Instruction that Works Workshop October 14, 2009 Focus Introduction and Ch. 6 Summarization and Note-taking.

Research-Based Strategies for Increasing Student Achievement

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

Administrator Development Series Educational Program and Curriculum Document Review Webinar Instructional Resources and Instructional Strategies January.

EFFECTIVE INSTRUCTION Lindsey Brown Florida State University.

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

Laura Brake Mathematics Achievement Specialist

Dodge City Middle School

The Most Bang For the Buck

Effective Research-Based Strategies Marzano

Effective Instructional Strategies

Presentation transcript:

Introduction

TEACHING CAN OCCUR WITHOUT LEARNING

Research tells us that the role of the teacher is the single greatest factor on student learning (Sanders, et al).

“The top performing school systems recognize that the only way to improve outcome is to improve instruction...” How the World’s Best Performing School Systems Came out on Top McKinsey & Company, September 2007

“ What these high performing systems do is focus relentlessly on ensuring high instructional quality while reducing variability in the quality of instruction for every student” Andreas Schleicher, Head of Indicators Division Directorate for Education, OECD High(er) reliability education systems

8 School/Teacher EffectivenessEnterLeave Average School/Average Teacher 50 th Highly Ineffective School/Highly Ineffective Teacher 50 th 3 rd Highly Effective School/Highly Ineffective Teacher 50 th 37 th Highly Ineffective School/Highly Effective Teacher 50 th 63 rd Highly Effective School/Highly Effective Teacher 50 th 96 th Highly Effective School/Average Teacher 50 th 78 th School and teacher effects on student achievement

 Good teachers are always looking for ways to improve.  Teachers must work together to share ideas.  Teaching successfully is not possible without student learning taking place.  Need 22,000 hours to cover what students need to know according to national standards in grades K-12. We have 13,000 hours.  Balancing the science of teaching with the art of teaching.

 Teacher covering the material vs. students learning the material  Class time it takes to implement strategies will save time in the long run  Depth vs. Width ◦ Better to teach less material with complete understanding ◦ College Board is looking to make curriculum deeper, not broader

 Challenge students  Are intentional in their teaching  Create positive classroom environments  So, what makes effective teachers?

CLASSROOM INSTRUCTION THAT WORKS (CITW) Nine Categories of Instructional Strategies CategoryPercentile Gain Identifying Similarities and Differences45 Summarizing and Note Taking34 Reinforcing Effort and Providing Recognition29 Homework and Practice28 Nonlinguistic Representations27 Cooperative Learning27 Setting Objectives and Providing Feedback23 Generating and Testing Hypothesis23 Cues, Questions and Advance Organizers22 vs. haphazard teaching of unrelated facts