1. Supporting Marzano’s Instructional Strategies WITH TECHNOLOGY

2. Outcomes Increasing understanding of Marzano’s Instructional Strategies Exploring technology tools to support Marzano’s strategies Applying Marzano’s strategies to your personal classroom environment Today’s resources online at http://esa3.pbworks.com http://esa3.pbworks.com 8:30 – 11:30 am 12:15 – 3:30 pm

3. Register for today’s workshop Register for today’s workshop in escWorks http://www.escweb.net/sd_esa3 Event # 39592 Electronic evaluation following workshop 5.0 Educational Contact Hours (collect 15 to equal 1 CEU credit) If you do NOT have an account yet or if you have trouble logging in – contact me sara.fridley@k12.sd.us sara.fridley@k12.sd.us

4. Video: A Vision of Students Today

5. 5 Essential Questions to START As the teacher... What will I do to establish and communicate learning goals and track student progress? What will I do to help students effectively interact with new knowledge? What will I do to help students practice and deepen their understanding of new new knowledge? What will I do to engage students? What is the role of technology?

6. What Is the Learning Goal? How will we get there?

7. What is the Learning Goal? During this quarter, you are required to read two nonfiction books. One of the books must be a biography or autobiography. After you have read the biography or autobiography, you are to prepare a creative presentation for the class focused on the person from this book. This presentation should help us understand what you learned from the book. You must wear a costume for the presentation. You should be dressed like the character or wear something symbolic of the character you read about in the biography or autobiography. Be creative!!! The presentations will all be given the week of… Pay close attention to the rubric below. RUBRIC: 1. Thorough introduction and conclusion 10 pts 2. Costume (well planned, creative complete, includes a prop) 10 pts

8. Learning Goal or Activity? Add and subtract fractions Understand that primary sources provide unique insights into history. On a blank map of the United States, label each state. Identify similarities and differences between themselves and Emily Dickinson. Create a simple machine Know the major types of volcanoes Understand that literature can both influence and reflect a society Create a travel brochure

9. Unfocused vs. Clear Focus “Read Chapter 2 of The Pearl for tomorrow. Be prepared to discuss it.” "Read Chapter 2 of The Pearl by John Steinbeck, concentrating on the behavior of Kino. Pick one important decisive action he took and explain what he would have to believe to act the way he did. Now advise Kino. Offer him alternative modes of behaviors. What would he have to believe to respond in the alternative manner you chose for him?"

10. Once the Learning Goal is clear To what extent do the Learning Goals address essential knowledge? Is it likely the assignment/assessment will enhance students’ learning of, or actually assess, the knowledge in the Learning Goal? Given the Learning Goal, is this activity or assignment worth the time? Are there aspects of the assignment that would require knowledge other than that in the Learning Goal? If so, are we teaching that knowledge or assuming that knowledge?

11. Key Understandings Multiple Exposure is KEY to deep understanding, to remembering, & to using information Shift in modalities Attention span = 1 minute per 1 year of age??? 20 minutes (max. amount of attention span) Don’t change topics – change HOW you work with the topic Reflection 20/2/20 rule Re-explain/relate to prior knowledge within 20 minutes Review & apply within 2 days Reflect & re-apply within 20 days

12. What is the role of technology? Get beyond the “WOW” factor Ask yourself... Does the technology SUPPORT the learning goal?

13. Technology Continuum Which one are you?

14. Penguins Like to spend time at the exploratory stage when learning a new technology Prefer step-by-step direction Prefer guided direction and practice Like additional time to complete tasks

15. Emus Like to spend time at the skill development stage when learning a new technology Prefer some direction Prefer some individual exploration time Medium paced

16. Road-runner Like to jump ahead to the application and extension stage when learning a new technology Prefer hands on, minimal direction Self directed, independent Fast paced

17. Marzano’s Research at a Glance Instructional StrategyPercentile Gain Identifying Similarities & Differences45 Summarizing & Note Taking34 Reinforcing Effort & Providing Recognition29 Homework & Practice28 Nonlinguistic Representations27 Cooperative Learning27 Setting Objectives & Providing Feedback23 Generating & Testing Hypotheses23 Questions, Cues, & Advance Organizers22

18. Marzano’s Research at a Glance Instructional StrategyPercentile Gain Identifying Similarities & Differences45 Summarizing & Note Taking34 Reinforcing Effort & Providing Recognition29 Homework & Practice28 Nonlinguistic Representations27 Cooperative Learning27 Setting Objectives & Providing Feedback23 Generating & Testing Hypotheses23 Questions, Cues, & Advance Organizers22

19. SD Content Standards

20. SD Content Standards Non Linguistic Representations

21. Identifying Similarities & Differences The “Core” to all learning (Robert Marzano, 2001) Highly Robust engages students in the learning process Leads to deeper student understanding Restructure understanding of content Make new connections with things they already know Clear up misunderstandings Research indicates that there are four different forms of this activity that are highly effective.

22. Purpose is to ELABORATE on knowledge Graphic organizers to represent knowledge Modeling Graphic representation Kinesthetic activities Non-linguistic Representation

23. TEACHER: Donald, what is the chemical formula for water? DONALD: H I J K L M N O. TEACHER: What are you talking about? DONALD: Yesterday you said it's H to O.

24. Why Visual Literacy? Average youth today By age 18 - 22,000 hours watching TV By age 14 has seen 12,000 murders on network TV programming!!!! By 18 – 12,500 hours in school Average vocabulary of 14-year-olds is shrinking In 1950 – 25,000 words In 1999 – 10,000 words

25. Visual Learner Images go directly to long-term memory in brain Humans process visuals 60,000 times faster than text Words processed sequentially Keyboard Images processed simultaneously Camera

26. Show ‘n Tell Teachers use graphic organizers Help learners visualize information Critical for visual learners!! Students use graphic organizers Great way for kinesthetic & visual students to process understanding Add another aspect Large size for group work Manipulate the pieces for the kinesthetic

27. How can we use these strategies to improve student achievement? Model presenting explicit guidance in identifying similarities and differences Guided & Independent practice Stimulates divergent thinking Reflection - Represent similarities and differences in graphic or symbolic form Nonlinguistic Representation

28. Highly Effective “forms” to Identify Similarities and Differences Classifying Comparing Creating metaphors Creating analogies4

29. Classification Activity

30. Classifying The process of grouping things that are alike into categories on the basis of their characteristics. The process of grouping things that are alike into categories on the basis of their characteristics. It is critical to identify the rules that govern class or category membership. It is critical to identify the rules that govern class or category membership. -Marzano,2001 -Marzano,2001 For example, Invertebrates animals without a backbone or spinal columnVertebrates animals with a backbone or spinal column For example, Invertebrates animals without a backbone or spinal columnVertebrates animals with a backbone or spinal column

31. Graphic Organizers for Classification -most useful when all categories are equal in generality -more useful when all categories are not equal in generality Place Categories in column headings

32. Comparing The identification of important characteristics is the key to effective comparison. The identification of important characteristics is the key to effective comparison. It is these characteristics that are then used as the basis to identify similarities and differences. -Marzano,2001 It is these characteristics that are then used as the basis to identify similarities and differences. -Marzano,2001 For example, Recognize and compare the following plane and solid geometric figures: square, rectangle, triangle,... SD Standard: 3.G.1.1 (Comprehension) For example, Recognize and compare the following plane and solid geometric figures: square, rectangle, triangle,... SD Standard: 3.G.1.1 (Comprehension)

33. Graphic Organizers for Comparing -most useful when comparing only two items -more useful to provide a greater number of details Venn Diagram Characteristic s Items to be compared Similarities Differences #1#2#3 Comparison Matrix

34. Create Digital Graphic Organizers Build charts & diagrams with software Word Publisher PowerPoint Inspiration Excel

35. Periodic Table of Visual Literacy http://www.visual- literacy.org/periodic_table/periodic_ table.html# http://www.visual- literacy.org/periodic_table/periodic_ table.html# Flowing Data http://projects.flowingdata.com/wal mart/ http://projects.flowingdata.com/wal mart/

36. Virtual Tools Inspiration/Kidspiration/InspireData http://www.inspiration.com/ Bubbl.us http://www.bubbl.us Visual Ranking Tool http://www.intel.com/education/visualranking/index.htm Seeing Reason Tool http://www.intel.com/education/seeingreason/index.htm Online science/math simulations, games, etc. http://www.gresswell.vic.edu.au/students/games.htm http://nlvm.usu.edu

37. More Online Resources http://www.fossweb.com K-8 science http://www.thinkfinity.org/ Links to all content areas http://www.visuwords.com/ Creates online visual webs of words http://whyfiles.org/interactives/ http://www.pbs.org/teachers Video Resources http://www.teachertube.com

38. Creating Metaphors The two items in a metaphor are connected by an abstract or non-literal relationship. The two items in a metaphor are connected by an abstract or non-literal relationship. -Marzano,2001 -Marzano,2001 For example, Love is a rose. For example, Love is a rose.

39. Graphic Organizer for Metaphors Element 1 Literal Pattern 1 Abstract Element 2Literal Pattern 2 It depicts that two elements have somewhat different literal patterns, but they share a common abstract pattern.

40. Creating Analogies Analogies help us to see how seemingly dissimilar things are similar. Analogies help us to see how seemingly dissimilar things are similar. They increase our understanding of new information (most complex). They increase our understanding of new information (most complex). -Marzano,2001 -Marzano,2001 Examples, Carpenter is to hammer as painter is to brush. Hot is to cold as night is to day. Oxygen is to humans as carbon dioxide is to plants. Core is to earth as nucleus is to atom.Examples, Carpenter is to hammer as painter is to brush. Hot is to cold as night is to day. Oxygen is to humans as carbon dioxide is to plants. Core is to earth as nucleus is to atom.

41. Graphic Organizers for Analogies Is to Relationship

42. Frayer Model Definition (in own words) Example (from own life) Facts or characteristics Non-examples (from own life)

43. Frayer Model Define a concept using attributes Model how concept differs from similar concepts Guided Practice Provide examples and discuss why these fit Provide non-examples and discuss why these don’t fit Independent Practice provide examples and non-examples for students to examine/sort/categorize

44. Performance Task Teachers will design, implement, collect evidence, and reflect upon a lesson that utilizes the strategy “Identifying Similarities and Differences”. Teachers will design, implement, collect evidence, and reflect upon a lesson that utilizes the strategy “Identifying Similarities and Differences”. Assignment for next month Assignment for next month Design & implement Design & implement Collect evidence (student work) Collect evidence (student work) Bring that evidence to the next in-service Bring that evidence to the next in-service