1. Where TPRS Connects with Robert Marzano: The Highly Engaged Classroom
Dr. Richard J. Baker, Ed.D.

2. She said, “Best Practices!” “Effective Teaching Strategies!”
I asked a Director of Curriculum and Instruction what she first thought of when she heard the name “Robert Marzano”
She said, “Best Practices!”
“Effective Teaching Strategies!”

3. Educators across the nation and internationally have been and continue to be influenced by policies and practices from Robert Marzano’s Research Lab.
Richard Baker’s document analysis points out where TPRS connects with Marzano’s research-based work on The Highly Engaged Classroom.
Discuss how TPRS is grounded in the current thinking in education.

4. Ron Wilbur told me yesterday that his Principal gave him nearly perfect marks on his Marzano-based Evaluation. Ron didn’t read Marzano, he just does TPRS.

5. TPRS includes “best practices” and highly “effective teaching strategies!” Ron gave me permission to mention this.

6. Who is Marzano and where did the best practices and teaching strategies come from?

7. Marzano = Educational Researcher
Wrote over 30 books and over 150 articles on classroom instruction.
His researchers did several studies to find out which teaching practices and strategies led to high student learning and achievement.

8. In their meta-analysis,
1. They found that what teachers do matters.
2. They identified “41” teaching strategies that often work very well.

9. 41 Strategies for Effective Teaching
The good news = we won’t cover them all. 
We’ll mention 18 ways to engage students.
Optional Homework = Go to youtube:
Go to “41 Strategies Marzano” (4:48) or
“Presentation of Dr. Marzano’s 41 Key Strategies” (6:33).

10. Book Source
Marzano, Robert J., Pickering, D. J., & Heflebower, T. (2011). The Highly Engaged Classroom. Bloomington, IN: Marzano Research Associates.
How does TPRS engage students?

11. Marzano “Motivating & Engaging Students”
Play the Video (2:13)
Marzano “Motivating & Engaging Students”

12. Model of Attention & Engagement
Two (2) questions teachers ask themselves:
Do I have their attention?
Are they engaged?
Four (4) questions students ask themselves …

13. What are other words for, or overlap with, engagement?

14. What are other words for, or overlap with, engagement
What are other words for, or overlap with, engagement? Motivation, attention, interest, enthusiasm, participation, and involvement.

15. How do I feel?
TPRS Theory = Krashen’s “affective domain”.
Do students feel positive emotions (enthusiasm, interest, enjoyment, satisfaction, pride, vitality, and zest)?
They do, if there is a Low Affective Filter that allows the “input” in. Not stressed, feel welcomed, comfortable / accepted!

16. Attention 1. How do I feel? 2. Am I interested? 3. Is this important?
4. Can I do this?

17. Strategy = Use Effective Pacing!
Does, how does TPRS use effective pacing?

18. Incorporate Physical Movement!
How does TPRS incorporate movement?

19. Demonstrate Intensity & Enthusiasm.
Does the TPRS teacher demonstrate intensity and enthusiasm? If so, how?

20. Use humor. How is humor incorporated into TPRS?
According to Marzano, humor was associated with a 40 percentile point gain in instructional effectiveness.
Humor can change the classroom culture, reduce student stress, enhance productivity, and promote creative thinking.
Tell someone how humor is part of TPRS.

21. Build Relationships. Teacher – Students. Students – Students.
How does the Teacher build relationships in TPRS class?

22. How do we get our students, in TPRS class, to feel welcomed, accepted, and supported? What do you do in your class?

23. Teachers “self assess” to improve. View the Self-Assessment for Ch
Teachers “self assess” to improve. View the Self-Assessment for Ch. 2: Do I have their attention? Tell someone how TPRS does those things, perhaps in your classroom.

24. Use Game-like Activities.
How does TPRS include Game-like Activities?
What game-like activities do you know of?
What Vocabulary games do you know?
Which one doe not belong?
Turn questions into games.
Class votes.

25. Use Game-like Activities.
What does “Play the Game” mean in TPRS? Unusual Information. Kindergarten Day. Inconsequential Competition. Blaine’s Debates in Spanish 3-4 classes. Effective Questioning Strategies. Circling with Balls / PQA / TPR.

26. Initiate Friendly Controversy.
How could Friendly Controversy be built into a TPRS class (in high or low levels)?

27. Initiate Friendly Controversy.
+ Competition without consequences.
Inconsequential Competition.
Debates on Issues (in Upper Levels).
BVP’s book, Conversación y Controversia.
Pros & cons of getting married young.
Should a person smoke?
School Uniforms.

28. Present Unusual Information!
“Play the Game!” = Guess funny details.
Does / How does TPRS incorporate “unusual information”?

29. Present Unusual Information!
“Play the Game!” Guess details.
Encourage students to provide interesting, unusual, surprise, funny, and unexpected details to the story you co-construct with them together in TPRS class.
What else could you do?

30. Ask Questions to Increase Response Rates.
Describe all the TPRS questioning techniques that you know to your neighbor.

31. Questioning Techniques Choral / individual responses Call on students randomly? Paired response. Wait time. Voting. Response Cards. Hand Signals.

32. Teachers “self assess” to improve
Teachers “self assess” to improve. View the Self Assessment for chapter 3: Am I Interested?

33. Engagement 1. How do I feel? 2. Am I interested? 3. Is this important?
4. Can I do this?

34. Connect to Students’ Lives.
How does TPRS do this?

35. Make Connections to the Real World.

36. Dr. Stephen Krashen said that “personalization” is one of the powerful breakthroughs of TPRS. Much discussion relates directly to the students’ needs, interests, and desires.

37. Connect to Students’ Life Ambitions and Interests.

38. Encourage Application of Knowledge.
Design Cognitively Challenging Tasks.
Provide Students with Choice(s) whenever possible.

39. Track and Study Progress.
How does TPRS do this? What could we do?

40. Use Effective Verbal Feedback.
How do TPRS Teachers provide feedback to Students?
How do Students provide feedback to TPRS Teachers?

41. Provide Examples of Self-Efficacy (through stories & quotes).
Hero.

42. Provide Examples of Self-Efficacy (through stories & quotes).
Hero. Who could you discuss?
Time Magazine has personal profile stories. Inspirational.
Kids with Courage.

43. Teach Self-Efficacy. Build Students’ Confidence.
Develop a “Growth” Mindset (not a “fixed”) Mindset!

44. Get their attention and engage students through TPRS!

45. How are students responding?
Teacher Thoughts
What am I doing?
Why am I doing it?
How are students responding?

46. There is no reason why any student should be systematically bored, inattentive, or disengaged!

47. Make your classroom a place of learning and acquisition, high energy, positive feelings, and fun where students feel safe, supported, encouraged, and successful!

48. Concluding Suggestion
Use Marzano’s Effective Teaching Strategies to justify / support your use of TPRS.

49. “It’s the quality of teaching that has the greatest impact on student learning” (Robert Marzano).

50. Book Source
Marzano, Robert J., Pickering, D. J., & Heflebower, T. (2011). The Highly Engaged Classroom. Bloomington, IN: Marzano Research Associates.
How does TPRS engage students?

51. What has your TPRS journey been?

52. The Model of TPRS Teacher Experience
Unsatisfied. Obstacles. Training. Success. Decisions! Paradigm. Sustaining. Beginning. Leadership.

53. Leadership = Help others!

54. The Model of TPRS Teacher Leadership
Unsatisfied. Obstacles. Training. Success. Leadership! Paradigm. Sustaining. Beginning. Decisions.

55. Leadership We all “lead” because each of us “influences” others, either intentionally or incidentally.

56. Please share your TPRS story. What have you experienced
Please share your TPRS story. What have you experienced? How does your story compare with the Model? me: