1. Warm up: 1. Who is Dr. Robert J. Marzano? 2. What are the 9 Marzano strategies? 3. What does TIP stand for? 4. What are the 4 categories of the TIP Chart? 5. What is Higher Order Thinking (Blooms Taxonomy)? 6. What are the 6 Blooms Categories?

2. Answers: 1. Robert J. Marzano, PhD, is cofounder and CEO of Marzano Research Laboratory in Englewood, Colorado. Throughout his years in the field of education, he has become a speaker, trainer, and author of more than 30 books and 150 articles 2. Similarities and differences, Summarize and Notetaking, Reinforcing effort and providing recognition, Homework and Practice, Nonlinguistic presentations, Cooperative learning, Setting objectives and providing feedback, Generating and Testing Hypotheses, and Cues, Questions and Advanced Organizers 3. The Teaching Innovation Progression Chart helps provide teachers with a structure for self-reflection and growth to encourage 21st Century learning 4. Research and information, communication and collaboration, critical thinking and problem solving, creativity and innovation 5. Benjamin Bloom (1956) developed a classification of levels of intellectual behavior in learning. This taxonomy contained three overlapping domains: the cognitive, psychomotor, and affective. 6. Knowledge, comprehension, application, analysis, synthesis, and evaluation.

3. JoAna M. J. Smith Nottoway Middle School

4. Student Thoughts… “Group quizzes challenge us. Because you have to use your own knowledge to explain and we have to work together.” –Ryann “They help shy people because they would rather talk in groups than to the whole class.”-Jacob “We are not just memorizing the material, we have to understand it because we have to make questions and explain to people in group.”- Delana “It helps the kids who do not understand because we can see what we got wrong and correct it to study for the next test.”-Timmy

5. Teacher Innovation Progression

6. TIP Chart

8. Marzano Strategies Generating and Testing Hypotheses (Yields a 23 percentile gain) Cues, Questions, and Advanced Organizers (Yields a 22 percentile gain)

9. Blooms Taxonomy Higher Order Thinking

10. Student Developed Rubric Level 6 questions=100 Level 5 questions=90 Level 4 questions=80 Level 3 questions=70 Level 2 questions=60 Level 1 questions=50 Grading System Individual quiz grade 1/3, Group quiz grade 1/3, Group question and answer 1/3 Example: Student gets an 80 on individual quiz, 100 on group quiz, and a 90 on group question and answer=recorded quiz is a 90 in the gradebook

11. Process 1. Students take quiz individually and submit to teacher 2. Students collaborate in groups to retake quiz the identical quiz 3. Groups develop questions and answers incorporating assessment material using Blooms taxonomy levels 4. Teacher reads aloud group questions and answers while making corrections 5. Whole class determines grades for group questions and answers according to rubric and errors 6. Teacher averages 3 grades together and records in gradebook

12. Note for Educators We retain 90% of what we teach others Teachers CANNOT help students create questions and answers Need to model as a class before first trying Students have never heard of Blooms Have not practiced creative freedom to design own questions and answers and assess higher order thinking Complexity of questions and answers have increased throughout course Differentiate instruction (ESL and GT students) Students of all levels are participating and demonstrating understanding while explaining to other group members The process is more important than the product Using Blooms gives deeper understanding because requires an explanation vs. simple summative quiz/test score

13. Benefits for Students Collaboration skill 21 st century skill for career and higher education Fosters communication Develop leadership Create structure Creative thinking practice Self-assessment Metacognition-level of higher thinking (Blooms)

14. Higher Order Thinking Must Be Taught! Students did not have much experience explaining how or why an answer was correct Accustomed to quickly guessing or recall rather than explanations Engaged in an evaluation process Think-aloud strategy implemented on paper Technology has allowed students to use less face to face communication (or hand written) Information or answers given without much of a filter or thought process

15. Keep in Mind Students test grades have improved based on collaborative assessments because they are not only taught by teacher but by classmates Even assessments can be an instructional tool Most difficult aspect for educators is giving up control to students Step back and let them learn to use Blooms and develop questions using higher order thinking Students better prepared for quizzes and tests Know the standard/expectation of higher order thinking will be required Does not replace review before assessments (Wong) Use warm up and play quizdom or other review games before quizzes and tests Assess what was taught and how it was taught in classroom Specification and difficulty should increase-conjugate verbs → sentences TIP chart should increase in difficulty as year progresses

16. More Student Thoughts “Quizzes are educational and not just to see what we know.”-Shydecea “Since there is an activity to do with the quiz I learn more with each one.” -Hunter “Group quizzes let Hispanics get to know other students in the class because we can help explain it to them. It helps me learn to work with others.”-Brenda “They help with social skills with everybody, because you have to work together no matter if they’re friends or not.”-Sabrina

17. Rubric/Blooms List Used

18. IR Verb Quiz

19. Time Quiz

20. Saber vs Conocer Quiz

21. “Shoe Verbs” Quiz

22. Ser vs Estar Quiz

23. ER Verb Quiz

24. Thank you…questions?