1. Classroom Instruction That Works Barb Rowenhorst ESA 7 browenhorst@tie.net

2. Agenda

3. Theme of his work: translating research and theory into practical programs and tools for K-12 teachers and administrators Dr. Robert Marzano

4. Marzano Research

5. Improving Student Achievement: Instructional Strategies Cues, Questions and Advance Organizers Presented by: Barb Rowenhorst, ESA 7

6. Research literature supports one compelling fact: What students already know about the content is one of the strongest indicators of how well they will learn new information. Student background knowledge is critical to success in school. If teachers front-load a lesson, research shows a 28%-ile gain in student achievement.

7. Background Knowledge and Vocabulary Knowledge have a strong relationship.

8. Cues, Questions, and Advance Organizers

9. Purpose Cues are reminders or “hints” about what students are about to experience. They trigger student’s memories so they can connect new information to what they already know. Questions function the same as cues, in that they elicit what students already know about a topic prior to instruction in a questioning format. –Higher order questions ask students to restructure, analyze information, or apply what they know.

10. Advance organizers focus on essential information and are used to help students get ready to use the information they are going to learn. They are organizational frameworks teachers use PRIOR TO teaching new content to prepare students for what they are about to learn. Purpose

11. CategoryPercentile Gain Identifying Similarities and Differences45 Summarizing and Note taking34 Reinforcing Effort and Providing Recognition29 Homework and Practice28 Nonlinguistic Representations27 Cooperative Learning27 Setting Objectives & Providing Feedback23 Generating & Testing Hypotheses23 Cues, Questions, & Advance Organizers22 Questioning Research

12. Abraham Lincoln Advance Organizer

13. After the lesson, add new words in RED. Advance Organizer

14. Skimming Graphic Organizer Handbook for Classroom Instruction That Works (Pages 265 - 287) Graphic Organizer (Web Activity Sheet)

15. Marzano Cues Questioning Advance Organizer Advance Organizers

16. Skimming Graphic Organizer After reading…  How was using a graphic organizer beneficial to you while skimming?

17. 4 Types of Advance Organizers Skimming – Teach students proper way to skim information Graphic Organizers – Visually represent information Expository – Straightforward descriptions of new content Narrative – Stories (personal or real-world connections)

18. Advance Organizers Narrative

19. Other Advance Organizers Timelines Anticipation Guide Teacher Prepared Notes Skeleton Notes Other

20. Questioning Techniques

21. Questioning Practices 1. In general, avoid “Yes/No” or short answer questions. 2. Have students explain all responses. 3. Question each and every student every day. 4. If a student responds with “I don’t know,” follow-up with 1-2 additional questions. ( Hannel, 2003)

22. Purpose of Questioning  Build knowledge rather than mere chronological facts.  Maintain student engagement.  Take students to the next level of learning.

23. Bloom’s Taxonomy Handout

24. Bloom’s Taxonomy Research  The verbs in each category indicate a kind of thinking skill needed to complete an assignment.  As you move up the scale, the level of thinking increases.

25. Bloom’s Taxonomy Research Higher order questions produce more learning, but most of the questions teachers ask are lower order in nature. (Davis, O.L., & Tinsley, 1967; Fillippone, 1998; Guszak, 1967; Mueller, 1973) Teachers tend to ask questions in the “knowledge” level of Bloom’s Taxonomy _________ of the time. 80-90%

26. Questioning  Why question?  What is it used for?  Does it make a difference?  When should we concentrate on questioning?

27. Thinking Verbs Handout

29. Verbs to Create Questions As a group of 4  Determine a topic to practice writing questions.  Roll the dice -- if you get a number one, you need to ask a question about the topic that fits the 1st level of Blooms, a 3 the 3rd level of Blooms (application), etc.

30. Verbs to Create Questions What questions were the easiest to write? What questions were more difficult to write?

31. Creating Questions Why might it be important to compose questions prior to teaching a lesson?

32. Questioning Practice Using your Bloom’s questions, re-write some at the Knowledge/Comprehension Levels (#1-2 on dice) to one at the higher level of Bloom’s (#5-6 on dice)

33. Formative Assessment Discuss how you can use questioning as a formative assessment.

34. Funny Questions If corn oil comes from corn, where does baby oil come from? Why do kamikaze pilots wear helmets? When you choke a Smurf, what color does it turn? Do Twinkle, Twinkle Little Star and the ABC Song have the same tune? Why did you start singing the two songs above?

35. Questioning Practices 1. In general, avoid “Yes/No” or short answer questions. 2. Have students explain all responses. 3. Question each and every student every day. 4. Give wait time before asking a question, and following a student response. 5. If a student responds with “I don’t know,” follow-up with 1-2 additional questions without giving hints. (Hannel, 2003)

36. Classroom Ideas Expository – ABC Chart Narrative – Civil War Bayonet Story Skimming – Web Graphic Organizer – Web Higher Level Questioning – Bloom’s Taxonomy

37. Cues, Questions, Advance Organizers Classroom Transfer

38. Cues, Questions, Advanced Organizers Classroom Transfer

39. Head, Heart, Feet Head- Write down one “thought” you have that relates to what you learned today. Heart- How do you “feel” about that new learning? Feet- What are your next “steps?” What might you do differently because of what you learned?

40. Lesson Planning Cu es, Questions, Advance Organizers Lesson Plan –Sped/Title/Paras: pick a grade level, a group of students you work with, or 1 student