1. Marzano’s Instructional Design Questions Spencer Bragan Lois Neumann University of New England EDU 751 October 6, 2013

2. Introduction  Comprehensive Framework of Effective Teaching based on Marzano’s The Art and Science of Teaching  10 Design Questions will be presented

3. Audience?  Teachers!  You are the “I” in all the Instructional Design Questions Presented in the following slides

4. Q. 1 What will I do to establish and communicate learning goals, track student progress and celebrate success?

5. Elements of Q. 1 1. Setting & communicating learning goals Learning goals Learning activities 2. Tracking student progress Use formative assessments Use charting 3. Celebrating success Recognizing and acknowledging students’ knowledge gains

6. Q. 1 Tips & Strategies o Differentiate between learning goal and assignments. o Give students a Rubric or scale to have clear expectations of assignments. o Implement formative assessment for students to monitor ongoing progress using a checklist for each level (1.0, 2.0, 3.0, and 4.0).

7. Q. 2 What will I do to help students effectively interact with new knowledge?

8. Elements of Q. 2 Preview information Teach to small groups Teach in small chunks Use linguistic and non linguistic formats Have students reflect on learning

9. Q. 2 Tips and Strategies  Continually ask questions to use higher level thinking.  Have students reflect on their experiences, share points of confusion or confidence of content.  Review/summarize chunks of content via note taking.  Using cooperative learning strategies that allow students to work together using new content.

10. Q. 3 What will I do to help students practice and deepen their understanding of new knowledge?

11. Elements of Q. 3 o Gradually integrate new knowledge o Develop procedural knowledge o Create analogies and metaphors o Provide meaningful homework

12. Q. 3 Tips and Strategies  Students will be given ample opportunities to practice skills, strategies, and processes.  Analyze student errors to address misconceptions.  Students create illustrations of analogies.  Involve participation from home with homework.

13. Q. 4 What will I do to help students generate and test hypotheses about new knowledge?

14. Elements of Q. 4 Create problem-solving opportunities Create decision-making opportunities Engage students in experimental tasks Engage students in investigative tasks

15. Q. 4 Tips and Strategies o Have students design their own questions. o Have students design their own tasks.

16. Q. 5 What will I do to engage students?

17. Elements of Q. 5 Promote physical movement Challenge students’ thinking Stimulate their attention to the task at hand

18. Q. 5 Tips and Strategies  Use games that focus on academic content.  Use friendly controversy regarding topics.  Use competition as a fun learning tool.  Use wait time to gain students attention.  Use student movement to increase their energy.

19. Q. 6 What will I do to establish or maintain classroom rules and procedures?

20. Elements of Q. 6  One of three critical aspects of classroom management  Establish Rules and Procedures at the beginning of the school year  Modify Rules and Procedures over time

21. Q. 6 Tips & Strategies Action Step 1  Organize the Classroom for Effective Teaching & Learning Action Step 2  Establish a Small Set of Rules and Procedures Action Step 3  Interact with Students about Classroom Rules & Procedures

22. Q. 6 Tips & Strategies, cont. Action Step 4  Periodically Review Rules and Procedures, Making Changes as Necessary Action Step 5  Use Classroom Meetings

23. Q. 7 What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?

24. Elements of Q. 7  Second of three critical aspects of classroom management  Use balance approach  Acknowledge positive and negative behavior

25. Q. 7 Tips & Strategies Steps that Acknowledge Adherence Action Step 1  Use Simple Verbal & Non-Verbal Acknowledgement Action Step 2  Use Tangible Recognition When Appropriate Action Step 3  Involve the Home in Recognition of Positive Student Behavior

26. Q. 7 Tips & Strategies, cont. Steps that Acknowledge Lack of Adherence Action Step 4  Be With-it Action Step 5  Use Direct-Cost Consequences Action Step 6  Use Group Contingency

27. Q. 7 Tips & Strategies, cont. Action Step 7  Use Home Contingency Action Step 8  Have a Strategy for High-Intensity Situations Action Step 9  Design an Overall Plan for Disciplinary Problems

28. Q. 8 What will I do to establish and maintain effective relationships with students?

29. Elements of Q. 8  Third aspect of Classroom Management  Consider teacher behavior instead of teacher thoughts and feelings  Critical components of effective relationships: a.)Concern & Cooperation b.)Guidance & Control

30. Q. 8 Tips & Strategies Action Steps that Communicate Cooperation & Concern Action Step 1  Know Something About Each Student Action Step 2  Engage in Behaviors that Indicate Affection for Each Student

31. Q. 8 Tips & Strategies, cont. Action Step 3  Bring Student Interests into the Content and Personalize Learning Activities Action Step 4  Engage in Physical Behaviors that Communicate Interest in Students Action Step 5  Use Humor When Appropriate

32. Q. 8 Tip & Strategies, cont. Action Steps that Communicate Guidance and Control Action Step 6  Consistently Enforce Positive and Negative Consequences Action Step 7  Project a Sense of Emotional Objectivity Action Step 8  Maintain a Cool Exterior

33. Q. 9 What will I do to communicate high expectations for all students?

34. Elements of Q. 9  Teachers should develop expectations & behave in ways that are consistent with the expectations  Teachers should communicate a positive affective tone with both low and high expectancy students.

35. Q. 9 Tips & Strategies General Level Action Steps Action Step 1  Identify Your Expectation Levels for Students Action Step 2  Identify Differential Treatment of Low- Expectancy Students

36. Q. 9 Tips & Strategies, cont. Affective Tone Action Step Action Step 3  Make Sure Low-Expectancy Students Receive Verbal and Non-verbal Indications That They Are Valued and Respected.

37. Q. 9 Tips & Strategies, cont. Quality of Interaction Action Steps Action Step 4  Ask Questions of Low-Expectancy Students Action Step 5  When Low-Expectancy Students Do Not Answer a Question Correctly or Completely, Stay With Them

38. Q. 10 What will I do to develop effective lessons organized into a cohesive unit?

39. Elements of Q. 10  Takes into account all the previous nine questions  There is no one best way to design a unit  Lesson plans should include guidance with flexibility

40. Q. 10 Tips & Strategies Action Step 1 Identify the Focus of a Unit of Instruction Action Step 2 Plan for Lesson Segments That Will Be Routine Components of Every Lesson Action Step 3 Plan for Content-Specific Lesson Segments

41. Q. 10 Tips & Strategies, cont. Action Step 4  Plan for Actions That Must Be Taken on the Spot Action Step 5  Develop a Flexible Draft of Daily Activities for a Unit Action Step 6  Review the Critical Aspects of Effective Teaching Daily

42. References Marzano,R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: ASCD.