1. What Works in Schools- Robert Marzano
1. Guaranteed and Viable Curriculum Challenging Goals and Effective Feedback Parent and Community Involvement Safe and Orderly Environment Collegiality and Professionalism
School
Teacher
6. Instructional Strategies
7. Classroom Management
8. Classroom Curriculum Design
Student
9. Home Environment
10. Learned Intelligence/ Background Knowledge
11. Motivation
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2. Community– We demonstrate respect and support for all stakeholders.
Professional Norms
Community– We demonstrate respect and support for all stakeholders.
Commitment– We commit to and make decisions based on our Ideals and Beliefs about Learning.
Responsibility– We accept responsibility for students’ learning.
Efficacy– We believe we can help all students learn.
Humility– We seek out and use feedback from external sources.
Resourcefulness– We seek out ideas for structures, resources, and methods to insure that all students will learn.
Creativity– We create new structures, resources, and methods to insure all students will learn.
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3. Students learn in different ways.
Ideals and Beliefs–We make decisions based on these:
All students can learn.
Students learn in different ways.
Students learn in different timeframes.
Students should enjoy learning—because it is fun and/or intellectually stimulating.
Errors are inherent in the learning process.
Feedback is essential to learning—feedback that is clear, accurate, specific, timely, and motivating.
Poverty does not inhibit students’ ability to learn.
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4. What Works in Schools- Robert Marzano
1. Guaranteed and Viable Curriculum Challenging Goals and Effective Feedback Parent and Community Involvement Safe and Orderly Environment Collegiality and Professionalism
School
Teacher
6. Instructional Strategies
7. Classroom Management
8. Classroom Curriculum Design
Student
9. Home Environment
10. Learned Intelligence/ Background Knowledge
11. Motivation
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9. Factors Influencing Achievement
Student
9. Home Environment
10. Learned Intelligence/ Background Knowledge
11. Motivation
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10. People, places, events, ideas, phrases, titles,
10. Learned Intelligence/ Background Knowledge
Vocabulary
People, places, events, ideas, phrases, titles,
Academic
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11. 1. Identify essential academic terms and phrases.
2. Use a research-based process for teaching new terms and phrases.
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12. 2. Use a research-based process for teaching new terms and phrases.
Effective vocabulary instruction does not rely on definitions.
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13. astrology as-trol-o-gy n.
The study of the positions and aspects of heavenly bodies in the belief that they have an influence on natural earthly occurrences and the course of human affairs.
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14. 2. Use a research-based process for teaching new terms and phrases.
Effective vocabulary instruction does not rely on definitions.
Students must represent their knowledge of words in linguistic and nonlinguistic ways.
Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.
Students should discuss the terms.
Students should play with words.
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15. A Six-Step Process for Teaching New Terms
Step 1: Provide a description, explanation, or example of the new term.
Step 2: Ask students to restate the description, explanation, or example in their own words.
Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
Step 5: Periodically ask students to discuss the terms with one another.
Step 6: Involve students periodically in games that allow them to play with terms.
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16. A Six-Step Process for Teaching New Terms
Step 1: Provide a description, explanation, or example of the new term.
Step 2: Ask students to restate the description, explanation, or example in their own words.
Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.
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17. Income tax is the money we pay to the government that they use to provide things we all need, like roads. The money is taken out of our paychecks.
Pay day!!
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18. Dynamic character: It’s when a character in a story changes; usually changes a lot.
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19. Czar: A ruler in ancient times. They were sort of like kings.
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20. A Six-Step Process for Teaching New Terms
Step 1: Provide a description, explanation, or example of the new term.
Step 2: Ask students to restate the description, explanation, or example in their own words.
Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
Step 5: Periodically ask students to discuss the terms with one another.
Step 6: Involve students periodically in games that allow them to play with terms.
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21. A Six-Step Process for Teaching New Terms
Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
Step 5: Periodically ask students to discuss the terms with one another.
Step 6: Involve students periodically in games that allow them to play with terms.
©Marzano&Associates

22. A Six-Step Process for Teaching New Terms
Help students develop sufficient initial understanding
so that they can
describe the terms and
represent the terms nonlinguistically
Step 1: Provide a description, explanation, or example of the new term.
Step 2: Ask students to restate the description, explanation, or example in their own words.
Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Provide multiple opportunities for students to
revisit and revise
descriptions and nonlinguistic representations.
Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.
Step 5: Periodically ask students to discuss the terms with one another..
Step 6: Involve students periodically in games that allow them to play with terms.
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24. Classroom Instruction That
works
Not a checklist
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and advance organizers
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25. Most common reaction from teachers:
“We already use all of these strategies.”
Most common reaction from administrators:
“How can I get teachers to use these strategies?”
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26. Setting Objectives and Providing Feedback
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27. Learning Goal or Activities/Assignments
Today, we will
Read Chapter 2 in ..
Finish Adverb assignment…
Work on myth.. 3
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28. Learning Goal or Activities/Assignments
As a result of what we do today, you will be
able to demonstrate that you:
Understand the technique of foreshadowing in mysteries.
Are skilled at finding information using search engines.
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29. 27 percentile points higher
When students know what they are learning, their performance, on average, has been shown to be
27 percentile points higher
than students who do not know what they are learning.
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30. Name__________________ Date___________________ Assignment____________________________________
Learning Goals:
Feedback
1.________________________________________________________________
(see rubric)
2.________________________________________________________________
(see rubric)
3.________________________________________________________________
(see rubric)
4.________________________________________________________________
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31. Activities/Assignments or Learning Goals?????
Add and subtract fractions
Understand the various components of culture.
Make a travel brochure for a region.
Make a simple machine.
Understand the relationship between fractions and decimals
Read Huckleberry Finn.
Write a book report.
Design a menu that includes a balance of foods from the food pyramid.
Serve a volleyball
Know the states and their capitals.
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32. Ensuring Effective Instructional Practices
Phase I: Develop a model or language of instruction.
Phase II: Develop a Systematic Way for Teachers to Interact about Instruction Using the Model.
Phase III: Establish a Systematic Way for Teachers to Observe Master Teachers and Each Other Using the Model of Instruction.
Phase IV: Monitor the Effectiveness of Individual Teacher’s Instructional Styles as a Form of Teacher Feedback.
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33. Once the Learning Goal is clear, we can monitor the quality:
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 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?
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34. What’s wrong?
Students will demonstrate that they know the major geographic features of Colorado by making a cake and decorating it to look like Colorado’s topography.
Students will demonstrate their understanding of the issues related to the Civil War by creating a “Who’s Who” book of Civil War generals.
Students will be able to demonstrate their understanding simple machines by building a model of a miniature golf hole that includes three simple machines.
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35. Science Today Directions:
Each of you must select two current events and prepare an oral presentation to share these events with the class. These will be presented all year on Wednesdays. The grade you receive, no matter when you present, will be part of your fourth quarter grade.
These events your describe for the class must be current, which means the article you read must be dated within a week of your presentation.
You will have the opportunity to choose the week you are going to present. If you do not sign up, however, I will select a week for you.
Remember this is science. Your TWO events must be related to science, or you will receive a 0.
Be sure to examine carefully the Evaluation Form at the bottom of this page. That form will be used to provide you with your presentation grade. BRING THE FORM WITH YOU. IF I HAVE TO PROVIDE YOU WITH A NEW ONE, 10 POINTS WILL BE SUBTRACTED FROM YOUR GRADE.
EVALUATION FORM:
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36. eye contact, posture 5 points
EVALUATION FORM:
Oral
eye contact, posture 5 points
voice can be heard throughout class 5 points
note cards 5 points
clear description of event 5 points
energetic 5 points
Written
Organized paragraph with the 5 W’s points
Mechanics and grammar points
Complete sentences points
Visual
Neat written work (typed or ink) 5 points
Cutting and pasting are neatly done 5 points
Display is attractive, colorful, shows work points
Hand-drawn objects (map, picture, flag, etc)
that are creative and shows work 15 points
Total out of 100___________
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37. Assignment
Make a mole from the pattern your are given. Create an environment/costume for the mole that plays on the word “mole.”
Learning Goal:
Understand the concept of a mole in chemistry x 10 ^23– Avogadro’s number
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38. Learning Objectives: Students will be able to
discuss the election of Abraham Lincoln and explain why his election led Southern States to secede from the Union.
explain the significance of the Emancipation Proclamation.
discuss the Battle of Gettysburg and Lincoln’s Gettysburg Address.
describe the assassination of Abraham Lincoln by John Wilkes Booth.
Have students write a history of Abraham Lincoln’s life, imagining that he had survived the assassination attempt by John Wilkes Booth. What might Lincoln have accomplished during his second term?
Divide students into groups of three or four to design the front page of a newspaper covering an event in the program such as the Emancipation Proclamation, the Battle of Gettysburg, or the assassination of Lincoln.
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42. Classroom Instruction That
works
Classroom Instruction That
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

43. Nonlinguistic Representations

44. Bun
Shoe
Tree
Door
Hive
Sticks
Heaven
Gate
Line
Hen

45. Applying Nonlinguistic Representations to Summarizing and Note Taking

46. The amount of carbs—and the type—will determine how your blood sugar responds. For example, a jelly doughnut will raise blood sugar much more than a salad will. As the sugar level in your blood goes up, the pancreas releases insulin to move the sugar out of the blood.
Insulin is manufactured in a part of your pancreas called the Islets of Langehans. Think of insulin as the barge that transports the glucose from your blood to your cells.
Once it reaches the cells, three things can happen to that glucose: It can be mobilized for immediate energy; it can be converted into glycogen and stored in the liver and muscles for later use as energy; or the liver can store it as fat—on your belly, thighs, and elsewhere. That’s why insulin is called “the fat-producing hormone.”
From> Dr. Atkins New Diet Revolution

47. Summarizing and Note Taking
Generalizations from research on Summarizing:
To effectively summarize, students must delete some information, substitute some information, and keep some information.
To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.
Being aware of the explicit structure of information is an aid to summarizing.
Generalizations from research on Note Taking:
Verbatim note-taking is, perhaps, the least effective technique.
2. Notes should be considered a work in progress.
Notes should be used as study guides for tests.
4. The more notes that are taken, the better.

48. The amount of carbs—and the type—will determine how your blood sugar responds. For example, a jelly doughnut will raise blood sugar much more than a salad will. As the sugar level in your blood goes up, the pancreas releases insulin to move the sugar out of the blood.
Insulin is manufactured in a part of your pancreas called the Islets of Langehans. Think of insulin as the barge that transports the glucose from your blood to your cells.
Once it reaches the cells, three things can happen to that glucose: It can be mobilized for immediate energy; it can be converted into glycogen and stored in the liver and muscles for later use as energy; or the liver can store it as fat—on your belly, thighs, and elsewhere. That’s why insulin is called “the fat-producing hormone.”
From> Dr. Atkins New Diet Revolution

49. eat carbs—blood sugar goes up and pancreas releases insulin
Carbohydrate
eat carbs—blood sugar goes up and pancreas releases insulin
in Islets of Langehans in pancreas, insulin produced to carry glucose to cells
once in cells, 3 things can happen
a) energy
b) convert to glycogen and goes to liver and muscles for later
c) or liver can store as fat
Insulin—fat producing hormone
What do carbs do to blood?
What does insulin carry to cells?
What is role of pancreas?
Effects on body?
Summary:

50. Homework and Practice
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52.                                               
The Homework Ate My Family KIDS ARE DAZED, PARENTS ARE STRESSED BY ROMESH RATNESAR
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53. stophomework.com
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54. Generalizations from Research on Homework:
and Practice
Generalizations from Research on Homework:
The amount of homework assigned to students should be different from elementary to high school.
Parent involvement in homework should be kept to a minimum.
The purpose of homework should be identified and articulated.
If homework is assigned, it should be commented on.
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55. The amount of homework assigned to students should be different from elementary to high school.
????
10 minutes x grade level =
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56. Homework Assignments Issue: Time
Learning Goal: Increase competency when multiplying 3 digits time 3 digits. A
Assignment:
Do all of the even numbered problems on page Bring your work to class with you tomorrow morning. B
Practice this skill tonight by using the problems on page Do as many as you can accurately in 15 minutes tonight. Bring with you those you were able to do in the 15 minutes.
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Pros and Cons?

57. 2.Parent involvement in homework should be kept to a minimum.
“While it is certainly legitimate to inform parents of the homework assigned to their children, it does not seem advisable to have parents help their children with homework.”
“Specifically, many studies show minimal and even negative effects when parents are asked to help students with homework.
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58. When your child has worked hard but cannot complete the assignment in a reasonable time, and you are thinking about sitting down and helping her…….STOP. Get out a piece of paper and write the teacher a note….
Dear Ms. Curie,
Sally has worked hard for one hour on this assignment and cannot complete it. I told her to stop and assured her that she had completed her homework for tonight. She doesn’t really understand how to read bar graphs yet so she can’t go on. Please let her know if there will be more instruction in class or if she needs to come in for extra help.
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59. 3.The purpose of homework should be identified and articulated.
Appropriate purposes for homework
Skills and Processes
PRACTICE
to increase accuracy, fluency, and, if appropriate, speed
Information and Ideas
DEEPEN
Preparation for new learning or
Elaboration to increase understanding
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60. Assignment Notebook Assignment: Due:
Formats for homework that clarify purpose:
Assignment Notebook
Language Arts
Assignment:
Due:
Learning Goal: As a result of doing this assignment, I should:
Math
Science
Social Studies
Assignment:
Due:
Learning Goal: As a result of doing this assignment, I should
Know more about…? Understand better…? Be more skilled at…?
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61. Homework Policies Issue: Purpose
You can expect homework each evening, Monday through Thursday. It is your responsibility to complete the assignments to be prepared for class the next day. A
There often is just not enough time in class for each of you to study and practice what you are learning. When it seems that there is a clear need for further individual work beyond what we do in class, you will have homework.
For some learning goals, frequent homework might be assigned; for others, there might be no need for homework. When there is homework, it is your responsibility to complete the work and be prepared for class the next day. B
Which do you prefer? Why?
What is most common? Why
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62. A B C
If you do not do your homework, you will not be allowed to go to recess. You will work in the room until the work is completed.
You, and I, will keep track of whether you complete the homework and a homework completion grade will be 10% of your overall grade in Math.
You, and I, will keep track of whether you complete your homework. If your assessments indicate you are not progressing toward the learning goals, we will have a conference to determine why. If we decide one reason is that you have not been completing homework, we (and perhaps your parents) will figure out how to help you to complete your homework.
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63. Homework
You know homework is causing stress when you hear YOUR CHILD say…
“I am sorry I can’t come out and play right now. I have to help my dad with my homework.”
Or when you hear YOURSELF say..
“Please stop your crying. This is how we did it when I was in school. It will be fine.”
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