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Addressing Content Elements 4 & 5 Part #2 Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development.

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Presentation on theme: "Addressing Content Elements 4 & 5 Part #2 Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development."— Presentation transcript:

1 Addressing Content Elements 4 & 5 Part #2 Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

2 Participants will be able to understand and apply research-based characteristics related to Addressing Content (Elements 4 & 5) as they apply to the Teacher Observation/Evaluation Rubric. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

3 Engages students in cognitively complex tasks Students explain IP expectations Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

4 It is the job of the classroom teacher to keep students engaged. Engaged students are those students that are consistently attending to the instructional activities occurring in the classroom. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

5 There are five areas that Marzano names that will help teachers increase student engagement: High energy Missing information The self-system Mild pressure Mild controversy and competition Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

6 High Energy for engagementphysical activity to increase blood flow, pacing instruction, avoiding interruptions, teacher enthusiasm Missing Information for engagement crossword puzzles, games The Self for engagementincorporates how a student relates him/herself to the activities Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

7 Mild Pressurewait time focuses student attention Mild Controversy and Competition structured debate, competition Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

8 Highly Effective IP engages students in cognitively complex tasks (e.g. decision making, problem solving, experimental inquiry, investigation) and monitors the extent to which students are generating and testing hypothesis. Effective Engages students in cognitively complex tasks (e.g. decision making, problem solving, experimental inquiry, investigation). Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

9 Developing Uses strategy incorrectly or with parts missing Unsatisfactory Strategy was called for but not exhibited Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

10 Hypothesis generating is a form of problem-based learning where students work together to solve a problem. Hypothesis generating requires students to question and apply knowledge. Hypothesis generating is the working through process toward understanding the resolution of a problem. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

11 Hypothesis generating is making predictions and then trying to confirm of disconfirm those predictions. (Marzano, 2007) Project learning with teacher guided activities that allow student to generate and test hypotheses are suggested. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

12 Circulates Around the Room available to students. Interacts with Students During the Class. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

13 Highly effective Acts as a guide and resource provider as students engage in cognitively complex tasks and monitors the extent to which students request and use guidance and resources. Effective Acts as a guide and resource provider as students engage in and test cognitively complex tasks. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

14 Developing Uses strategy incorrectly or with parts missing. Unsatisfactory Strategy was called for but not exhibited. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

15 Reading Like a Historian Starch Lab Experiment Teaching Fractions Environment Lesson Plans Analyzing Text as a Group Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

16 Passing Notes Teaching Strategy Preparing Students for Tests Technology and Math Common Core Collaborative Discussions Teaching Geological Time Bringing Socratic Seminars to the Classroom Bringing Socratic Seminars to the Classroom Teaching About Textual Evidence Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

17 Elementary BRE Bennett Addressing Content Part II (wmv) HNP Bailey Addressing Content Part II (wmv) (Please note: Links are coming, soon.) Middle/High GBH Parker Addressing Content Part II (wmv) HNM Steigerwalt Addressing Content Part II (wmv) Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

18 Additional information may be found in The Art and Science of Teaching, Marzano, GOOD LUCK! Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff


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