Presentation on theme: "Marzano Causal Model: A Framework for Teaching and Learning"— Presentation transcript:
1 Marzano Causal Model: A Framework for Teaching and Learning Facilitator NotesThe approximate time allocation for each section follows:Section 1: Frame and Why Shift, Rationale for Marzano Model (12:30-1:00) SLIDES 1-6Section 2: Exploring the Framework (1:00-1:40) SLIDES 7-13Break (1:40-1:50)Section 3: Applying the Protocol for Element #2 (1:50-2:30) SLIDES 14-22Section 4: Harrison Agreement (2:30-3:00) SLIDES 23-28
2 Essential Questions Why shift to the Marzano Causal Model? How does the model support continuous improvement?What are the key features of our APPR agreement?What are the key features of our APPR agreement?Will provide an overview
3 Today’s Goal and Objectives Learning Goal: Participants will understand how the Marzano Teacher Evaluation Model supports teacher growth through feedbackParticipants will:Understand the common language and organization of the Marzano Framework and how it serves to support growth and teacher expertise.Recognize those strategies within the Marzano Model that are already a part of their current instructional practice.Apply the Model to a sample lesson.Learn about the elements of the district’s APPR plan.
4 Why Shift from Danielson to Marzano? Why shift to the Marzano Causal Model?Alignment of teahcer modelt o principal modelCommon language about teaching and learningCausal model helps to connect effective teaching to student achievement in a deliberate way
5 Dr. Marzano In His Own Words… What is the relationship between effective teaching and student achievement?Emphasize the causal relationship between effective teaching and student learning.
6 Teacher Expertise Teacher Expertise Common Language of InstructionFocused Feedback and Deliberate PracticeOpportunity to Observe and Discuss Teaching and LearningClear Criteria for Success and Plan for SuccessRecognition of progressThere is an expectation that all teachers can increase their expertise from year to year, which, in turn, produces gains in student achievement from year to year with a powerful cumulative effect.
7 Marzano Causal ModelWhen these strategies are used, here is the typical effect on raising student achievement (percentile gain corrected):Note Taking17%Practice14%Setting Goals/Objectives25%Student Discussion/ChunkingSummarizing19%Tracking Student Progress and Using Scoring Scales34%Building Vocabulary20%Effort and Recognition14%Graphic Organizers13%Homework15%Identifying Similarities and DifferencesInteractive GamesNonlinguistic Representations17%Dr. Marzano has examined research across multiple studies to examine the relationship between instructional strategies and student learning.Specific strategies have been shown to positively impact student learning.Specific strategies need to be deliberately and intentionally incorporated into a teacher’s practice.Haystead & Marzano.(2009).
8 Exploring The Framework Domains, Lesson Segments, Design Questions and Elements Danielson has four domains domains, elements & elementsMarzano has four domains, lesson segments, design questions and elements
9 Marzano Causal Model: Four Domains of Professional Practice Domain 1: Classroom Strategies & BehaviorsDomain 2: Planning & PreparationDomain 3: Reflecting on TeachingDomain 4: Professionalism & Collegiality
10 The Marzano Art and Science of Teaching Framework: Domain 1 LSIThe Marzano Art and Science of Teaching Framework: Domain 1Lesson Segment Involving Routine EventsDesign Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?Design Question 6: What will I do to establish or maintain classroom rules and procedures?Lesson Segment Addressing ContentDesign Question 2: What will I do to help students effectively interact with the new knowledge?Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?Design Question 4: What will I do to help students generate and test hypotheses about new knowledge?Lesson Segment Enacted on the SpotDesign Question 5: What will I do to engage students?Design Question 7: What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?Design Question 8: What will I do to establish and maintain effective relationships with students?Design Question 9: What will I do to communicate high expectations for all students?Domain 1 is organized into three lesson segmentsDesign questions are associated with each lesson segment and are meant to help a teacher think through the essential elements associated with lesson and unit design. [copies of this slide needed for participants]Copyright 2011 Learning Sciences International
11 Narrowing the Focus: Design Questions Select a DQ that piques your interest, resonates for you as a teacher, or provokes questions for you about your practice.Share with a partner.Find a Partner… Think Pair Share
12 The Marzano Art and Science of Teaching Framework: Domains 2-4 Planning and PreparingPlanning and Preparing for Lessons and UnitsPlanning and Preparing for Use of Resources and TechnologyPlanning and Preparing for the Needs of English Language LearnersPlanning and Preparing for the Needs of Students Receiving Special EducationPlanning and Preparing for the Needs of Students Who Lack Support for SchoolingDomain 3:Reflecting on TeachingEvaluating Personal PerformanceDeveloping and Implementing a Professional Growth PlanDomain 4:Collegiality and ProfessionalismPromoting a Positive EnvironmentPromoting Exchange of Ideas and StrategiesPromoting District and School DevelopmentRefer to the other domains as part of the model; don’t go into depth
13 Domain 1: Classroom Behaviors & Strategies LSIDomain 1: Classroom Behaviors & StrategiesThis slide shows the 9 design questions of Domain 1 with the 41 strategies & behaviors listed. Strategies are instructional practices that teachers use in the classroom. They are also called elements when you move to the protocol. When these strategies are implemented artfully, and at a high level of performance, they have a high probability of positively affecting student achievement.This is the perfect lead in to planning. For teacher to achieve the high-probability they need to intentionally plan these strategies for use with the right group of students at the right time during instruction.Copyright 2011 Learning Sciences International
14 Share your observations/reflections with a partner Self AssessmentReview the Marzano Learning Map for Domain 1.For each of the 41 elements, indicate the following:✔ I am comfortable applying this instructional strategy or behavior and it’s a part of my practice.? I want to learn more about this strategy or behavior.Share your observations/reflections with a partnerTo engage with the 41 elements, provide the directions in this slide.
15 District-wide Goal: Design Question 1 What will I do to establish and communicate learning goals, track student progress & celebrate success?#1: Provide clear learning goals and scales (rubrics)#2: Tracking student progress#3: Celebrating successHow are these elements part of your current practice as a classroom teacher/specialist?DQ #1 will be a district-wide area of focus or goal for for every teacher. The reason: so we can develop our shared understanding of this design question and deepen our expertise as a faculty related to the three elements of practice associated with this design question.
16 Digging into Design Question 1 Element #2: Tracking student progress The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment. What are three ways you track student progress in your classroom?
17 Navigating the Protocol 2. Tracking student progressThe teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment.Teacher Evidence:Teacher helps student track their individual progress on the learning goalTeacher uses formal and informal means to assign scores to students on the scale or rubric depicting student status on the learning goalTeacher charts the progress of the entire class on the learning goalStudent Evidence:When asked, students can describe their status relative to the learning goal using the scale or rubricStudents systematically update their status on the learning goalWhat else do you see the teacher do?What else do you see the students do?Orient participants to the protocol for element #2: tracking student progress. Point out the focus statement and emphasize that the teacher & student evidence is illustrative but not comprehensive; it is not a checklist.Emphasis is on what the observer can observe the teacher and the students saying or doing.
18 LSIProvide context for the video: grade level, subject, focus on element #2: tracking student progress to practice the protocolUse the graphic organizer to capture notes while you observe the lessonParticipants then share what evidence they observed the teacher and the students saying/doingClassroom VisitCopyright 2011 Learning Sciences International
23 Navigating the Protocol ScaleNot UsingBeginningDevelopingApplyingInnovatingStrategy was called for but not exhibited.Uses strategy incorrectly or with parts missing.Facilitates tracking of student progress using a formative approach to assessment, but the majority of students are not monitored for the desired effect of the strategy.Facilitates tracking of student progress using a formative approach to assessment and monitors for evidence of the extent to which the majority of students understand their level of performance.Adapts and creates new strategies for unique student needs and situations in order for the desired effect to be evident in all students.Reflection QuestionsHow can you begin to incorporate some aspects of this strategy into your instruction?How can you facilitate tracking of student progress using a formative approach to assessment?In addition to facilitating tracking of student progress using a formative approach to assessment, how can you monitor the extent to which students understand their level of performance?How might you adapt and create new strategies for facilitating tracking of student progress using a formative approach to assessment, that address unique student needs and situations?What are you learning about your students as you adapt and create new strategies?Have participants review the scale and make observations about what distinguishes each level of performance (highlight/underline key words and phrases)Use the scale to plot the teacher’s performance based on the evidence collected and discussed; discuss as a table then as a large groupHow could the reflective questions be useful to help the teacher improve his/her practice?
24 Teacher Observation & Evaluation Some Big Ideas to Remember We engage in sustained, reflective dialogue about instruction with supervisors and colleagues to continuously improve our practiceThink of the observation/evaluation process as one-on-one professional developmentRemain open to constructive feedbackSeek progress, not perfection!
26 APPR PLANTeachers will participate with principals, directors/supervisors in goal setting meetings to be held at opening conferences:Goal #1-District-slected: DQ1Goal #2-Developed by principal/supervisorGoal #3-Chosen by teacherGoals are based on Design Questions or Element Clusters (not individual elements of practice)
27 Classroom Observations TENURED TEACHERSPROBATIONARY TEACHERS2 Observations1 announced long form1 unannounced; can be either long form or short form4 Observations2 announced & 2 unannouncedAll are long form, but 1 can be replaced by 3 short form observations
28 Long & Short Form Observations Long Form Observations:Full class periodMore data points/feedback providedPre and post observation conferences occurShort Form Observations:Minimum of 10 minutes in durationFewer data points/feedback providedPost observation at the request of teacher or observer
29 Observations Continued… Post observation conferences for long-forms will occur within 5 school days of observation.Observation report will be provided to teachers within 5 school days of post.Subsequent observations will only occur after 5 school days have passed since the teacher received feedback from the last long form observation.
30 Beginning-of-Year Conferences Reflective QuestionsWhich design question or element cluster do I plan to target for professional growth this year?What do I anticipate will be challenging for me in the year ahead?How can my supervisor and colleagues support my professional growth?As time permits, allow teachers time to reflect on these questions and consider where they may want to focus their attention.