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Marzano Training May 24, 2013.

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Presentation on theme: "Marzano Training May 24, 2013."— Presentation transcript:

1 Marzano Training May 24, 2013

2 Who Moved My Cheese?

3 Marzano Learning Map

4 Overview Domain 1: We are only focusing on Domain 1.
Design Questions 1-9 Lesson Segments: Routine, Addressing Content, Enacted on the Spot Key Definitions: Design Questions are questions that teachers ask themselves when planning instruction. What is the desired effect? The desired effect is what we want the student to come out of the lesson knowing. Teacher monitors for evidence (the desired effect).

5 Segment 1 Routine Events:
Design Questions 1 & 6 DQ 1 will not be rated until formal training takes place. Narrative feedback may be given.

6 Drilling Down Into Design Question 1
# Element Desired Effect of the Strategy What can teachers have students do? 1 Providing Clear Learning Goals and Scales 2 Tracking Student Progress 3 Celebrating Success Students feel pride in their knowledge gain and accomplishments and students are motivated to continue progress toward goal. TAT

7 Segment 2 Addressing Content (Gradual Release of Teacher Directed Lessons): DQ 2: Introducing New Knowledge DQ 3: Deepening New Knowledge DQ 4: Hypothesizing and Testing New Learning Most teaching will take place in DQ 2 or 3.

8 Desired Effect of the Strategy What can teachers have students do?
Drilling Down Into DQ 2 # Element Desired Effect of the Strategy What can teachers have students do? 6 Identifying Critical Information Students know what content is important vs. what isn’t important 7 Organizing Students to Interact with New Knowledge Students benefit from the thinking of their peers through group interaction 8 Previewing New Content Students activate their prior knowledge 9 Chunking Content into “Digestible Bites” Students process and learn information in appropriate chunks. 10 Processing of New Information Students are cognitively engaged with new content during interactions with other students. 11 Elaborating on New Information Students draw conclusions that were not explicitly taught within the chunk. 12 Recording and Representing Knowledge Students accurately record and represent their understanding of critical content in linguistic and/or nonlinguistic ways. 13 Reflecting on Learning Students examine their level of understanding and identify areas where they are clear and confused.

9 Desired Effect of the Strategy What can teachers have students do?
# Element Desired Effect of the Strategy What can teachers have students do? 14 Reviewing Content Students produce an accurate representation of previously taught critical content. 15 Organizing Students to Practice and Deepen New Knowledge Students deepen their understanding through group interaction 16 Using Homework Students deepen their understanding through homework 17 Examining Similarities and Differences Students describe how elements are similar and different and what new information they have learned as a result of their comparisons. 18 Examining Errors in Reasoning Students can identify and articulate errors in logic or reasoning, or the structure of an argument, and explain new insights resulting from this analysis. 19 Practicing Skills, Strategies, and Processes Students practice to increase automaticity with a skill 20 Revising Knowledge Students make additions and deletions to previous knowledge that deepen(s) their understanding. Drilling Down Into DQ 3

10 Segment 3 Enacted on the Spot: Focuses on student engagement
Rules and procedures Maintaining effective relationships with students Set high expectations for all students *Focus on DQ 5

11 Elements Within each design question there are elements, and each element is a category of strategies. P has suggested strategies for each element. Example DQ 3 – Element 14: Reviewing Content Give a quiz Summarize Cloze Activities

12 Desired Effect Each element has a desired effect.
The desired effect is what the student will be able to demonstrate after a lesson.

13 Let’s Link Desired Effect Back to the Developmental Scale
Not Using Beginning Developing Applying Innovating Desired Effect Facilitation Notes: Now lets link it back to the Developmental Scale to go deeper with the understanding of each scale level Descriptions of each scale level is discussed on the next 5 slides. Desired Effect only plays a part in the Developing, Applying and Innovating levels TAT

14 Monitoring for the Desired Effect
Monitoring is Key: Teachers must plan for monitoring techniques. Monitoring is specific to the element. Monitoring students for the desired effect provides the information needed to make adjustments. Example: DQ 3 – Element 14 (Reviewing Content) summaries, graphic organizers, questioning, present students with a problem and have them solve it with the new information, turn and talk

15 Design Question 4 Higher Level Thinking:
What will I do to help students generate and test hypotheses? Student directed Project based learning Long term or Short term investigations Students apply knowledge to real world situations Student questioning to make meaning

16 Design Question 5 Student Engagement:
It is important to distinguish between compliant behavior and cognitive engagement.

17 The Protocol This is the roadmap using the common language of instruction that allows us to easily navigate through the model. Each element has its own protocol Provides clear criteria for success Drives the feedback for growth Facilitation Notes: This is a basic introduction to what we call the Protocol for Observation in the Marzano Teacher Evaluation Model. The word protocol means a set process, and we use the word to refer to the complete set of information found on the Domain 1 protocols included in the Participant Notebook. The protocol represents the “clear criteria for success” for each element. There is a protocol for each of the 60 elements in the Model. We will be looking at some of the protocols for the 41 elements in Domain 1. Point out that these protocols are exactly the same as the electronic version in iObservation. These are used to provide feedback to teachers, to give an evaluative score following an observation, and include a scale for teacher growth. When you are reading this list of attributes, you can work from big idea of common language to more specific. Highlight that the guessing game of what an administrator is looking for or a teacher is working on are over. These protocol pages define the criteria for success or the expectation of what should be happening at each school within a district. Each element has its own protocol sheet which is to be used to give focused feedback only on dominant elements. The term dominant element will be new, so take a minute to say “if I gave feedback in 41 elements,” would my feedback be focused? NOTE: If the teacher mentors have been exposed to the iObservation platform, encourage them to follow along in iObservation as you explain each section of the protocol. Have iObservation ready to demonstrate. This is not the time to teach how to use the system, but it is important to help make connections between what you are teaching and the tool they will be using for observations. (Some districts may not have exposed the teachers or mentors to the iOb tool yet) TAT

18 Navigating the Protocol
page186 Facilitation Notes: Have participants locate the protocols in their notebook. Tell them that we will be focusing on the Lesson Segment Addressing Content today, and so we will look at element 8-Previewing New Content. When learning about a new protocol, or when quickly reviewing one before an observation, start at the top and read top-down. That’s how we will approach the next few slides. TAT

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