Marzano Instructional Model Overview Toby Boss ESU 6

Objectives Provide an overview of the model Discuss the need to have a common language of instruction Generate examples from teacher practice Resources can be accessed at: http://tobyboss.wikispaces.com/home

Name it. Describe it. Say why it’s good. Craft Knowledge “…the knowledge about the practice that is collected, codified, legitimated, and shared by professionals.” (Burney, 2006) Name it. Describe it. who, what, when, how Say why it’s good. why KEY: intentional replication! EIS 2010

Thinking about instruction… List two or three successful strategies that you use with your students. Examples Inside/Outside Circle 15 to 25

Expert Perceptions Richard Elmore Education is a profession without a practice. We haven’t developed a clear sense of what we do, and how it relates to our core mission. It is no longer acceptable to say that teaching is a mysterious thing, that occurs idiosyncratically in every classroom. We need a systematic answer to the question of how we do what we do.

The Art & Science of Teaching 10 “design questions” teachers ask of themselves as they plan a unit of instruction.

The Art and Science of Teaching Ten Design Questions – What will I do to: establish and communicate learning goals, track student progress, and celebrate success? help students effectively interact with new knowledge? help students practice and deepen their understanding of new knowledge? help students generate and test hypotheses about new knowledge? engage students? establish or maintain classroom rules and procedures? recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? establish and maintain effective relationships with students? communicate high expectations for all students? develop effective lessons organized into a cohesive unit?

Why do we need a common language of instruction? Provides a method to talk about instruction Provides a way to name, share and replicate strategies Provides a framework for reflection and goal setting

Background People are motivated by three things Purpose Autonomy Mastery (Robert Marzano and Daniel Pink citing Edward Deci) Mastery of anything takes about 10,000 hours (Gladwell) or 10 years (Marzano) Teaching is complex and takes about 10 years to master

Presumptions Teaching is complex The model should be “robust” enough to capture this complexity – 41 strategies Teachers need not do them all Gains are incremental - get better at a few each year Feedback using a common language of instruction is critical

Lesson Segments “Thin slices” of instruction Those involving routines Those involving content Those enacted on the spot

MRL Scales for Reflective Practice: General Scale Innovating New strategies are created to meet needs of specific students or class as a whole Applying Strategy is used and monitored to see if it has desired effect Developing Strategy is used but in a mechanistic way Beginning Strategy is used but pieces are missing Not Using Strategy is called for but not used

Incremental Improvement It takes deliberate practice to over the course of 10 years to be an expert Teachers need not do all the strategies – not only one way to teach – it’s complex! Choose one or two for improvement with deliberate practice Goals for improvement should be set at appropriate stages (yearly, semester, quarter)

The Art and Science of Teaching Learning Goals and Feedback Interacting with New Knowledge Practicing and Deepening Generating and Testing Hypotheses Student Engagement Establishing Rules and Procedures Adherence to Rules and Procedures Teacher-Student Relationships High Expectations Page 7, The Art & Science of Teaching OPTIONAL/DON’T DO!!!!!! Whole group: Go through each question: STAND UP if you think this works in your system, ‘crouch’ if you’re not sure, stay seated if you doesn’t think this works for your system. Expect to hear some, “Yeah, buts…” Dialogue: OK, if these all have a place in your system, how might these look DIFFERENT???? Keep that filter ‘on’ as we continue our work today. 14

The Art and Science of Teaching Student Engagement High Expectations Teacher/Student Relationships Adherence to Rules and Procedures ENACTED ON THE SPOT INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Summarize where we’ve been, where we’re heading: ENGAGEMENT Interacting with New Knowledge Practicing and Deepening Generating/ Testing Hypotheses 15 Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success

Lesson Segments “Thin slices” of instruction Those involving routines Those involving content Those enacted on the spot

The Art and Science of Teaching Routine Segments INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures Summarize where we’ve been, where we’re heading: ENGAGEMENT

Routine Segments Communicate learning goals Track student progress Celebrate success Establish classroom rules and procedures Organize the physical layout of the room

Discuss What are examples of routine segments from your practice? How do you: Communicate to students the learning goal? Establish and teach procedures? Provide feedback? Celebrate? Organize the room?

ADDRESSES CONTENT IN SPECIFIC WAYS The Art and Science of Teaching Content Segments ADDRESSES CONTENT IN SPECIFIC WAYS Summarize where we’ve been, where we’re heading: ENGAGEMENT Interacting with New Knowledge Practicing and Deepening Generating/ Testing Hypotheses 20

Content Segments Interact with new knowledge Practice and deepen content Generate and test hypothesis

Discuss What are examples of content segments from your practice? How do you: Introduce content? Practice content? Provide projects to apply content?

cutting-edge research concrete strategies sustainable success On the Spot Segments Student Engagement High Expectations Teacher/Student Relationships Adherence to Rules and Procedures ENACTED ON THE SPOT Summarize where we’ve been, where we’re heading: ENGAGEMENT 23 Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success

On the Spot Segments Student engagement Adherence to rules and procedures Teacher –student relationships High expectations

Discuss What are examples of on the spot segments from your practice? How do you: Engage students? Address adherence to rules? Build relationships? Communicate high expectations?

Thinking about instruction… List two or three successful strategies that you use with your students. Discuss where you would find these strategies in the Marzano Model

The Art and Science of Teaching Student Engagement High Expectations Teacher/Student Relationships Adherence to Rules and Procedures ENACTED ON THE SPOT INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Summarize where we’ve been, where we’re heading: ENGAGEMENT Interacting with New Knowledge Practicing and Deepening Generating/ Testing Hypotheses 27 Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success

Resources http://marzanoresearch.com/site http://esu6mrl.wikispaces.com http://esu6craftknowledge.wikispaces.com ESU 6 YouTube: http://www.youtube.com/user/esu6pd