Conestoga Valley’s C&I Framework Effective Planning & Instruction

Session Goals Develop understanding of learning goals and acquisition of knowledge Acquire a bank of common and deliberate instructional strategies

Understandings The CV Instructional Framework is based in UbD and Marzano’s Art & Science of Teaching. The Marzano framework provides a roadmap for effective teaching guided by 10 Design Questions. CV teachers are already utilizing many of these strategies, however, consistent and deliberate implementation is the goal.

Essential Questions Design Question 1: What will I do to establish and communicate learning goals, track student progress and celebrate success? (Stage 1 & 2) Design Question 2: What will I do to help students effectively interact with new knowledge? (Acquire)

Review of Effective Planning Stages Stage 1: Identify Desired Results Stage 2: Assessment Evidence Stage 3: Lesson Plan

Why are we doing this? The Art & Science Framework is based on years of research done by Dr. Robert Marzano and his team. It’s a compilation of previous research- based programs: What Works in Schools Classroom Instruction that Works Classroom Management that Works Classroom Assessment and Grading that Work The framework will support and enhance what we already know and do with UbD.

Do We Need Marzano Strategies &UbD? The Art & Science of Teaching provides specific instructional strategies that have been proven by research to improve student achievement. The research-based strategies are referred to as “high probability” strategies. All strategies will not work in all grades and subjects for every student. The Marzano Instructional Framework reinforces the importance of a common educational language provides guidelines for best practice creates an opportunity for consistent feedback and continuous improvement

Design Question 1: What will I do to establish and communicate learning goals, track student progress and celebrate success? Stage 1 Desired Results Clearly articulated understandings and essential questions Stage 2 Assessment Formative/summative assessments Rubrics Feedback Recognition of success

Design Question 2 : What will I do to help students effectively interact with new knowledge? Stage 3: (Acquire) examples Identifying critical input experiences and previewing new content (module 4) Breaking content into small chunks of new information and organizing students into small groups to facilitate the processing of new information (module 5) Asking students to elaborate on what they’ve learned, summarize and represent their learning, and reflect on their learning. (module 6)

Coming soon…February 17, 2012 Meaning and Transfer 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.