1. Crysten Caviness Curriculum Management Specialist Birdville ISD

3. Explore BISD’s Learning Platform Identify, analyze, and apply Marzano’s 9 best- practice strategies Make connections between the work we have been doing in BISD and the next steps we need to take Brainstorm classroom applications for the strategies we apply to our own learning today

8. STUDENT- CENTERED INTERACTIVE COGNITIVE Standards

9. The focus is on what STUDENTS do, not what the teacher is doing. It is about the LEARNING. Students will be involved in more authentic tasks that are challenging and provide experiences that lead to holistic learning.

10. This is about the RIGOR - higher-order, conceptual learning. This represents the THINKING required by the standards. Learning causes students to construct their thinking according to their developmental stage. When they can reflect upon and express this, their thinking is made visible and teachers can better assess their levels of cognition to determine necessary scaffolding.

11. This is about the dynamics and structures of the class, as well as the locus of control. Teachers empower students to be more accountable for their own learning and provide opportunities for sociable collaboration that allows students to interact not only with each other, but with their own learning.

12. Teachers deeply understand the content, context, and cognitive requirements of the standards Teachers explicitly communicate learning expectations so students clearly understand and can take ownership over their own learning Teachers design learning tasks that closely align to the content, context, and cognitive requirements of the standards Teachers and students monitor learning toward achievement of standards

13. Mostly formative and reflective Triangulation of data: numerical, descriptive, observational feedback Timing and efficiency of assessments Feedback from teacher, peers, and self- reflection throughout the learning cycle

14. The focus is on what students are actually doing each day The work students do causes them to engage in the content, context, and cognitive rigor of the standards Students are able to demonstrate understanding of the connection between the standards and their work tasks and products

15. Robert Marzano and John Hattie have both done extensive work in determining what effect certain teaching strategies and structures have on learning. How much do we know about these best-practice strategies and structures?

16. Average Percentile Point Gains on Student Achievement Tests

18. How did this strategy push my thinking? What processes did I go through in my brain throughout the activity? How could I use this to advance student learning in my classroom?

19. Used analogies to find similarities between concepts and practices Set objectives Generated and tested hypotheses Incorporated Cooperative Learning Begun an advance organizer that also serves as a guide for note-taking

20. Research: Students learn more efficiently when they know the goals and objectives of a specific lesson or learning activity.

21. Research: Organizing students into cooperative groups yields a positive effect on overall learning if approach is systematic and consistent.

22. Research: Generating and testing hypotheses involves the application of knowledge, which enhances learning.

23. Examples of Strategies Problem Solving Investigation Invention Experimental Inquiry Decision- Making

24. Questions Help students analyze what they already know Cues Provide explicit reminders about what a student is about to experience Advance Organizers Help students retrieve what they know about a topic and focus on the new information

25. Recommendations: Introduce new vocabulary Provide links to prior knowledge or experiences Begin with student predictions Tell students the topic of an article they are about to read Provide ways for students to organize new content

26. Research: The ability to break a concept into its similar and dissimilar characteristics allows students to understand and solve complex problems by analyzing them in a more simple way.

27. -Comparing similarities and differences -Classifying grouping things that are alike -Metaphors comparing two unlike things -Analogies identifying relationships between pairs of

28. Recommendations: Give students a model for the process. Use familiar content to teach steps. Give students graphic organizers. Guide students as needed.

29. Where does each Marzano category fit on the learning platform? WHY? Step 1 What parts of the learning platform remain? How does it meet and go beyond Marzano? Step 2 How are these qualities SIMILAR and/or DIFFERENT from what you already do in your classroom? Step 3

30. How did this strategy push my thinking? What processes did I go through in my brain throughout the activity? How could I use this to advance student learning in my classroom?

31. Research: Both homework and practice give students opportunities to deepen their understanding and proficiency with content they are learning.

33. Research: Engaging students in the creation of nonlinguistic representations actually stimulates and increases activity in the brain

34. Recommendations: Generating mental images Drawing pictures or pictographs Constructing graphic organizers Acting out content Making physical models Making revisions to physical models, mental images, pictures, graphic organizers

35. Make thinking visible Activate current knowledge Present information Take notes Summarize information Assess student learning Use Graphic Organizers to:

36. Setting objectives and providing feedback Incorporating cooperative learning effectively Summarizing and note-taking Reinforcing effort and providing recognition Increasing value in homework and practice Generating and testing hypotheses Identifying similarities and differences Using non-linguistic representations Questions, cues and advance organizers

37. How did this strategy push my thinking? What processes did I go through in my brain throughout the activity? How could I use this to advance student learning in my classroom?

38. Rewards do not necessarily have a negative effect on intrinsic motivation. Reward is most effective when it is contingent on the attainment of some standard of performance. Symbolic recognition is more effective than tangible rewards. (charts)

39. Recognize effort & progress throughout unit Specific praise Intermittent celebrations Students chart effort and achievement Students record progress toward goals Recommendations:

41. - encourages powerful learning - leads to deeper understanding - facilitates long-term recall Verbatim note taking is the least effective way to take notes.

42. Verbal summaries Written summaries Graphic organizers Have students paraphrase key points Revise and interact with notes during and after learning Recommendations

43. Research Note taking and summarizing are closely related. Both require students to identify what is most important about the knowledge they are learning and then state that knowledge in their own words.

44. Explicitly teach students a variety of note-taking formats Provide an organizer for taking notes Have students revise and review their notes Provide an activity for students to use their notes Recommendations

45. ThinkWriteDiscussShare

47. How did this strategy push my thinking? What processes did I go through in my brain throughout the activity? How could I use this to advance student learning in my classroom?

48. Involves incorporating all pedagogical categories All strategies will not work all of the time Categories help us select strategies based upon their purposes Accounts for the art and science of teaching Critical for the shift to a learning platform Critical to ensuring that all students learn

49. We hit them all!

50. Website Professional Development One step at a time toward a platform of learning in BISD

51. http://schools.birdvilleschools.net/surveys