1. Practicing and Deepening Knowledge Marzano Design Question 3 February 3, 2014

2. Discussion What have you tried new in your class to: – Help students interact with new knowledge? – Practice and deepen their understanding of new knowledge? Reflect on how you are proceeding with the instructional goal set in December: – What have you done? – What is your progress? – What might you need?

3. Design Question #3 What will I do to help students practice and deepen their understanding of new knowledge?

4. Learning Goals and Feedback Rules and Procedures INVOLVES ROUTINES ENACTED ON THE SPOT Student Engagement High Expectations Teacher/Student Relationships Teacher/Student Relationships Adherence to Rules and Procedures Generating/ Testing Hypotheses Practicing and Deepening Interacting With New Knowledge The Art and Science of Teaching ADDRESSES CONTENT IN SPECIFIC WAYS

5. If the segment involves knowledge practice and deepening activities, what do you expect to see?

6. Practice Practice doesn’t make perfect – it makes permanent 12 of anything is enough for one episode Two types – Mass Practice: many practices right at the point of learning – Distributed Practice: sprinkle some practices in on a regular basis

7. 2b. Content--Lessons involve practicing and deepening content previously addressed. Cooperative learning Questioning Practicing skills, strategies, and processes Examining similarities and differences –Comparing/contrasting, classifying, creating analogies and metaphors Using homework –Guided and independent practice Revising knowledge –Reviewing/revising notes so they are useful to students and add clarity to understanding.

8. Teacher questioning behaviors affect which students learn how much---no matter the structure. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner. Page 38 of The Art & Science of Teaching

9. Questions Posed in a 30 Minute Time Period Susskind, E. (1979), Encouraging teachers to encourage children’s curiosity: A pivotal competence. Journal of Clinical Child Psychology, 8, 101-106. Teachers Students 50.6 1.8

10. Research finding #1 Teachers ask many questions

11. Implication: Questions promote student learning. Teachers should plan their questions before asking. Ensure that questions match the instructional objectives and promote thinking.

12. A few carefully prepared or selected questions are preferable to large numbers of questions.

13. Research Finding #2: Most teacher questions are at the lowest cognitive level—known as fact, recall, or knowledge. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

14. Implication: Teachers should purposefully plan and ask questions that require students to engage in higher-level thinking.

15. Research finding #3: Not all students are accountable to respond to all questions. Teachers frequently call on volunteers, and these volunteers constitute a select group of students—especially in traditional settings. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

16. Implication: Teachers should establish classroom norms that every student deserves an opportunity to answer questions All students’ answers are important.

17. Research finding #4: Teachers typically wait less than 1 second after asking a question before calling on a student to answer. They wait even less time before speaking after the student has answered Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

18. Implication: Both wait times 1 and 2 promote student thinking and foster more students’ formulating answers to more questions.

19. Research finding #5: Teachers often accept incorrect answers without probing; they frequently answer their own questions. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

20. Implication: Teachers should seek to understand incorrect or incomplete answers more completely by gently guiding student thinking with appropriate probes.

21. Research finding #6: Students ask very few content- related questions. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

22. Implications: Value student questions Help students learn to formulate good questions, and Make time for student questions.

23. Active Questioning, 1995 From Passive to Active--Types of Questions Convergent questions – Right or wrong Divergent questions – Multiple answers

24. Active Questioning, 1995 Quantity Questions… From… –How many doors/windows in this room? –What is square root of 16? To… – What are the possible ways to get out of this room? – List ways you can think to say “4.”

25. Classroom Instruction that Works, 2001 Compare/Contrast Questions (move from concrete to abstract) How is ______________ like __________? How is ________________ different from ____________________? the human brain a computer building a building building a relationship

26. Classroom Instruction that Works, 2001 Feelings, Opinions & Personifications Questions Viewpoint/involvement questions Increase student motivation because they involve emotion – Line up activity Would you rather lead or follow? Democrat, Republican, or Independent? Soccer or volleyball?

27. Classroom Instruction that Works, 2001 Personification Questions Different points of view If the color green could talk, what would it say about the color purple? Be a compass. Describe what you do. What would an obtuse triangle ask a parallelogram?

28. Active Questioning, 1995 Other Types of Active Questions What if…? – What if humans did not have a _____? How come…? – How come jumbo shrimp are so small? Think of some that pertain to your topic area.

29. Process Time Think of 6-8 new kinds of questions for a unit of study you might ask that seek deeper understanding and thinking on the part of students?

30. Questioning Makes the Difference, Johnson, 1990 How can I assess my questioning style? Record a complete day of teaching Review in privacy For every right/wrong answer (convergent) type of question give yourself a check For every divergent (multiple options) question, give yourself an X Add the total of checks and X’s How long did you wait for responses? – Hunter research 2.5 seconds—try 5 seconds or more.

31. Summary What makes sense about asking good questions? What questions do you have? What steps are you going to take?

32. Learning is dependent on prior learning; therefore it is basic to ask, “How is this different from what I already know?” Identifying Similarities and Differences

33. Effective tools include – Venn diagrams – Comparison matrix – Classifying activities – Concept maps – Graphic organizers – T charts – Pro and con grids – Metaphors and analogies Identifying Similarities and Differences

34. Various Venn Diagrams

35. Double-Bubble Diagrams

37. Concept Map Example

38. Classification Chart

39. T-Charts

40. Solving Analogy Problems One or two terms are missing. Please think about statements below. Turn to your elbow partner and provide terms that will complete the following analogies. Bone is to skeleton as word is to ______. Rhythm is to music as _____ is to _____. What is the relationship?_________________

42. Summary What makes sense about having students identify similarities and differences? What questions do you have? What steps are you going to take?

43. Resources Milford Instruction Wiki – MPSinstruction.wikispaces.com Craft Knowledge Wiki – esu6craftknowledge.wikispaces.com