1. Oct. 11, 2011– May 8, 2012 Facilitators: Carol Mayer & Ginni Winters

2. Overall Course Outcomes Explore the high-yield instructional strategies researched by Marzano and learn how technology can enrich them in the classroom. Determine how strategies and technology can be implemented in your practice. Document your learning using online tools. Share artifacts, insights, and products from your learning experience.

3. Today’s Objectives Gain awareness of course content. Examine first three instructional strategies. Understand how to use course website. Create Google account and online workspace.

4. Our Working Agreements Cell phones and beepers on silent cue. Cease electronic conversations. Take care of your needs. Take responsibility for your learning.

5. About this Blended Learning Experience Two types of learning experiences  Face-to-Face : Oct. 11 th, Nov. 8 th, Jan. 10 th, Feb. 7 th, Mar. 27 th, May 8 th  Module Due Dates: Nov. 1 st, Jan. 3 rd, Jan 31 st, Mar. 20 th Apr. 17 th Eleven units each including strategy and tool Final Presentation

6. The Eleven Units Read about strategy Reflect on strategy Learn the tool Reflect on tool how you currently use strategy insight from the reading how you might implement tool in your classroom

7. What We Expect from You Reasonable reflections Meet the due dates Self-motivated and problem-solver Communicate with us as needed

8. What You Can Expect from Us Weekly encouragement Emails answered within 48 hours Feedback after each due date

9. Instructional Strategies Classroom Instruction That Works – Marzano, Pickering, Pollack Decades of research, meta analysis, 100s of studies Highest probability of enhancing student achievement All students, all grade levels, all subject areas

10. Nine Categories of Strategies 11 Strategies Objectives & FeedbackEffort & Recognition Similarities & Differences Cues, Questions, Organizers Summarizing & Note Taking Cooperative Learning Homework & PracticeNonlinguistic Representation Generating & Testing Hypothesis

11. New Format for Instructional Strategies that Work… (McRel, 2011) Helping Students Extend and Apply Knowledge Identifying similarities & differences Generating & testing hypotheses Helping Students Develop Understanding Cues and Advance Nonlinguistic Summarizing Homework & questions organizers representations & notetaking practice Creating an Environment for Learning Setting Providing Reinforcing Providing Cooperative objectives feedback effort recognition learning

12. The Tools Instructional Strategies + Technology

13. Seven Categories of Technology Word Processing Applications Helps students type & manipulate text. Spreadsheet Software Helps students type & manipulate numbers. Organizing and Brainstorming Software Helps students create idea maps, KWHL charts and add sound. Multimedia Helps students create or access visual images, text, and sound. Data Collection Tools Help students gather data. Web Resources Helps students use web resources to gather information or apply or practice a concept. Communication Software Helps students communicate via text, presentation, voice, or all three.

14. Tips for Success Bookmark our site and your site Some sites restricted at school (YouTube) Check spam filter when creating accounts Web 2.0 always changing Try different browser

15. Tips for Success Work at own pace but meet due dates Email details if having a problem Visit each other’s sites

16. Course Materials checklist username list step-by-step instructions SB-CEU form resa-ist.wikispaces.com

17. Course Resources…

18. Why this…why now? Urgency that all students become successful learners in preparation for 21 st Century. Complexity of teaching has deepened due to technological advances. A different learner is showing up in our classes. CAI (computer assisted instruction)holds great potential for “at-risk” learners.

20. Four Planning Questions for Instruction What will students learn? Which strategies will provide evidence of student learning? Which strategies will help students acquire integrate learning? Which strategies will help students practice, review, and apply learning?

21. Setting Objectives… What knowledge and skills do I want my students to know and be able to do? What does it do for learning?  Narrows what students focus on.  Helps students personalize the learning goals.  Should be specific but flexible.

22. Setting Objectives… One of the course learning goals is to explore the Marzano’s high-yield strategies and learn how technology can enrich these strategies. Complete the following:  What do you already know?  What would you like to know?  At the end of the course, what will you be able to do? I can… Share with a partner.

23. Looking for Evidence of Student Learning? Two ways of obtaining evidence student learning:  Formative Assessment: conducted during the learning process.  Summative Assessment : conducted at the culmination of the unit or school year.  Two strategies for generating this information:  Providing feedback  Providing recognition.

24. A Balanced Assessment System FORMATIVE ASSESSMENT COMMON ASSESSMENT COMMON ASSESSMENT COMMON ASSESSMENT COMMON ASSESSMENT SUMMATIVE ASSESSMENT SUMMATIVE ASSESSMENT Beginning of School Year End of School Year Content Expectations

25. Providing Feedback Which strategies will provide evidence of student learning? What does it do for student learning?  Helps students discern what they are doing correctly and incorrectly.  Timely feedback helps students adjust both learning and effort.  Feedback is based a clear criterion.  Students are also providers of feedback on their own work.

26. Providing Recognition How do I support and motivate my students in the learning process? Considerations:  Rewards don’t have negative effect on intrinsic motivation.  Abstract symbolic recognition (e.g. praise) is more effective than tangible rewards (e.g. candy). What does it do for the student learning?  Helps students recognize the attainment of some standard of performance.

27. Break—15 minutes Reconvene in Room 203 (Computer Lab)