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A New Era of School Improvement Three Commitments to Students

A New Era of School Improvement Three Commitments to Students. Presenter: Debra Pickering. What Works in Schools- Robert Marzano. School. Teacher. Student.

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A New Era of School Improvement Three Commitments to Students

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  1. A New Era of School Improvement Three Commitments to Students Presenter: Debra Pickering

  2. What Works in Schools- Robert Marzano School Teacher Student 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design 9. Home Environment 10. Learned Intelligence/ Background Knowledge 11. Motivation

  3. Three Commitments to Students Commitment #1: Provide Feedback Through Classroom Formative Assessment and Grading Commitment #2: Foster and Support Effective Teaching in Every Classroom Commitment #3: Build Background Knowledge for All Students

  4. What Works in Schools- Robert Marzano School Teacher Student 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design 9. Home Environment 10. Learned Intelligence/ Background Knowledge 11. Motivation

  5. School 5. Collegiality and Professionalism Factors Influencing Achievement • Guaranteed and Viable Curriculum • Challenging Goals and Effective Feedback • Parent and Community Involvement • Safe and Orderly Environment • Collegiality and Professionalism

  6. Professional Norms • Community– We demonstrate respect and support for all stakeholders. • Commitment– We commit to and apply our Principles of Learning. • Responsibility– We accept responsibility for students’ learning. • Efficacy– We believe we can help all students learn. • Humility– We seek out and use feedback from external sources. • Resourcefulness– We seek out ideas for structures, resources, and methods to insure that all students will learn. • Creativity– We create new structures, resources, and methods to insure all students will learn.

  7. Principles of Learning– We will make decisions based on the following: • All students can learn. • Students learn in different ways. • Students learn in different timeframes. • Errors are inherent in the learning process. • Formative assessments should be frequent—and should provide feedback that influences instruction. • Poverty does not inhibit students’ ability to learn.

  8. Three Commitments to Students Commitment #3: Build Background Knowledge for All Students Commitment #1: Provide Feedback Through Classroom Formative Assessment and Grading Commitment #2: Foster and Support Effective Teaching in Every Classroom Commitment #3: Build Background Knowledge for All Students

  9. What Works in Schools- Robert Marzano School Teacher Student 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design 9. Home Environment 10. Learned Intelligence/ Background Knowledge 11. Motivation

  10. School 1.Guaranteed and Viable Curriculum Factors Influencing Achievement • Guaranteed and Viable Curriculum • Challenging Goals and Effective Feedback • Parent and Community Involvement • Safe and Orderly Environment • Collegiality and Professionalism

  11. Student Factors Influencing Achievement 9. Home Environment 10. Learned Intelligence/ Background Knowledge 11. Motivation

  12. 10. Learned Intelligence/ Background Knowledge Student Factors Influencing Achievement 9. Home Environment 10. Learned Intelligence/ Background Knowledge 11. Motivation

  13. 10. Learned Intelligence/ Background Knowledge Vocabulary People, places, events, ideas, phrases, titles, Academic

  14. 1. Identify essential academic terms and phrases. 2. Use a research-based process for teaching new terms and phrases.

  15. 1. Identify essential academic terms and phrases.

  16. Tennessee List

  17. Tennessee List

  18. 1. Identify essential academic terms and phrases. 2. Use a research-based process for teaching new terms and phrases.

  19. 2. Use a research-based process for teaching new terms and phrases.

  20. 2. Use a research-based process for teaching new terms and phrases. • Effective vocabulary instruction does not rely on definitions.

  21. astrology as-trol-o-gy n. The study of the positions and aspects of heavenly bodies in the belief that they have an influence on natural earthly occurrences and the course of human affairs.

  22. 2. Use a research-based process for teaching new terms and phrases. • Effective vocabulary instruction does not rely on definitions. • Students must represent their knowledge of words in linguistic and nonlinguistic ways

  23. Research on Imagery as Elaboration Students who used imagery to learn vocabulary, on average, performed # of studies

  24. Pay day!! Income tax is the money we pay to the government that they use to provide things we all need, like roads. The money is taken out of our paychecks.

  25. Dynamic character: It’s when a character in a story changes; usually changes a lot.

  26. Czar: A ruler in ancient times. They were sort of like kings.

  27. 2. Use a research-based process for teaching new terms and phrases. • Effective vocabulary instruction does not rely on definitions. • Students must represent their knowledge of words in linguistic and nonlinguistic ways. • Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures. • Students should discuss the terms they are learning. • Students should play with words.

  28. The Process

  29. A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another. Step 6: Involve students periodically in games that allow them to play with terms.

  30. A Six-Step Process for Teaching New Terms • Help students develop sufficient initial understanding • so that they can • describe the terms and • represent the terms nonlinguistically Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. • Provide multiple opportunities for students to • revisit and revise • descriptions and nonlinguistic representations. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another.. Step 6: Involve students periodically in games that allow them to play with terms.

  31. A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another. Step 6: Involve students periodically in games that allow them to play with terms.

  32. A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.

  33. Pay day!! Income tax is the money we pay to the government that they use to provide things we all need, like roads. The money is taken out of our paychecks.

  34. Dynamic character: It’s when a character in a story changes; usually changes a lot.

  35. Czar: A ruler in ancient times. They were sort of like kings.

  36. A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another. Step 6: Involve students periodically in games that allow them to play with terms.

  37. A Six-Step Process for Teaching New Terms • Help students develop sufficient initial understanding • so that they can • describe the terms and • represent the terms nonlinguistically Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. Establish a record-keeping system: Separate Notebook Section in Content Area Notebook Technology IMPORTANT

  38. Science Math Language Arts Social Studies

  39. diameter Math Math circumference

  40. Spiral Notebook Essential Vocabulary Math

  41. Assignment Notebook Essential Vocabulary

  42. Notes Learning Goals Essential Vocabulary Academic Notebook Subject____________

  43. A Six-Step Process for Teaching New Terms Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another. Step 6: Involve students periodically in games that allow them to play with terms.

  44. A Six-Step Process for Teaching New Terms • Help students develop sufficient initial understanding • so that they can • describe the terms and • represent the terms nonlinguistically Step 1: Provide a description, explanation, or example of the new term. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase. • Provide multiple opportunities for students to • revisit and revise • descriptions and nonlinguistic representations. Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another.. Step 6: Involve students periodically in games that allow them to play with terms.

  45. Three Commitments to Students Commitment #1: Provide Feedback Through Classroom Formative Assessment and Grading Commitment #1: Provide Feedback Through Classroom Formative Assessment and Grading Commitment #2: Foster and Support Effective Teaching in Every Classroom Commitment #3: Build Background Knowledge for All Students

  46. What Works in Schools- Robert Marzano School Teacher Student 1. Guaranteed and Viable Curriculum 2. Challenging Goals and Effective Feedback 3. Parent and Community Involvement 4. Safe and Orderly Environment 5. Collegiality and Professionalism 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design 9. Home Environment 10. Learned Intelligence/ Background Knowledge 11. Motivation ©Marzano&Associates

  47. School Factors Influencing Achievement • Guaranteed and Viable Curriculum • Challenging Goals and Effective Feedback • Parent and Community Involvement • Safe and Orderly Environment • Collegiality and Professionalism ©Marzano&Associates

  48. ©Marzano&Associates

  49. ©Marzano&Associates

  50. ©Marzano&Associates

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