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Addressing Content Elements 1-3 Part #1

Part #1 1.Reflecting on Learning 2.Organizing Students to Practice and Deepen Knowledge 3.Organizing Students for Cognitively Complex Tasks. Addressing Content Elements 1-3 Part #1. Learning Goal.

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Addressing Content Elements 1-3 Part #1

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  1. Part #11.Reflecting on Learning2.Organizing Students to Practice and Deepen Knowledge3.Organizing Students for Cognitively Complex Tasks Addressing Content Elements 1-3 Part #1 Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

  2. Learning Goal Participants will be able to understand and apply research-based characteristics related to Addressing Content (elements 1-3) as they pertain to the Teacher Observation/Evaluation Rubric. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

  3. Element 1:Identifying Critical Information and Reviewing Content • Begins Lessons by Reviewing • Announces Importance of Upcoming Information • Students State Why Content is Important Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

  4. What does the research say? Learning experiences that are critical to understanding new content should be identified and highlighted by teachers (Nuthall, 1999). The more involved students become in their learning, the more likely they are to retain the content over extended periods of time and be able to transfer knowledge. Examples include:previewing, chunking content for learning, summarizing and note taking, nonlinguistic representations, questioning, reflection, and cooperative learning. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  5. What does the research say? • To effectively help students interact with knowledge, teachers should continually provide input on new content. • When students experience content related activities, they are more likely to accomplish the learning goal. • Activities might include: engaging students in reading a section of the textbook, listening to a lecture, observing a demonstration, participate in a demonstration, or watching a video. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  6. Identifying Critical Information and Reviewing ContentRubric • Highly Effective • Signals to students which content is critical versus noncritical, engages students in a brief review of content that highlights the critical information, and monitors the extent to which students can recall and describe the previous content. • Effective • Signals to students which content is critical versus noncritical and engages students in a brief review of content that highlights the critical information. • Developing Uses strategy incorrectly or with parts missing. • Unsatisfactory Strategy was called for but not exhibited. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  7. Element 2: Organizing Students to Practice and Deepen Knowledge • Established Routines for Student Grouping • Organizes Students Into Small Groups • Established Area for Small Group Instruction Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  8. What does the research say? Effectively grouping students for learning is a very deliberate, organized, and planned activity that provides an opportunity for students to practice and deepen knowledge. Without this processing, students may initially understand the content, but may lose the skill over time. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

  9. What does the research say? Considerations: • Planned or structured activities that provide opportunities for students to reflect and apply content. (content should always be a part of the group activity) • Organized practice or exploratory opportunities to deepen or expand knowledge. • Reflective opportunities to apply to real world events for students to experiment with new knowledge and solve problems. • Engagement of students to achieve a higher level of fluency in the new knowledge and make predictions related to their work. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

  10. Grouping Students for Learning Is not….. • Unorganized, undefined groups of students who do not have an identified purpose for the activity. • Delivery of content (unless the activity leads to further expansion of the learning). • Unrehearsed activities. • Unrelated to content being learned. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

  11. Grouping Students for Learning How do you group students for learning? • There is no set way to group students for learning as long as there is a deliberate means to the grouping. • Students should be grouped in a manner that most efficiently accomplishes the outcome of the activity. • Heterogeneously • Homogeneously • Randomly • Ability Grouping (reading or achievement levels) Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

  12. Grouping Students for Learning How can I get started with grouping? • Provide and practice routines for grouping with your students (including behavior). • Start small as you implement small groups into your instruction. • Establish and model areas for small group instruction. • Relate content to all group activities. • Ensure that students know how the activity relates to content learned. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

  13. Grouping Students for Learning 3 Types of Grouping • Informal—activities that last a few minutes (i.e. turn to your partner and ….) • Formal—activities designed to last for several days or weeks (i.e. projects, writing processes) • Base—long term activities that usually lasts a semester or year long. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

  14. Grouping Students for Learning Routine Events for Grouping: • Students demonstrate appropriate behavior. • Students demonstrate grouping tasks and routines. • Students demonstrate understanding of grouping expectations. • Students can relate what they are doing and why they are doing it. Robert Marzano, The Art and Science of Teaching , 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

  15. Organizing Students to Practice and Deepen KnowledgeRubric • Highly Effective • Organizes students into groups to practice and deepen their knowledge and • Monitors the extent to which students assess their learning • Effective • Organizes students into groups to practice and deepen their knowledge. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  16. Organizing Students to Practice and Deepen KnowledgeRubric • Developing/Needs Improvement • Uses strategy incorrectly or with parts missing • Unsatisfactory • Strategy was called for but not exhibited Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  17. Element 3: Organizing Students for Cognitively Complex Tasks • Organizes Students to Practice Knowledge • Students Interact to Deepen Knowledge Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  18. What does the research say? “Students must have opportunities to practice new skills and deepen their understanding of new information. Without this type of extended processing, knowledge that students initially understand might fade and be lost over time.” (Marzano, 2007) Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  19. What does the research say? • “Actively processing information is the beginning point of learning.” (Marzano, 2007). • Repeated exposure involving practice and activities to deepen content knowledge enhances the learning process. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  20. What does the research say? Research theory for practicing and deepening knowledge: • Schema Development—gradual integration of new knowledge, assimilating new and old knowledge. • Procedural Knowledge—skills, strategies, or processes (i.e. performing long division, reading a map, sounding out a word, shooting a free throw) Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  21. What does the research say? • Development of Declarative Knowledge—reviewing or revisiting (4 exposures are required before students can integrate new knowledge; exposures should be within a close timeframe). Strategies include: revision, error analysis, similarities and differences. • Homework—assignments made for out of class work to extend learning beyond the school day. Research has shown homework positively impacts student achievement when administered per the research. (Marzano, 2007) Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  22. Organizing Students for Cognitively Complex TasksRubric • Highly Effective • Organizes students in ways that facilitate working on cognitively complex tasks and monitors the processes that facilitate generating and testing hypothesis. • Effective • Organizes students in ways that facilitate working on cognitively complex tasks. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  23. Organizing Students for Cognitively Complex TasksRubric • Developing/Needs Improvement • Uses strategy incorrectly or with parts missing • Unsatisfactory • Strategy was called for but not exhibited Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  24. ElementaryTeaching Channel video resources • Group Dynamics in 3rd Grade Math • Teaching Difficult Lessons • Pre-K Math Lesson • Building Classroom Community Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  25. Middle/HighTeaching Channel Video Resources • Passing Notes Teaching Strategy • Preparing Students for Exams • Teaching Economics with Debating • Teaching French Revolution • Student Goal Setting • Making Science Engaging • Think-Pair-Share Lesson Idea • Snowball Technique Teaching • Build Student Vocabulary • Analyzing Text as a Group Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  26. Santa RosaVideo Resource Links • Elementary • GBE Cibula 3-min (wmv) • GBE Cibula part 2 3-min (wmv) (Please note: wmv will not open on an iPad.) • Middle/High • GBH Parker Addressing Content 2-min (wmv) • WBM Stevens ESE Addressing Content A 2-min (wmv) • WBM Stevens ESE Addressing Content B 2-min (wmv) Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  27. Additional information may be found in The Art and Science of Teaching, Marzano, 2007. Good Luck! Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

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