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Addressing Content Elements 4 & 5 Part #2

Part #2: 4. Engaging Students in Cognitively Complex tasks Involving Hypothesis Generation and Testing, and 5. Providing Resources and Guidance. Addressing Content Elements 4 & 5 Part #2. Learning Goal.

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Addressing Content Elements 4 & 5 Part #2

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  1. Part #2:4. Engaging Students in Cognitively Complex tasks Involving Hypothesis Generation and Testing, and 5. Providing Resources and Guidance Addressing Content Elements 4 & 5 Part #2 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 4 & 5) as they apply 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 #4Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing Engages students in cognitively complex tasks Students explain IP expectations Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  4. What does the research say? It is the job of the classroom teacher to keep students engaged. Engaged students are those students that are consistently attending to the instructional activities occurring in the classroom. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  5. What does the research say? There are five areas that Marzano names that will help teachers increase student engagement: High energy Missing information The self-system Mild pressure Mild controversy and competition Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  6. What does the research say? High Energy for engagement—physical activity to increase blood flow, pacing instruction, avoiding interruptions, teacher enthusiasm Missing Information for engagement—crossword puzzles, games The Self for engagement—incorporates how a student relates him/herself to the activities Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  7. What does the research say? Mild Pressure—wait time focuses student attention Mild Controversy and Competition—structured debate, competition Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  8. Engaging Student in Cognitively Complex Tasks Involving Hypothesis Generation and Testing Rubric • Highly Effective • IP engages students in cognitively complex tasks (e.g. decision making, problem solving, experimental inquiry, investigation) and monitors the extent to which students are generating and testing hypothesis. • Effective • Engages students in cognitively complex tasks (e.g. decision making, problem solving, experimental inquiry, investigation). Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  9. Engaging Student in Cognitively Complex Tasks Involving Hypothesis Generation and TestingRubric • 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

  10. What does the research say? Hypothesis generating is a form of “problem-based learning” where students work together to solve a problem. Hypothesis generating requires students to question and apply knowledge. Hypothesis generating is the working through process toward understanding the resolution of a problem. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  11. What does the research say? “Hypothesis generating is making predictions and then trying to confirm of disconfirm those predictions.” (Marzano, 2007) Project learning with teacher guided activities that allow student to generate and test hypotheses are suggested. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  12. Providing Resources and Guidance Rubric Circulates Around the Room available to students. Interacts with Students During the Class. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  13. Providing Resources and Guidance -Rubric Highly effective Acts as a guide and resource provider as students engage in cognitively complex tasks and monitors the extent to which students request and use guidance and resources. Effective Acts as a guide and resource provider as students engage in and test cognitively complex tasks. Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  14. Providing Resources and Guidance-Rubric • Developing • Uses strategy incorrectly or with parts missing. • Unsatisfactory • Strategy was called for but not exhibited. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

  15. Teaching Channel Resource Links - Elementary Reading Like a Historian Starch Lab Experiment Teaching Fractions Environment Lesson Plans Analyzing Text as a Group Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  16. Teaching ChannelResource Links – Middle/High Passing Notes Teaching Strategy Preparing Students for Tests Technology and Math Common Core Collaborative Discussions Teaching Geological Time Bringing Socratic Seminars to the Classroom Teaching About Textual Evidence Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

  17. Santa Rosa Video Resource Links • Elementary • BRE Bennett Addressing Content Part II (wmv) • HNP Bailey Addressing Content Part II (wmv) (Please note: Links are coming, soon.) • Middle/High • GBH Parker Addressing Content Part II (wmv) • HNM Steigerwalt Addressing Content Part II (wmv) Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

  18. 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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