Using Classroom Technology to Enhance The Art and Science of Teaching Debra Pickering Marzano Research Laboratory

1. Using Classroom Technology to Enhance The Art and Science of Teaching Debra Pickering Marzano Research Laboratory

2. Interactive Whiteboards (IWB) The Well-known “Wow” Factors • Engagement • Visual Impact • Tools and Techniques • Interactivity • Convenience/Access • Collegial Sharing

3. Learning Goal: Understand how the systems of the body work, and work together . Focus: Digestive System http://science.nationalgeographic.com/science/health-and-human-body/human-body/digestive-system-article.html

4. http://science.nationalgeographic.com/science/health-and-human-body/human-body/digestive-system-article.htmlhttp://science.nationalgeographic.com/science/health-and-human-body/human-body/digestive-system-article.html

5. Evaluation of the DCSF Primary Schools Whiteboard Expansion Project, DCSF and Becta (2007 This study clearly shows the benefits that can be gained from effective use of an interactive whiteboard. We know that technology has the capability of bringing lessons to life and making that much more enjoyable for the learner.

6. Evaluation of the DCSF Primary Schools Whiteboard Expansion Project, DCSF and Becta (2007 Not only do the lessons become more fun, the study clearly shows the very real benefits in terms of learner attainment and engaging pupils in lessons.

7. Learner Response Systems (Clickers) The Well-known “Wow” Factors • Accountability for Responding • Potential anonymous responses • Focused peer interactions • Polling for opinions and perspectives • Understand what students have learned • Increase response rates • Using Effective Formative Assessment and Instructional Feedback

8. What do you already understand about Interactive Whiteboards (IWBs)? Learning Response Systems (Clickers)? • What • excites • concerns • you about these classroom technologies?

9. Research-based Visible Learning, John Hattie

10. Evidence-Based

11. Keep in mind– For any instructional strategy Experimental Experimental Percentile decline Percentile gain There are no “high yield” strategies. There are only “high probability” strategies.

12. From : Classroom Instruction That Works The inference that should be drawn…is that no instructional strategy works equally well in all situations.

13. From : Classroom Instruction That Works The inference that should be drawn…is that no instructional strategy works equally well in all situations. …the unexamined use of instructional strategies might produce some unintended negative outcomes.

14. Evidence-Based Peers

15. What Do We Know About the Effects of Promethean ActivClassroom on Student Achievement?

16. Phase I Interactive Whiteboard Study

17. Overall Effects Uncorrected Corrected

18. Overall Effects Uncorrected Corrected

19. Is this good?

20. Meta-Analysis of CSR ModelsBorman et al, 2003. Review of Educational Research • Looked at 1,100 studies • Average ES = .15; Gain = 6 percentile points • Range: -2.13 to +7.83 • 35% of effect sizes were below zero

21. Effects for Length of Teaching(in years) Uncorrected Corrected

22. Effects for Length of Technology Use(in Months) Uncorrected Corrected

23. Effects for Percentage of TimeTechnology Used in the Classroom Uncorrected Corrected

24. Effects for Confidence inPromethean Technology Use Uncorrected Corrected

25. The “Sweet Spot” • An experienced teacher, • who has been using the technology for an extended period of time (e.g. 2 years), • who uses it about 75% of the time in class • who has had enough training to be confident in their use of the technology

26. The “Sweet Spot” • THESE 4 VARIABLES TAKEN TOGETHER: • An experienced teacher, • who has been using the technology for extended period of time, • who uses it about 75% of the time in class • who has had enough training to be confident in their use of the technology • are significant at .05 level • Average effect size for teachers in these categories was .90, • Percentile gain = 32 points • Some teachers had percentile gain of 45+ points

27. Taking the results of this study at face value for a teacher with this profile…one would predict more than a 30 percentile gain in average student achievement

28. But you can’t just give the technology to teachers and expect it to automatically enhance student achievement.

29. This is because 23% of the effect sizes were below 0.

30. Meta-Analysis of CSR ModelsBorman et al, 2003. Review of Educational Research • Looked at 1,100 studies • Average ES = .15; Gain = 6 percentile points • Range: -2.13 to +7.83 • 35% of effect sizes were below zero

31. Phase IIInteractive Whiteboard Study

32. Variables Analyzed • Engagement • Teacher IWB skill • Student IWB skill • Multiple student use of IWB • Student independent use of IWB • Use of IWB reinforcers • Use of voting • Nonlinguistic representation of content

33. Variables Analyzed 9. Previewing/reviewing content 10. Chunking content 11. Scaffolding content 12. Pacing 13. Monitoring student progress 14. Clarity of content on IWB 15. Students interacting about content 16. Response rate 17. Management

36. 2009 – 2010 Study Learner Response Systems

38. For Example

39. Ten Questions Teachers Should Ask During Planning Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? Question 2: What will I do to help students effectively interact with the new knowledge? Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Question 4: What will I do to help students generate and test hypotheses about new knowledge? Question 5: What will I do to engage students?

40. Ten Questions Teachers Should Ask During Planning Question 6: What will I do to establish or maintain classroom rules and procedures? Question 7: What will I do to recognize and acknowledge adherence to and lack of adherence to rules and procedures? Question 8: What will I do to establish and maintain effective relationships with students? Question 9: What will I do to communicate high expectations for all students? Question 10: What will I do to organize lessons into a coherent unit?

42. Ten Questions Teachers Should Ask During Planning Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? Question 5: What will I do to engagestudents? Question 2: What will I do to help students effectively interact with the new knowledge? Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Question 4: What will I do to help students generate and test hypotheses about new knowledge? Question 5: What will I do to engage students?

43. Ten Questions Teachers Should Ask During Planning Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? Question 1: What will I do to communicate learning goals...? Question 2: What will I do to help students effectively interact with the new knowledge? Question 3: What will I do to help students practice and deepen their understanding of new knowledge? Question 4: What will I do to help students generate and test hypotheses about new knowledge? Question 5: What will I do to engage students?

45. Moss G, Jewitt C, Levaãiç R, Armstrong V, Cardini A, Castle F (2007) The Interactive Whiteboards, Pedagogy and Pupil Performance Evaluation: An Evaluation of the Schools Whiteboard Expansion (SWE) Project: London Challenge http://www.dfes.gov.uk/research/data/uploadfiles/RR816.pdf ! • Cautions and concerns Sometimes teachers focused more on the new technology than on what pupils should be learning. The report highlighted the following issues: The focus on interactivity as a technical process can lead to some relatively mundane activities being over-valued.

46. Teachers should systematically ask: • What is the Learning Goal? How will I communicate, and help student focus on, the Learning Goal?

47. The objective is…. I need to learn… I have to complete this by……

48. Teachers should systematically ask: • What is the Learning Goal? How will I communicate, and help student focus on, the Learning Goal? Make clear distinctions between Learning Goals and Activities

49. Teachers should systematically ask: • What is the Learning Goal? How will I communicate, and help student focus on, the Learning Goal? • Is this the best activity for teaching this Learning Goal?

50. Mission Project The Alamo Project The Leaf Project