1 Kathy Blackmore Parkway School District Kblackmore@pkwy.k12.mo.us.

11

Kathy BlackmoreKathy BlackmoreParkway School Parkway School

DistrictDistrictKblackmore@pkwy.k12.mo.usKblackmore@pkwy.k12.mo.us

22

What you need to do today!

33

What you need to do today!

44

What you need to do today!

55

Stage 3Stage 3Plan learning Plan learning experiences & experiences &

instructioninstructionWhat instructional strategies will What instructional strategies will be most effective in helping us be most effective in helping us

reach our desired results?reach our desired results?

66

Brain Compatible InstructionBrain Compatible Instruction

Setting a positive classroom climateSetting a positive classroom climate Less is more/Shorter is betterLess is more/Shorter is better Working memory is where “strategies” live.Working memory is where “strategies” live. The brain loves noveltyThe brain loves novelty Awesome power of closureAwesome power of closure Imagery – visualizationImagery – visualization Students need to talk – a memory deviceStudents need to talk – a memory device Students need to move – a memory deviceStudents need to move – a memory device Higher levels of thinkingHigher levels of thinking Guided practice before independent practice – practice Guided practice before independent practice – practice

makes permanent not perfect.makes permanent not perfect.

77

Schools that WorkSchools that Work

Bob MarzanoBob Marzano

88

Factors Influencing Factors Influencing AchievementAchievement

1.1. Guaranteed and Viable CurriculumGuaranteed and Viable Curriculum

2.2. Challenging Goals and Effective Challenging Goals and Effective FeedbackFeedback

3.3. Parent and community involvementParent and community involvement

4.4. Safe and Orderly EnvironmentSafe and Orderly Environment

5.5. Collegiality and ProfessionalismCollegiality and Professionalism

School

99

Guaranteed & viable curriculumGuaranteed & viable curriculum

Has the greatest impact on student Has the greatest impact on student achievement….because…. Doyle,Yoon, achievement….because…. Doyle,Yoon, Burstein & Gold indicate that even when Burstein & Gold indicate that even when highly structured textbooks are used as highly structured textbooks are used as the basis for a curriculum, teachers the basis for a curriculum, teachers commonly make independent & commonly make independent & idiosyncratic decisions regarding what idiosyncratic decisions regarding what should be covered & to what extent.should be covered & to what extent.

1010

Intended CurriculumIntended Curriculum

Content specified by the state, Content specified by the state, district, or school to be addressed district, or school to be addressed in a particular course or at a in a particular course or at a particular grade level.particular grade level.

1111

Implemented curriculumImplemented curriculum

Content actually delivered by Content actually delivered by the teacherthe teacher

1212

Attained curriculumAttained curriculum

Content actually learned by the Content actually learned by the studentsstudents

1313

Viable curriculumViable curriculum

Viability means ensuring that Viability means ensuring that the articulated curriculum the articulated curriculum content for a given course or content for a given course or given grade level can be given grade level can be adequately addressed in the adequately addressed in the time available. (K-22)time available. (K-22)

1414

Factors Influencing Factors Influencing AchievementAchievement

6.Instructional Strategies6.Instructional Strategies

7.Classroom Management7.Classroom Management

8.Classroom Curriculum Design8.Classroom Curriculum Design

Teacher

1515

Factors Influencing Factors Influencing AchievementAchievement

9.9. Home EnvironmentHome Environment

10.10. Learned Intelligence/background Learned Intelligence/background KnowledgeKnowledge

11.11. MotivationMotivation

Student

1616

Stage 3Stage 3Plan learning Plan learning experiences & experiences &

instructioninstructionWhat instructional strategies will What instructional strategies will be most effective in helping us be most effective in helping us

reach our desired results?reach our desired results?Begin reading at page 191-201Begin reading at page 191-201

1717

Classroom Instruction That Classroom Instruction That WorksWorks

Identifying similarities and differencesIdentifying similarities and differences Summarizing and notetaking Summarizing and notetaking Reinforcing effort and providing Reinforcing effort and providing

recognitionrecognition Homework and practice Homework and practice Non-linguistic RepresentationsNon-linguistic Representations

1818

Classroom Instruction That Classroom Instruction That WorksWorks

Cooperative LearningCooperative Learning Setting objectives and Providing Setting objectives and Providing

FeedbackFeedback Generating and Testing HypothesesGenerating and Testing Hypotheses Cues, Questions, and Advance Cues, Questions, and Advance

OrganizersOrganizers

1919

Classroom Instruction That Classroom Instruction That WorksWorks

Identifying similarities and differences Identifying similarities and differences 45 45 Summarizing, notetakingSummarizing, notetaking 34 34 Reinforcing effort and providing Reinforcing effort and providing

recognitionrecognition 29 29 Assigning homework and practiceAssigning homework and practice 28 28 Creating non-linguistic representations 27Creating non-linguistic representations 27

Percentile Gain

2020

Classroom Instruction That Classroom Instruction That WorksWorks

Using Cooperative LearningUsing Cooperative Learning 27 27 Generating and testing hypothesesGenerating and testing hypotheses

25 25 Setting objectives & providing feedback 23Setting objectives & providing feedback 23 Providing cues, questions, and advanced Providing cues, questions, and advanced

organizers 22organizers 22

Percentile Gain

2121

WHERETOWHERETO

Focus on the Focus on the WW – What learning – What learning experiences and instruction will enable experiences and instruction will enable students to achieve the desired results? students to achieve the desired results? How will the design… Help the students How will the design… Help the students know know WWhere the unit is going and here the unit is going and WWhat is hat is expected? Help the teacher know expected? Help the teacher know WWhere here the students are coming from (prior the students are coming from (prior knowledge, interests)?knowledge, interests)?

2222

Unit ReviewUnit Review

WWhere the unit is going and here the unit is going and WWhat is hat is expected?expected?

What essential knowledge and skills will my What essential knowledge and skills will my students need?students need?

2323

Setting Objectivesand

Providing Feedback

2424

When students know what they arelearning, their performance,

on average, will be 23 percentile points higher

than students who do not know whatthey are learning.

If, in addition, they are provided feedback and the opportunity to improve, the advantage

can be as high as 37 percentile points.

2525

If teachers If teachers are,are,

Setting objectives Setting objectives

and Providing Feedbackand Providing Feedback

Working toward clearly Working toward clearly defined objectives that defined objectives that focus on essential focus on essential knowledgeknowledge

Able to explain what Able to explain what they are learningthey are learning

Able to explain how well Able to explain how well they are learningthey are learning

Showing personal Showing personal interest in objectivesinterest in objectives

Then students are probably…

2626

If students If students are,are,

Setting objectives Setting objectives and Providing and Providing Feedback - in a way Feedback - in a way that enhances that enhances student learningstudent learning

Working toward clearly Working toward clearly defined objectives that defined objectives that focus on essential focus on essential knowledgeknowledge

Able to explain what they Able to explain what they are learningare learning

Able to explain how well Able to explain how well they are learningthey are learning

Showing personal interest Showing personal interest in objectivesin objectives

Then teachers are probably…

To what extent do we need to determine whether teachers are using these strategies?

2727

The Objective is…The Objective is…

I have to complete this by…

2828

Today - Read Chapter 2 in… Finish Adverb assignment Work on myth…

2929

As a result of what we do today, you will be able to demonstrate that you: Understand the technique of foreshadowing in mysteries.

Can revise writing to improve use of descriptive adverbs.

Learning Goals

3030

Unit ReviewUnit Review

Learning Goals?Learning Goals?

3131

Activities/Assignments or Activities/Assignments or Learning goals????Learning goals????

Add and subtract fractionsAdd and subtract fractions Understand the various components of Understand the various components of

culture.culture. Make a travel brochure for a region.Make a travel brochure for a region. Use strong topic sentences in paragraphsUse strong topic sentences in paragraphs Understand the relationship between Understand the relationship between

fractions and decimalsfractions and decimals

3232

Activities/Assignments or Activities/Assignments or Learning goals????Learning goals????

Write a report on an animal.Write a report on an animal.

Write a book report.Write a book report.

Understand literal meaning of grade-level Understand literal meaning of grade-level

fictional materialsfictional materials

Design a menu that includes a balance of foods Design a menu that includes a balance of foods

from the food pyramidfrom the food pyramid

3333

Behavioral ObjectivesBehavioral Objectives

Given…,Given…,

Students willStudents will

demonstrate that demonstrate that

they…,they…,

By…,By…,

The issues related to The issues related to attacking Iraq,attacking Iraq,

Understand at least three Understand at least three persuasive techniquespersuasive techniques

Writing a five paragraph Writing a five paragraph essay using the essay using the techniques correctly.techniques correctly.

3434

Once the Learning Goal is clear, we Once the Learning Goal is clear, we can monitor the quality for ourselves:can monitor the quality for ourselves:

To what extent do the Learning Goals address essential To what extent do the Learning Goals address essential knowledge & skills?knowledge & skills?

Will the assignment assess, or enhance the learning of, the Will the assignment assess, or enhance the learning of, the knowledge & skills in the Learning Goal?knowledge & skills in the Learning Goal?

Given the learning goal, is this assignment worth the time?Given the learning goal, is this assignment worth the time? Are there aspects of the assignment that would require Are there aspects of the assignment that would require

knowledge other than that in the Learning Goal? If so, are knowledge other than that in the Learning Goal? If so, are we teaching that knowledge or assuming that knowledge?we teaching that knowledge or assuming that knowledge?

3535

What’s wrong?What’s wrong?

Students will demonstrate that they Students will demonstrate that they know the major know the major geographic features of Coloradogeographic features of Colorado by making a cake and by making a cake and decorating it to look like Colorado’s topography.decorating it to look like Colorado’s topography.

Students will demonstrate their Students will demonstrate their understanding of the issues understanding of the issues related to the Civil Warrelated to the Civil War by creating a by creating a Who’s WhoWho’s Who book of book of Civil War generals.Civil War generals.

Students will be able to demonstrate Students will be able to demonstrate their understanding of their understanding of the characteristics of a myththe characteristics of a myth by writing an original myth. by writing an original myth.

3636

Name_____________ Date__________Name_____________ Date__________Assignment_______________________Assignment_______________________

Learning Goals:Learning Goals: FeedbackFeedback

1.________________________1.____________________________________________

1 2 3 4 (see rubric)1 2 3 4 (see rubric)

2. ________________2. ________________

____________________________________

1 2 3 4 (see rubric)1 2 3 4 (see rubric)

3. ________________3. ________________

____________________________________

1 2 3 4 (see rubric)1 2 3 4 (see rubric)

4 ________________4 ________________

____________________________________

1 2 3 4 (see rubric)1 2 3 4 (see rubric)

3737

Setting Objectives and Providing Setting Objectives and Providing FeedbackFeedback

1. Instructional goals narrow students’ focus2. Instructional goals should not be too specific.

Too General? Students will learn about the human body.

Too Specific?Given a drawing of the heart, students will labelthe ten main parts.

3838

Just right?

Students will demonstrate that theyunderstand how the heart, lungs, kidneys,and liver work individually as well as how they work as a system.

3939

Setting Objectives and Setting Objectives and Providing FeedbackProviding Feedback

Generalizations from research on Setting Objectives:1. Instructional goals narrow students’ focus.2. Instructional goals should not be too specific.3. Students should be encouraged to personalize

the teacher’s goals.

Generalizations from research on Providing Feedback1. Feedback should be “corrective’ in nature.2. Feedback should be timely.3. Feedback should be specific to a criterion.4. Students can effectively provide their own feedback.

4040

John Hattie…reviewed 7,827 studies onlearning and instruction.

Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of

feedback.”

…providing students with specific information about their standing in terms of particular objectives increased their achievement by

37 percentile points.

4141

To what extent do students in your classrooms receive and attend to feedback that helps them to understand -

How well they are progressing toward learning goals.

How much they have improved over time.

To what extent do students in your classrooms receive

and attend to feedback that helps them to understand

how to improve their performance?

1 2 3 4NOT AT ALL TO A GREAT EXTENT

4242

Feedback Research Dr. Debra Pickering

Type of Feedback # of Studies Avg. Percentile

Gain

Right/wrong answers 6 -3

Correct answers 30 9

Repeat until correct 4 20

Explain 9 20

4343

On this writing task, I will be working on, and would like to receive feedback on,__________________________________.

________________________________________________________________________________________________________________________________________________

Focus for next assignment_________________.

4444

Best PracticeBest Practice

A shorthand emblem of serious, thoughtful, A shorthand emblem of serious, thoughtful, informed, responsible, state-of-the-art informed, responsible, state-of-the-art teaching.teaching.

Best Practice Best Practice by Zemelman, Daniels, Hydeby Zemelman, Daniels, Hyde

4545

““Virtually all the authoritative voices and Virtually all the authoritative voices and documents in every teaching field are documents in every teaching field are calling for schools that are more student-calling for schools that are more student-centered, active, experiential, authentic, centered, active, experiential, authentic, democratic, collaborative, rigorous, and democratic, collaborative, rigorous, and challenging.”challenging.”

Zemelman,Daniels, HydeZemelman,Daniels, Hyde

4646

““We asserted that the field of education is at We asserted that the field of education is at a turning point in its history-a point at a turning point in its history-a point at which schooling and teaching are which schooling and teaching are beginning to become more of a science beginning to become more of a science than an art.”than an art.”

4747

Which means?Which means?

1.1. The research on instruction and schooling The research on instruction and schooling must be synthesized and made readily must be synthesized and made readily available to educators.available to educators.

2.2. Schools and districts must provide high-quality Schools and districts must provide high-quality staff development relative to effective practices staff development relative to effective practices identified by the research.identified by the research.

4848

Schmoker shares…Imagine a time Schmoker shares…Imagine a time in the near future…in the near future…

……when people speak matter-of –factly when people speak matter-of –factly about how dropout rates and the about how dropout rates and the achievement gap are shrinking, when achievement gap are shrinking, when record numbers of students are entering record numbers of students are entering college, and when professors are noticing college, and when professors are noticing how much more intellectually fit each how much more intellectually fit each year’s freshmen have become. Imagine year’s freshmen have become. Imagine palpable, irrepressible hope emerging in palpable, irrepressible hope emerging in our poor and urban schools.our poor and urban schools.

4949

All of these improvements result from a new All of these improvements result from a new candor that has emerged in education and candor that has emerged in education and a willingness to see that historic a willingness to see that historic improvement isn’t about “reform” but improvement isn’t about “reform” but something much simpler: a tough, honest something much simpler: a tough, honest self-examination of the prevailing culture self-examination of the prevailing culture and practices of public schools, and a and practices of public schools, and a dramatic turn toward a singular and dramatic turn toward a singular and straightforward straightforward focus on instruction.focus on instruction.