High Yield Facilitator Guide Table of Contents Sessions Page # Session 12 – Planning for High Yield Strategies y Overview 12.0 – 12.2 y Facilitator Checklists 12.3 –12.4 y Lesson Plan 12.5 – 12.17 y Facilitator PowerPoint Slide Notes 12.18 – 12.33 • Participant Learning Tools o Activity Outline 12.34 – 12.36 o Participant PowerPoint Slide Notes 12.37 – 12.42 o Charting Accuracy and Speed – Line Graphs 12.43 o Quick Write: Planning for the High Yield Strategies 12.44 o Personal Learning Goals: Planning for High Yield Strategies 12.45 o Getting Started: Closed Word Sort 12.46 o Decision Making Graphic Organizer 12.47 o Self-Assessment Reflection Exit Slip 12.48 Notes • Blank Pages for Note-Taking
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o Activity Outline 12.34 – 12.36 o Participant PowerPoint Slide Notes 12.37 – 12.42 o Charting Accuracy and Speed – Line Graphs 12.43 o Quick Write: Planning for the High Yield
Strategies 12.44
o Personal Learning Goals: Planning for High Yield Strategies
12.45
o Getting Started: Closed Word Sort 12.46 o Decision Making Graphic Organizer 12.47 o Self-Assessment Reflection Exit Slip 12.48
Notes • Blank Pages for Note-Taking
PLANNING FOR HIGH YIELD STRATEGIES
Session Overview Teacher participants will review the nine instructional strategies. The focus of this session will be on Planning for High Yield Strategies – deciding when to best use each of the nine instructional strategies in the context of each participant’s classroom. Participants will utilize an online module and learn more about how to make instructional decisions based on their increased knowledge of the nine instructional strategies. As with previous sessions, teacher participants will be engaged in a number of activities which include some of the nine research-based instructional strategies. Teachers will review the nine instructional strategies in depth to make decisions about how they will best use these strategies in their grade level and content area. Professional Development Goals After completing Session Twelve, teacher participants will be able to …
• Know which strategies are most helpful during different parts of a unit.
• Identify which instructional strategies might best fit a specific lesson.
• Analyze an upcoming lesson to identify appropriate (if needed) modifications to their
lesson.
• Make a plan for how they will use these strategies in their classroom.
Preparing to Facilitate the Session Facilitators will present information via PowerPoint, handouts with activities, and computer demonstration. Participants will complete various activities individually and in groups. They will log on to their computers and review information within an online module. Time for reflection and sharing is included within each section. Facilitators should prepare for each session by reviewing the lesson plan and materials. All this information will assist them with staying on track and covering all the necessary points.
Icons are included in the lesson plan as visual cues to assist the facilitator with session/section content. Below is a key including a description of each icon:
Icon Purpose/Reminder
Facilitator displays slide
12.1
Marzano instructional strategy
Participants have a handout for this activity
Facilitator runs video
Participant online activity
Facilitator distributes reward
Participants refer to Marzano text
A printed version of the PowerPoint slides is included within this course guide. It provides additional notes and discussion points for facilitators. Below is an example:
Say Something
make a predictionask a questionmake a commentmake a connection
(Beers, K. 2003)
Distribute 3 x 5 cards to the participants.
Ask participants to ponder the quote and write their response(s) to the quotation on the 3 x 5 card.
Participants will then meet with their winter partner to share their responses to the quote.
Ask if any participants would share their response to the quotation with the entire group.
Each session of this course is divided into sections. The table below indicates the name of each section in this session and the approximate time allotted:
Name of Section Approximate Time Prepare Participants for Learning 60 Minutes Application 50 Minutes Review and Reflection 50 Minutes Reflecting on the Day and Wrapping Up 20 Minutes
Time – The approximate time for this session is three hours. Please be sure to cover all the information. Materials
• Instructor
Projection device
Presentation computer with PowerPoint application and Internet connection
Username/password for Teachscape
Instructor’s course guide
Planning for High Yield Strategies presentation
List of teacher participants
Name badges
Chart Paper
Markers
Stickers for rewards
KUDOS candy for rewards
Certificates for celebration of effort – See Appendix E
PLANNING FOR THE HIGH YIELD STRATEGIES LESSON PLAN
SECTION ONE – PREPARE PARTICIPANTS FOR LEARNING
PURPOSE: This section will provide some review and reinforcement activities so participants can integrate their knowledge of the nine instructional strategies into their daily classroom instructional cycle. Participants will become familiar with the session agenda and objectives and will establish personal learning goals. As with previous sessions, participants will have the opportunity to practice some of the nine instructional strategies so that they can feel more comfortable when implementing these strategies in their classrooms. Learning is expected to be active, and the participants should be encouraged to build their own independent knowledge on how this learning will relate to their individual classroom situation. Time: Approximately 60 minutes TASKS
INTRODUCTIONS AND WELCOME BACK • Facilitator reintroduces self and welcomes participants back for
the Planning for the High Yield Strategies module • Facilitator asks if there are any questions • Facilitator reminds the participants that some of Marzano's
Nine Instructional Strategies will be identified and utilized throughout the day's session
• Facilitator also clearly states that some activities from the
previous sessions will be utilized again during Session Twelve. This predictability is intentional and should be viewed as a model that participants should emulate in their classrooms
o Predictability is a support structure that learners need
when learning new content
FACILITATOR Open and run Planning for the High Yield Strategies PowerPoint presentation
Display slide 1 Planning for the High Yield Strategies
THOUGHT OR QUOTE FOR THE DAY • Facilitator reads thought or quote for the day
FACILITATOR
Display slide 2 Thought or Quote for the Day
Facilitator tells participants that this is an example of Homework and Practice, Nonlinguistic Representations, Identifying Similarities and Differences, and Cooperative Learning
BUILDING BACKGROUND KNOWLEDGE: CHARTING SPEED AND ACCURACY • Facilitator tells participants to refer to and utilize Handout 7 –
Charting Accuracy and Speed – from the Homework and Practice module
• Facilitator directs participants to move so they are sitting with
their spring partner • Facilitator explains that each participant will now follow the
process s/he used in the last module to chart accuracy and speed on naming the nine instructional strategies that increase student achievement for practice sessions 4 and 5
• If necessary, facilitator can review the following directions:
o Partners will decide who will begin
o One partner will list the nine instructional strategies from memory while the other will use a computer timer or clock to record the amount of time it takes their partner to list the strategies
FACILITATOR NOTE: A timer with seconds may be found on the computer by left-clicking on the time (in the lower right-hand corner).
o When the first partner finishes, s/he records the
appropriate information on Handout 7
o Partners then switch roles. The partner that was listing the strategies from memory becomes the timer
o Partners continue this process until each person has
listed the strategies twice (4th and 5th practice sessions)
Facilitator tells participants that this is an example of Nonlinguistic Representations, Identifying Similarities and Differences, Homework and Practice, and Cooperative Learning
BUILDING BACKGROUND KNOWLEDGE: CHARTING SPEED AND ACCURACY-LINE GRAPH • Facilitator tells participants to refer to and utilize Handout 1 –
Charting Speed and Accuracy-Line Graph
o Participants should remain with their spring partner • Participants will independently use the data from Handout 7 to
graph their accuracy and speed
o On Handout 1 participants use the first line graph to chart accuracy and the second line graph to chart speed
• Facilitator asks participants to compare their line graphs with
their spring partner • Facilitator prompts participants to answer the questions on
slide 3 in pairs • Facilitator prompts volunteers to share with the whole group • Participants return to their original computer seats after the
discussion
FACILITATOR
Participants utilize Handout 1 Charting Speed and Accuracy-Line Graph- Planning for the High Yield
Strategies
Display slide 3 Discussion Questions
Facilitator tells participants that this is an example of Reinforcing Effort and Providing Recognition and Setting Objectives and Providing Feedback CELEBRATE EFFORT-CHARTING SPEED AND ACCURACY • Facilitator asks participants:
o Did you practice naming the nine instructional strategies between sessions?
o If you practiced between sessions, did you find naming
the nine instructional strategies easier during practice sessions four and five?
o If you didn't practice, did you find naming the nine
instructional strategies more difficult during practice sessions four and five?
• Participants share their learning results with the large group • Give KUDOS candy bars as rewards to participants who
TODAY'S AGENDA • Facilitator reviews the day's agenda items
FACILITATOR
Display slide 5 Today’s Agenda
OBJECTIVES • Facilitator reviews the objectives for the session • Facilitator reminds participants that by the end of the session,
they should see personal growth relating to the objectives
FACILITATOR
Display slides 6 and 7 Objectives
Facilitator tells participants that this is an example of Cues, Questions, and Advance Organizers SWITCH TO THE PLANNING FOR THE HIGH YIELD STRATEGIES • Facilitator tells participants that it is now time to switch to the
Planning for the High Yield Strategies module to complete online activities
• Facilitator asks participants to log on to Teachscape and go to
the Planning for the High Yield Strategies module
o Facilitator provides assistance as needed
FACILITATOR Minimize Planning for the High Yield Strategies PowerPoint presentation Facilitator logs on to Teachscape site: www.teachscape.com/
INTRODUCING THE PLANNING FOR HIGH YIELD STRATEGIES MODULE • Facilitator uses the Title Page of the Teachscape Module to
introduce the module • Facilitator reads the Title Page aloud
FACILITATOR
Facilitator tells participants that this is an example of Cues, Questions, and Advanced Organizers; and Cooperative Learning
COURSE OVERVIEW: QUICK WRITE • Facilitator refers back to the Teachscape Module and clicks on
Course Overview in the left navigation menu
o Facilitator asks participants to read the introduction individually on their own computers
o Facilitator asks participants to pay close attention to the
orange textbox • Facilitator reads the orange textbox aloud • Facilitator directs participants to refer to and utilize Handout 2 –
Quick Write: Planning for the High Yield Strategies • Facilitator prompts participants to write a response to the
question on the handout • Facilitators asks participants to turn to a partner to share their
thinking about the question on Handout 2 • Facilitator asks for volunteers to share their thinking with the
whole group
FACILITATOR
Participants utilize Handout 2 Quick Write-
Planning for the High Yield Strategies
Facilitator tells participants that this is an example of Setting Objectives and Providing Feedback; Cues, Questions, and Advance Organizers; Nonlinguistic Representations; and Reinforcing Effort and Providing Recognition
COURSE OVERVIEW: SETTING PERSONAL LEARNING GOALS • Facilitator returns to the Teachscape Module and scrolls down
to the Professional Development Goals
o Facilitator reads aloud the Professional Development Goals to the participants
• Facilitator then directs participants to refer to and utilize
Handout 3 – Personal Learning Goals: Planning for High Yield Strategies
• Participants independently reread the Professional
Development Goals and then personalize these goals in the second and third columns of the handout
• Participants will leave column four blank at this time
FACILITATOR
Participants utilize Handout 3 Personal
Learning Goals – Planning for the High Yield
Strategies
Facilitator tells participants that this is an example of Nonlinguistic Representations, Identifying Similarities and Differences, Cooperative Learning, Homework and Practice, and Setting Objectives and Providing Feedback
GETTING STARTED: CLOSED STRATEGY SORT • Facilitator directs participants to refer to and utilize Handout 4 –
Closed Strategy Sort-Planning for High Yield Strategies • Facilitator has participants meet with their summer partner • To use Handout 4, participants must cut out the squares on the
handout which include the heading categories in bold and then the eleven instructional strategy titles
• Working together with their summer partner, participants will
sort the instructional strategies into the appropriate instructional planning category
• Participants should work from their memories
o If participants get stuck in their thinking, they can use the Organizing for Planning: Explore Planning Interactive section of the module
o When all participants finish the sort, they should
check the Explore Planning Interactive to receive feedback on how well they sorted the instructional strategies
• Facilitator prompts participants to share how well they sorted
the instructional strategies into the predetermined categories • Facilitator recognizes effort by giving candy to the participants
who sorted with 100% accuracy • Participants return to their seats after sharing
Participants utilize Handout 4: Closed
Strategy Sort-Planning for High Yield Strategies
Facilitator tells participants that this is an example of Nonlinguistic Representations, Cooperative Learning, and Setting Objectives and Providing Feedback
PURPOSE: This section provides more in-depth learning on Planning for High Yield Strategies. There are opportunities for participants to meet in cooperative learning groups to share ideas concerning how all the instructional strategies can be effectively implemented in classrooms. Time: Approximately 50 minutes TASKS
Facilitator tells participants that this is an example of Cues, Questions, and Advance Organizers; Generating and Testing Hypotheses; Cooperative Learning; and Setting Objectives and Providing Feedback
LESSON PLANNING: DECISION MAKING • Facilitator clicks on the Planning Intentionally heading and then
Read Section Overview • Facilitator reads the orange textbox aloud to participants • Facilitator prompts participants to reread pages 108-109 in
Classroom Instruction that Works to refresh their memories about the Decision-Making learning task used in Generating and Testing Hypotheses
FACILITATOR NOTE: Facilitator should review Decision Making before the session since it may be challenging for participants • Facilitator prompts participants to meet with their CATS group • Facilitator directs participants to refer to and utilize Handout 5 –
Decision Making Graphic Organizer
o Participants should keep their books open to use as a scaffold during this learning experience
FACILITATOR Minimize Planning for the High Yield Strategies presentation
LESSON PLANNING: DECISION MAKING CONTINUED • Facilitator reviews the model PowerPoint slide of the decision-
making matrix and leaves the slide up on the large screen for participants to use as support
• Facilitator prompts CATS groups to select three instructional
strategies that are most appropriate for their content area
o Facilitator mentions that the purpose of this activity is to decide how well each chosen instructional strategy fits the chosen criteria
o Participants fill in these strategies as the alternatives
(three of the nine strategies) on Handout 5 • Participants then decide upon the importance score of each
criterion using a 1- to 4-point scale and fill that in on Handout 5 • Participants then rate each alternative (instructional strategy)
using a 1- to 4-point scale “to indicate the extent to which each alternative meets each criterion” Classroom Instruction that Works, p. 109 and fill that in on Handout 5
• Participants then multiply the importance score and the rating
to earn a criteria score for that alternative (instructional strategy)
o When done, participants add the criteria score to obtain
an overall score for each instructional strategy • In CATS groups, participants discuss the questions on slide 10 • Facilitator prompts volunteers to share their thinking with the
whole group • Facilitator gives candy to participants who share their thinking
Minimize Teachscape site Maximize Planning for the High Yield Strategies presentation
PURPOSE: This section provides an opportunity for participants to reflect on their learning about all nine instructional strategies and how they will apply the strategies in their own classrooms. Time: Approximately 50 minutes Facilitator tells participants that this is an example of Cues, Questions, and Advance Organizers; and Nonlinguistic Representations I NTEGRATING THE LEARNING: GALLERY WALK
• Facilitator explains to participants that there are nine different pieces of chart paper hanging around the room. Each piece of chart paper has one of the nine instructional strategies listed
• Facilitator directs participants to get in groups of three
o Participants select their own groups • Each group selects one of the nine instructional strategies and
stands by that chart (if there are not enough people to have a group by each chart, that’s okay)
• Each group decides what it has learned about that specific
instructional strategy during past learning sessions and writes one thought, reaction, or an impact on daily practice on the chart paper
o Facilitator encourages participants to push their thinking
beyond a knowledge or definition type comment o Each group should write only thought
• Once groups have finished, they will rotate clockwise to the
next strategy and complete the process again FACILITATOR NOTE: Be sure to give the groups approximately four minutes to complete one round. Have all groups rotate at the same time to eliminate confusion.
o Each time participants switch to a different instructional strategy, they read what others have written and then add to the comments to expand on previous thinking
o Once participants have returned to their original starting
point, they reread what has been written and then mark the three big ideas that will most impact their classroom practice in the future
o Once completed, each group will share the 3 big ideas with
the whole group o Facilitator encourages the whole group to participate in the
discussion • Participants return to their original seats
FACILITATOR
Display slide 11 Gallery Walk Instructions
Facilitator tells participants that this is an example of Nonlinguistic Representations; Cues, Questions, and Advance Organizers; and Setting Objectives and Providing Feedback
SECTION FOUR – REFLECTING ON THE DAY AND WRAPPING UP
PURPOSE: This section’s purpose is to allow participants to reflect on their learning. Time: Approximately 20 minutes TASKS
LOG OUT OF TEACHSCAPE • Facilitator states that the online activities are complete
FACILITATOR
Facilitator closes Teachscape site
REFLECT ON THE DAY’S LEARNING • Facilitator returns to the session’s objectives • Facilitator asks …
o “Did we achieve our learning objectives today?” • Facilitator asks if anyone wishes to share with the group
FACILITATOR
Display slides 12 and 13 Objectives
Facilitator tells participants that this is an example of Homework and Practice and Summarizing and Note Taking SELF-ASSESSMENT REFLECTION: EXIT SLIP • Facilitator directs participants to refer to and utilize Handout 6 –
Self-Assessment Exit Slip • Participants complete the Self-Assessment Exit Slip as the last
learning experience of this module • Facilitator prompts volunteers to share with the whole group • Facilitator rewards volunteers with stickers
FACILITATOR
Participants utilize Handout
6 Self Assessment Reflection Exit Slip-
Planning for the High Yield Strategies
ANY QUESTIONS? • Facilitator asks if there are any questions
As you practiced naming the nine instructional strategies, did you notice your time decreasing? As you practiced naming the nine instructional strategies, did you notice your accuracy increasing?How can you use charting speed and accuracy with your students?
Did you practice naming the nine instructional strategies between sessions?
If you practiced between sessions, did you find naming the nine instructional strategies easier during practice sessions four and five? If you didn't practice, did you find naming the nine instructional strategies more difficult during practice sessions four and five?
Prompt participants to consider the questions on the slide.
Encourage participants to share their thinking with the group.
Distribute KUDOS for those who practiced the nine instructional strategies between
After you finish the Decision-Making activity, please get in your CATS groups and discuss the following questions:
Which instructional strategy earned the highest overall score?Why is this strategy the best alternative for your content area?How might you use the decision-making process with your own students?
Display all questions at the same time.
Direct participants to meet in their CATS groups and discuss the questions on the slide.
After CATS groups have finished their discussions, prompt groups to share their thinking
Gallery Walk Instructions1. Get in groups of three.2. Stand with your group members by your chosen instructional
strategy.3. On chart paper, write a thought, reaction, or impact the
strategy has had on your daily practice.Try to think beyond knowledge-level comments!Write only one comment per group.
4. Once you have finished recording your comment, rotate clockwise to the next strategy and repeat the process.
Read and consider what other groups have written before you add your comment.
5. Once your group has returned to its original starting point, reread what has been written and then mark the three big ideas that will most impact your classroom practice in the future.
6. Share your three big ideas with the whole class.
Display slide as you explain the instructions for the Gallery Walk.
Leave slide displayed as participants complete the activity.
Marzano, R.J., Norford, J.S., Paynter, D.E., Pickering, D.J., & Gaddy, B.B. (2001). A handbook for classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2005). Classroom Instruction that Works: Research-based strategies for increasing student achievement. Upper Saddle River, NJ: Pearson Education, Inc.
PLANNING FOR HIGH YIELD STRATEGIES PARTICIPANT ACTIVITY OUTLINE
Participants will be engaged in several activities during the day’s session. Icons are included within the activity column on the outline (next page) to serve as visual cues of what to expect as the day progresses. Below is a key which includes the purpose of each icon:
“You cannot teach a man anything; you can only help him find it within himself.”
– Galielo Galilei
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Discussion Questions
As you practiced naming the nine instructional strategies, did you notice your time decreasing? As you practiced naming the nine instructional strategies, did you notice your accuracy increasing?How can you use charting speed and accuracy with your students?
Did you practice naming the nine instructional strategies between sessions?
If you practiced between sessions, did you find naming the nine instructional strategies easier during practice sessions four and five? If you didn't practice, did you find naming the nine instructional strategies more difficult during practice sessions four and five?
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Today’s Agenda
ObjectivesParticipant Activity OutlineWhat did you learn?
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Objectives
Know which strategies are most helpful during different parts of a unit. Identify which instructional strategies might best fit a specific lesson.
After completing Session Twelve, teacher participants will be able to …
After you finish the Decision-Making activity, please get in your CATS groups and discuss the following questions:
Which instructional strategy earned the highest overall score?Why is this strategy the best alternative for your content area?How might you use the decision-making process with your own students?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Gallery Walk Instructions1. Get in groups of three.2. Stand with your group members by your chosen instructional
strategy.3. On chart paper, write a thought, reaction, or impact the
strategy has had on your daily practice.Try to think beyond knowledge-level comments!Write only one comment per group.
4. Once you have finished recording your comment, rotate clockwise to the next strategy and repeat the process.
Read and consider what other groups have written before you add your comment.
5. Once your group has returned to its original starting point, reread what has been written and then mark the three big ideas that will most impact your classroom practice in the future.
6. Share your three big ideas with the whole class.
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___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Objectives
Know which strategies are most helpful during different parts of a unit. Identify which instructional strategies might best fit a specific lesson.
After completing Session Twelve, teacher participants will be able to …
Marzano, R.J., Norford, J.S., Paynter, D.E., Pickering, D.J., & Gaddy, B.B. (2001). A handbook for classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2005). Classroom Instruction that Works: Research-based strategies for increasing student achievement. Upper Saddle River, NJ: Pearson Education, Inc.
Charting Accuracy and Speed – Line Graphs Directions: Using your Charting Accuracy and Speed Handout from Session Eleven (Handout 7), graph your accuracy on the first line graph and your speed on the second line graph.
Accuracy for Naming the Nine Instructional Strategies 9 7 5
Number of Strategies Named Correctly
3 1 0 1 2 3 4 5
Number of Practice Sessions Speed for Naming the Nine Instructional Strategies
Quick Write: Planning for the High Yield Strategies Directions: Please respond to the quote below by answering the question. Be prepared to share your thoughts with a partner.
"I think, at the beginning, you stick with the strategies that are most familiar to you, the things you've done before. And then you start to explore a little bit, and try new things. That's the beauty, that there are so many different strategies that you can choose from. So I started conservatively, and then started playing around with other ideas."
—Mark Schmidt, Centennial High School
Do you feel that you have started conservatively in using the nine instructional strategies, do you feel that you have jumped in, or some variation of the two? Explain.
Personal Learning Goals: Planning for High Yield Strategies Directions: The left column restates the Professional Development Goals for this module. Your next step is to personalize these goals and state what you need to do during this learning session to reach your goals. Fill in columns 2 and 3 now. You will fill in column 4 at the end of today’s session.
Professional Development Goals for the
Planning Module
What are your learning goals
for this learning session?
What do you need to do to
reach this goal?
What will you do
with the information that
you learned?
Know which strategies are most helpful during different parts of the unit
Identify which instructional strategies might best fit a specific content area
Make a plan for how they will use these strategies in their classroom
Directions: Decide with your CATS group which of the nine instructional strategies is most appropriate for your content area. Choose the top three and write them as the alternatives in the graphic organizer below. Next, rate each criterion on its importance using a 1- to 4- point scale. Then, rate each alternative (instructional strategy) based on how well it fits the criterion listed on the left. Remember that the importance score and the rating represent two separate ideas. When you finish, multiply the two scores for each criterion and add these scores together to find the total for each alternative. Task Which of the nine instructional strategies is most appropriate to use consistently in your content area? Criteria
_____________
Alternatives (Choose three of the nine instructional strategies)
Self-Assessment Reflection Exit Slip Directions: Consider yourself as a learner during these sessions and evaluate your success and determine your next steps. Upon completion, take this sheet with you. 1. What did I hope to accomplish in these learning sessions? 2. Did I accomplish this/these? 3. What was the best part of what I did? 4. What do I need to work on now?