MCRELs Classroom Instruction that Works Meets The 21things4teachers

MCRELs Classroom Instruction that Works Meets The 21things4teachers

MCRELs Classroom Instruction that Works Meets The 21things4teachers 21things for the 21st Century Educator http://21things4teachers.net Carolyn McCarthy, Dr. Jennifer Parker-Moore, Melissa White, Jan Harding Revised 7/24/12 Making Connections The purpose of this presentation is to review best practice instructional strategies, and help you make connections to some of the technology tools that support these strategies.

Please note, the following include only some of the examples. Each lesson is unique, tools vary, and technology changes. As you move through each of the 21things, consider how technology can help you improve your instruction. Integrate Technology Inspire Learning What is Classroom Instruction that Works? The 1st ed.: Marzano, Pickering, and Pollock (2001) Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing

student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. In some circles, the 9 strategies are known as the Marzano 9. 2 ed. in 2012: New Edition! nd Dean, C. B., Stone, B., Hubbell, E., & Pitler, H. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement (2nd ed.). Alexandria, VA: ASCD.

New evidence-based research, framework, rationale, examples, and connections to the 21st century skills! Source: Classroom Instruction that Works, 2nd ed. Model used with permission, mcrel.org Using Technology with Classroom Instruction that Works Check out the new edition Make connections to new tools See sample lessons

Review research based approach to improving instruction Pitler, H., Kuhn, M., & Hubbell, E.R. (2012). Using technology with classroom instruction that works, 2nd.ed. Alexandria, VA: Association for Supervision and Curriculum Development. http://bcove.me/lksj6kew View the video and explore the connections between technology and CITW

with author Howard Pitler Refined CITW Framework 1. Setting Objectives and Providing Feedback 2. Reinforcing Effort and Providing Recognition 3. Cooperative Learning 4. Cues, Questions, and Advance Organizers 5. Non-linguistic representations 6. Summarizing and Note-taking 7. Assigning Homework and Practice 8. Identifying Similarities and

Differences 9. Generating and Testing Hypothesis CITW Connections to 9 Strategies 1. Setting Objectives and Providing Feedback 2. Reinforcing Effort and Providing Recognition 3. Cooperative Learning 4. Cues, Questions, and Advance Organizers 5. Non-linguistic representations 6. Summarizing and Note-taking

7. Assigning Homework and Practice 8. Identifying Similarities and Differences 9. Generating and Testing Hypothesis 21things 1. 2. 3. 4. 5. 6. 7. 8.

9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. About Basics Face of the Classroom (Online Presence)

Collaboration Tools Communication Tools Content Area Tools Differentiated Instruction & Diverse Learning Digital Citizenship Visual Learning Copyright & Creative Commons Digital Images Presentation Tools Evaluation/Assessment Online Inter-actives Productivity Tools Staying Informed Research & Reference Tools Professional Learning Networks Virtual Classroom

Digital Story Telling Online Video and Audio Sources Flipping Your Classroom (Screen-casting) Each Thing has FREE tools, videos, hands on activities and resources to connect to best practice instruction. Note the strategies and standards are listed for each Thing Connecting Technology to Best Practice Strategies As educators create lessons within the

21things4teachers, they make connections to best practice instructional strategies using the CITW framework. Setting Objectives and Providing Feedback Setting, personalizing, communicating, negotiating objectives; preparing criterion-referenced feedback, providing feedback and engaging students in self-assessment Ex: Rubrics, assessment and evaluation Setting Objectives Giving clear directions about what the objective

of the learning is Students make personal connections to lessons Teachers should post, talk, allow students to personalize, and reference OBJECTIVES Source: Classroom Instruction that Works, 2nd ed. Setting Objectives and listing the Agenda are not the same thing! The student will Providing Feedback

Should be specific about the students performance as it relates to the learning objective Providing Feedback and Providing Recognition are NOT the same Students are able to selfassess, peer assess, and react to feedback Source: Classroom Instruction that Works, 2nd ed. Ex: Using the Comment feature in Word or Google Docs

Reinforcing Effort and Providing Recognition Establish rationale/rubrics, teach to improve achievement, chart, recognize, and use pause, prompts and praise Ex: Rubrics, award generators, inter-actives that chart progress, surveys and evaluation tools Reinforcing Effort Understand the difference between effort vs. achievement Expending effort Tracking effort and achievement

Source: Classroom Instruction that Works, 2nd ed. Track your progress using your WorkLog, and multiple levels of self-assessment for each Thing Providing Recognition Personal mastery NOT competition! Allow for multiple levels of learning, performance, and rewards Praise leads to motivation Recognize and appreciate

different learning styles Amazing! Inspiring! Source: Classroom Instruction that Works, 2nd ed. Awesome! Cooperative Learning Using elements of interdependence, interaction, accountability and group skills Ex: Web Quests, collaboration tools, scavenger hunts, inter-actives

Cooperative Learning Cooperative learning vs. Group Work Positive interdependence and individual accountability Source: Classroom Instruction that Works, 2nd ed. Cues, Questions, Advance Organizers Focusing important information, cues, inference, and analysis, use of advance organizers and graphic organizers Ex: Visual learning tools, digital images, formatting tools (highlighting), collaboration, peer editing, and classroom calendars

Cues & Questions Tools to build vocabulary, identify key concepts and make connections Focus on what is important Explicit cues, inferential and analytic questions Connect to prior learning Literal, inferential, and critical/evaluative/analytical thinking Source: Classroom Instruction that Works, 2nd ed. Advance Organizers

Expository Narrative Skimming Graphic advance organizers Source: Classroom Instruction that Works, 2nd ed. Non-linguistic Representations Graphical representations, graphic organizers, physical models, mental pictures, drawings, pictures, pictographs, kinesthetic activities Ex: Visual learning tools and pattern building, digital images, digital storytelling, movies, and online video that stimulate thinking Non-Linguistic Representations

Graphic organizers Physical models or manipulatives Generate mental pictures Pictures, illustrations, pictographs, Engage kinesthetic activities Source: Classroom Instruction that Works, 2nd ed. Summarizing and Note-taking Synthesize, prioritize, restate and organize concepts, topics and details Ex: Word processing, presentations, online presence, formatting, storytelling, presenting Summarizing Rule-based summarizing

Delete unimportant words, repeats Use analogies, replacement words, and topic sentences Summary frames The use of reciprocal teaching Summarizer Questioner Clarifier Predictor Source: Classroom Instruction that Works, 2nd ed. Who, what, where, when, why and how?

Note-taking Teacher prepared notes Revision, review, and opportunities for use Multiple formats Webbing Informal outline Combination notes Source: Classroom Instruction that Works, 2nd ed. Image Source: http://www.ascd.org/publications/books/106009/chapters/Summ arizing-and-Note-Taking.aspx from Using CITW with ELL

Assigning Homework and Providing Practice Communication, clarifying purpose, selecting skills, questioning, commenting, and scheduling practice Ex: Communication and practice, inter-actives, homework help and tutoring, online courses Khan Academy Assigning Homework Homework with Purpose Prepare for new learning Elaborate on information to increase understanding

Practice to increase speed, accuracy, fluency, etc. Source: Classroom Instruction that Works, 2nd ed. iTunes Providing Practice Practice with purpose Short, focused, and distributed over time Include feedback on practice WorkLogs track practice on each Thing Source: Classroom Instruction that Works, 2nd ed.

Identifying Similarities and Differences Comparing, classifying, creating metaphors, creating analogies Ex: Venn Diagrams, word and picture sorts, visual tools or web formats, online interactive games Identifying Similarities and Differences Compare Classify Metaphors

Analogies Good teachers: Teach ways to identify similarities and differences Guide students in the process Provide cues Source: Classroom Instruction that Works, 2nd ed. Generating and Testing Hypothesis System analysis, problem solving, decision making, historical investigation, experimental inquiry and invention Ex: Researching, reference tools and citations, graphic organizers, content area tools, inter-actives

Generating and Testing Hypothesis Systems analysis Analyze how parts interact Problem solving Participants will be researching new technology and best practice. Overcoming obstacles to meet goals Investigation Explore an area where there is confusion or contradiction

Experimental inquiry Generating or testing explanations Source: Classroom Instruction that Works, 2nd ed. When strategies are effectively implemented, achievement gains occur 1. 2. 3. 4. 5. 6. 7. 8. 9.

Similarities & Differences Summarizing & Note-Taking Effort & Recognition Homework & Practice Non-Linguistic Representations Cooperative Learning Objectives & Feedback Hypotheses Questions, Cues & Advance Organizers 45 34 29

28 27 Average Percentile Point Gains on Student Achievement Tests 27 23 23 22 Taken from Classroom Instruction That Works, P.7 (Marzano, Pickering, Pollock, 2004)

Additional Research Marzano expands the 9 to 22 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Advance Organizers Building vocabulary

Complex cognitive tasks Cooperative learning Cues and questions Effort and recognition Engagement strategies Feedback Graphic organizers Homework Identifying similarities and differences 12. 13. 14. 15. 16.

17. 18. 19. 20. 21. Interactive games Kinesthetic activities Nonlinguistic representations Note taking Partial vocabulary Practice Setting goals/objectives Student discussion/chunking Summarizing Tracking student progress

and scoring scales 22. Voting technology For additional information about these strategies, visit: http://www.marzanoresearch.com/research/researched_strategies.aspx Work Cited Dean, C. B., Stone, B., Hubbell, E., & Pitler, H. (2012). Classroom instruction that works: Researchbased strategies for increasing student achievement (2nd ed.). Alexandria, VA: ASCD. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Researchbased strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano Meta Analysis Database retrieved online at http://www.marzanoresearch.com/research/researched_strategies.aspx Marzano Research Laboratories retrieved online at http://www.marzanoresearch.com/research/researched_strategies.aspx Pitler, H., Kuhn, M., & Hubbell, E.R. (2012). Using technology with classroom instruction that works, 2nd.ed. Alexandria, VA: Association for Supervision and Curriculum Development.

Putting the Pieces Together: Integrating Technology with Marzanos Instructional Strategies, Sherri Miller retrieved online at http://gets.gc.k12.va.us/VSTE/2008/index.htm Questions? Project Partners and Co-Creators of 21things: Carolyn McCarthy [email protected] Melissa White [email protected] Dr. Jennifer Parker-Moore [email protected] Janice Harding [email protected] Mid-continent Research for Education and Learning http://www.mcrel.org

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