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WCPSS Secondary Literacy Observation Checklist Teacher_______________________________________ Date of Observation___________________ Time_________________ Room #_________ Course_________________________________ Unit/Lesson/Topic_____________________________________ Classroom Environment Seating: Singles Pairs/Trios Groups Seating Orientatio n: Students face towards teacher Students face towards each other Room Arrangemen t: Inhibits student interaction Allows student interaction Facilitates student interaction Classroom displays: Learning aids, concept- related items Ongoing activities, projects Examples of student work Student recognition Applications, careers Racial, cultural diversity Extracurricular opportunities Lesson Overview: Written objectives Written agenda Assignments posted Classroom Culture Major activitie s of teachers & students Lecture/note-taking, teacher- led work Class discussion, small group discussion, student presentation or modeling Hands-on activity following specific steps Hands-on activity with open- ended instructions/latitude to decide steps “Seatwork”: reading text, working on worksheet, questions, problem set Processing: represent/analyze data, find patterns, write/reflect on learning Assessment: test/quiz, performance task, questioning to assess learning Using Discourse Teacher-- Students Students--Students Both Collaborat ive culture No collaborative culture Some evidence of collaborative culture (e.g. group roles defined) Evidence of collaborative culture Collaborative norms clearly defined Technology Teacher-driven Student-driven Lesson Enhanced Technology used: iPad/iPod Document Camera Computer Projector Calculator Interactive Board Other Researched Best Practices Old skill/information/spiraling New skill/information Similarities & Differences Summarizing /Note- taking Reinforcing effort Homework & practice Nonlinguistic representation Setting objectives/feedback Generating/testing hypotheses Cues, questions, organizers Standards for Literacy

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Page 1: Web viewSocially-constructed learning yields high retention rates because students are getting immediate feedback on their ideas from people who matter to them—their peers

WCPSS Secondary Literacy Observation Checklist

Teacher_______________________________________ Date of Observation___________________ Time_________________

Room #_________ Course_________________________________ Unit/Lesson/Topic_____________________________________

Classroom EnvironmentSeating: Singles

Pairs/Trios Groups

Seating Orientation:

Students face towards teacher Students face towards each other

Room Arrangement:

Inhibits student interaction Allows student interaction Facilitates student interaction

Classroom displays:

Learning aids, concept-related items Ongoing activities, projects Examples of student work Student recognition Applications, careers Racial, cultural diversity Extracurricular opportunities

Lesson Overview:

Written objectives Written agenda Assignments posted

Classroom CultureMajor activitiesof teachers & students

Lecture/note-taking, teacher-led work Class discussion, small group discussion,

student presentation or modeling Hands-on activity following specific steps Hands-on activity with open-ended

instructions/latitude to decide steps “Seatwork”: reading text, working on

worksheet, questions, problem set Processing: represent/analyze data, find

patterns, write/reflect on learning Assessment: test/quiz, performance task,

questioning to assess learning

Using Discourse

Teacher-- Students

Students--Students

Both

Collaborative culture

No collaborative culture

Some evidence of collaborative culture (e.g. group roles defined)

Evidence of collaborative culture

Collaborative norms clearly defined

Technology Teacher-driven Student-driven Lesson Enhanced

Technology used: iPad/iPod Document Camera Computer Projector Calculator Interactive Board Other

Researched Best PracticesOld skill/information/spiraling

New skill/information

Similarities & Differences

Summarizing /Note-taking

Reinforcing effort

Homework & practice

Nonlinguistic representation

Setting objectives/feedback

Generating/testing hypotheses

Cues, questions, organizers

Standards for LiteracyText Complexity

Complexity meets or exceeds grade-level band (CCSS)

Complexity is below grade grade-level band (CCSS)

No text used during walk through

Text –DependentQuestioning

Questions are developed in sequences that call students to examine textual evidence and discern deep meaning

Questions are confined to recall of text Questions do not directly relate to the text No questions observed during walk through

Writing Evidence of some writing

On-demand writing Process writing

Writing Type

Argument Information/Explanatory Narrative Undefined/Warm-up/

General reflection/Journal

Writing Strategy

Integrated with reading to develop thinking

Writing from models Writing conferences Other

Vocabulary and Language

Students have opportunities to gain indirect acquisition of vocabulary through reading and writing

Students are prompted to focus on the nuances of words in context and their effect based on context, syntax, and structure

Students engage in discipline- specific direct instruction of vocabulary through researched best practices (e.g. Marzano’s)

Students engage in learning academic vocabulary

Students are provided lists of vocabulary to learn

WCPSS Secondary Literacy Observation Checklist

Page 2: Web viewSocially-constructed learning yields high retention rates because students are getting immediate feedback on their ideas from people who matter to them—their peers

The Look-Fors : What They Mean and Why They Matter

Classroom EnvironmentWhat It Is What It Isn’t Why It Matters

Seati

ng

Arrangement of desks Ability for students to engage with

each other in learning tasks Ability for students to see key

information Single: Student desk does not touch

other desks Pairs/Trios: Student desk touches 1

or 2 other desks Groups: Student desk touches other

desks in groups of 4 or more. This includeso seminar discussion circleso horseshoe and U arrangementso other arrangements with contiguous

desk placement

For Observation purposes, it does not evaluate

teacher-chosen v. student-chosen seating

purposeful seating v. random seating

fixed room structures beyond the teacher’s control, such as door, built-in cabinets, lighting, or support columns.

Marzano, High-Yield Strategy 6: Cooperative Learning. Research shows that socially-constructed learning has an effect size of .73. (note: an effect size of .50 is considered medium)

Marzano, High-Yield Strategy 3: Reinforcing Effort—Effect size .80. Peer evaluations and Self evaluations of effort require that students be aware of their own and their peers’ relative effort. Seating arrangements have a direct effect on this.

Marzano, High-Yield Strategy 7: Providing Feedback –Effect size .61. Formative peer and teacher feedback can be given only when peers and teachers are able to see and evaluate student attempts at mastery.

Lev Vygotsky’s Zone of Proximal Development rests on the awareness that there is a difference between what students can demonstrate independently and what they can demonstrate with the help of others. Thus, seating that maximizes peer support is crucial.

Room arrangements themselves can be the trigger for the teacher to design a variety of student-centered learning tasks (McCorskey and McVetta, 1978)

Room arrangements influence teacher and student beliefs about the role of the teacher in the learning environment.

Flexible room arrangement allow teachers to adjust for a variety of learning tasks (Professional Learning Board synopsis)

Seati

ng O

rient

ation

Placement of desks and which way students face

Orientation towards one focal point, such as the front screen or teacher lectern OR

Orientation that allows multiple focal points, depending on the learning activity

Room

Arr

ange

men

t

Includes teacher choices of:o Placement of student deskso resource area(s)o teacher location(s)o materials and technology

Includes effect on movement and purposeful student interaction.

Inhibits means the room arrangement is fixed in a way that it deters students from interacting in meaningful ways for learning tasks.

Allows means the room arrangement is flexible enough for students to interact if needed.

Facilitates means the room arrangement is fluid and inviting for meaningful student interaction during learning tasks.

Page 3: Web viewSocially-constructed learning yields high retention rates because students are getting immediate feedback on their ideas from people who matter to them—their peers

Clas

sroo

m D

ispla

ys

Easily seen displays especially designed to add energy and awareness to the learning environment. Learning Aids: maps, word walls,

concept posters, graphic organizers, skill reminders, and other easily seen supports for student learning.

Ongoing Activities and Projects: large and easily seen assignment specifications, models, anchors, exemplars, skill supports, milestones, benchmark displays

Examples of Student Work: examplars of admirable student work such as essays, tangible products, models, printouts of digital presentations.

Student Recognition: Data charts, Wow! Boards, extra-curricular awards and recognitions, for example

Applications, Careers : Easily seen representations of discipline-specific applications of content-area learning in the 21st-century world of work

Racial, Cultural Diversity: Representations of many types of students, their heritages and backgrounds, and their interests and values found in classroom displays. This includes holiday displays.

Extra-curricular opportunities: Notices of clubs, organizations, and other opportunities that support content-area learning, development of social and cultural capital, and leadership development, such as Debate Club, Robotics Club, Student Council, to name a few.

Static, never changing from Day 1

Trite, stale posters with little connection to particular needs of the students

Out-of-date information and representations, such as maps with last decade’s borders, or outmoded formats for resumès, or representations of careers that no longer exist.

Hard-to-find, hard-to-see displays, unless clearly grouped and labeled as a classroom exhibit area

Student models and exemplars that clearly are from students of bygone years; torn, musty, faded examples of student work.

In order to make a difference in student learning and disposition, displays must have a meaningful connection to the curriculum.

(Marlynn Clayton, Classroom Spaces that Work, 2002)

Purposeful displays that include all students in some way send important messages to students:o The teacher values what students doo This is the students’ classroom as much as it is

the teacher’s classroomo In this classroom, students share their

learning with each other and get feedback from each other.

(Mike Anderson, Classroom Displays, ASCD , 2011)

Many researchers are looking at the factors of student engagement and dividing them into three areas: cognitive domain, emotional domain, and behavioral domain. Purposeful classroom displays affect student learning directly by activating the cognitive and emotional domains.

(Richard Jones, Strengthening Student Engagement, 2008)

Marzano, High Yield Strategy 3: Reinforcing Effort and Providing Recognition—Effect size .80. Displays of student work are central to providing recognition and demonstrating to students that teachers value their efforts.

Marzano, High Yield Strategy 5: Non-linguistic Representations – Effect size .75. Maps, charts, graphic organizers, photographs, pictures, concept maps, and other non-linguistic representations are all types of displays that can affect the cognitive domain of student engagement and learning.

Marzano, High-Yield Strategy 9: Questions, Cues and Advance Organizers—Effect size .59. Teachers who use purposeful displays to pique interest, pose real-world problems, activate prior experience/knowledge are using Marzano’s 7th high-yield strategy.

Marzano, High-Yield Strategy 1: Identifying similarities and differences—Effect size 1.61. This Super Yield Strategy is easy to achieve with charts showing similarities and differences among unit and course concepts.

Page 4: Web viewSocially-constructed learning yields high retention rates because students are getting immediate feedback on their ideas from people who matter to them—their peers

Less

on O

verv

iew

Written objectives: Learning objectives for the day written in colloquial language that students can understand. These may be written as learning targets. These may be what students will demonstrate by the end of the class period.

Written agenda : The order of events and activities for the class period. Even better: include the expected time each event/activity will take. Even better: format the class agenda as a business meeting agenda would be, including the Who and the Why.

Assignments posted: Even in this day of teacher websites with postings and updates for assignments, having the assignments posted on the board is important to student learning. Include purpose, product, and due date. Even better: have the assignment handout and rubric of skills posted nearby adjacent to the assignments.

Written objectives that are copied straight from the CCSS or teacher’s manual; that use educational jargon, abbreviations, and acronyms; that are only for a full unit or course; that are “canned” or “stock” objectives.

Written agenda thatis a generic/ happens-every-day listing.

Assignments posted that are hidden or unreadable from student desks

Marzano, High-Yield Strategy 7: Setting Objectives and Providing Feedback—Effect size .61. Objectives and Agendas set purpose for students for the class session.

Marzano, High-Yield Strategy 9: Questions, Cues and Advance Organizers—Effect size .59. Objectives and agendas are advance organizers. Objectives, agendas, and assignments posted are all cues for students.

Marzano, High-Yield Strategy 4: Homework and Practice—Effect size .77. Assignments posted reminds students of the homework and practice opportunities they have.

Agendas help student make smooth transitions between parts of the lesson. In addition, it adds to a stable and orderly classroom routine. (Melissa Kelly, Steps to Starting a Class Off Right. )

Agendas that conform to a business-meeting format send the nonverbal message that learning is the students’ jobs, that the classroom time is purposeful, and that all students have a role in the culture of the classroom.

Not only do Agendas help students know what to expect, but they also are a visual cue to teachers as they manage the pacing of instruction and learning.

Classroom CultureWhat It Is What It Isn’t Why It Matters

Maj

or A

ctivi

ties o

f Tea

cher

s and

Stu

dent

s

Lecture/note-taking, teacher-led demonstration Classroom is teacher-centered at this point. Students are doing one or all of the following: listening to teacher-talk; copying or summarizing notes; watching the teacher show something.

Lecture/note-taking, teacher-led demonstration NOT Student-generated meaning-making.

Mini-lectures are valuable for giving direct information that student may need for background information or as the basis for a problem-solving task. Because research shows that students must make their own meaning in order to learn, lecture on its own has little impact on student learning of concepts or skills.

Class discussion, small group discussion, student presentation/board work Students are at the lead during this activity. Students are talking with each other about a course concept.

Class discussion, small group discussion, student presentation/board work NOT Teacher asking questions and calling on students, or a one-to-one conversation between teacher and one interested student.

Socially-constructed learning yields high retention rates because students are getting immediate feedback on their ideas from people who matter to them—their peers. Highly interactive discussions or student presentations place students in the role of peer-teachers, which places higher value for the student on the need to understand and communicate concepts to peers. Research for peer teaching routines in multiple studies throughout the 1990’s and 2000’s indicate a high return on critical thinking skills and reasoning.

Hands-on activities following a set of specific steps Students are working together or independently to replicate a procedure or process previously presented.

Hands-on activities following a set of specific steps NOT Students watching one student do the whole process.

Adding to research supporting Constructivist theories of learning, 2013 research from Stanford University reports that students learn concept knowledge best if they explore hands-on projects prior to reading or watching videos on the topic.

Research stretching back 20 years or more shows that problem-solving skills used for solving predictable outcomes are important. But on their own, these are not sufficient for solving problems in open-ended, multimedia problem-solving environments.

Using design cycles, such as the STEM Design Cycle

Hands-on activities with open-ended instructions/latitude to decide steps Students are following a “design cycle” of thinking steps to generate original procedures, processes, or products.

Hands-on activities with open-ended instructions/ latitude to decide steps: NOT prescribed steps leading to a well-structured or expected outcome.

Page 5: Web viewSocially-constructed learning yields high retention rates because students are getting immediate feedback on their ideas from people who matter to them—their peers

or the IB/MYP Design Cycle, formalizes the steps that effective critical and creative thinkers use to “play with” open-ended problems with multiple

”Seatwork”: reading text, working on worksheet, questions, problem set Independent or paired learning, in which the student is figuring out his own responses, with or without minor help.

”Seatwork”: reading text, working on worksheet, questions, problem set NOT group discussion or problem-solving; NOT guided practice or structured scaffolds.

Independent work is another piece of the learning-strategy puzzle. It is not to be used to the exclusion of socially-constructed learning, but it is valuable in its own right. Without independent work, students will not be able to assess the levels their own skills and knowledge independent of supportive prompts. Independent work, monitored by the teacher-coach, trains students to play an active role in their own learning through self-awareness of their learning needs. Self-direction, strategic planning, and heightened self-motivation are the desired learning habits that emerge as outcomes.

Processing: represent/analyze data, find patterns, write/reflect on learning Individual, paired, or group thinking in which students use higher-order thinking skills to manipulate concepts and make new meaning for themselves. Student are engaged in higher-order thinking when they visualize a problem by making a graphic representation of it; separate relevant from irrelevant information in a problem; seek reasons and causes; justify solutions; see more than one side or solution or process of a problem; weigh sources of information based on their credibility; reveal and explain assumptions in reasoning; identify bias or logical inconsistencies (source)

Processing: represent/ analyze data, find patterns, write/reflect on learning: NOT lower-order thinking, such as memorization, explanation to understand, or rote application to well-structured problems. NOT copying notes or information

In “Education and Learning to Think” (National Research Council, 1987), an early important consideration of higher order thinking in math and science, higher order thinking is categorized as responding to “non-algorithmic” (open-ended) problem solving, involving complex and multilayered ideas, requiring nuanced judgments, and applying multiple criteria to new and unpredictable situations.

Why is this important? There is well accepted research from multiple sources that show us using higher order thinking in learning tasks has these payoffs for students: deeply embedded and long-remembered content

knowledge strong transference of knowledge and skills to new

contexts (such as ACT, EOC) direct and effective application to new situations

Assessment: test/quiz, performance task, questioning to assess learning May be observed as independent or group structure. May be formal test or informal ticket-out-the-door. May be summative or formative. Key: the purpose of the activity is to assess student understanding.

This is NOT: Simply grading An activity to provide or

use new information Input

Assessment is not an end in itself, but rather a means for educational growth. Assessment works best when it is integrated into the learning-and-teaching cycle, an ongoing part of learning rather than an “event”. Assessment is most effective as an agent for growth when it is designed to assess the multidimensional integration of knowledge and skills developed over time.

Usin

g Di

scou

rse

Discourse is lengthy and extended discussion about concepts, problems and skills related to course standards. Discourse occurs when learners are faced with open-ended problems, with multiple possible solutions, with ideas that even experts in the field might disagree on, with arguments/counterarguments, and with other types of non-structured response.

Discourse is NOT Q and A Quick answers to pointed

questions Definite right-or-wrong

answers Teacher and a single

student discussing Unrelated to course

standards

Strategies that embed discourse in the learning process prompt students to “produce” as they learn. This “output” gives students direct information about their learning: they articulate understanding, discover holes in their knowledge, justify ideas, and construct meaning from texts. As such, discourse leads to the development of reading comprehension, critical thinking skills, argument, and even personal voice. “…[S]tudents can and will internalize thinking processes experienced repeatedly during discussions.” (source)

Page 6: Web viewSocially-constructed learning yields high retention rates because students are getting immediate feedback on their ideas from people who matter to them—their peers

Colla

bora

tive

Cultu

re

Evidences of a well-established collaborative culture: Students transition quickly and smoothly

when prompted to begin collaboration. Student movement and talk is purposeful

and focused on the group learning task. Students do not need the teacher to

explain/re-explain the assignment, but instead use each other for questions and answers.

Students are clearly adept at using a rubric as a guide for the finished product and for self- and peer-assessment of mastery.

Students are eager to begin the task. Students are trained to take on social

roles, either formally or informally. Teacher’s role is Coach and Facilitator,

not Tutor or Demonstrator. Teacher moves consistently from group

to group, listening for misconceptions and monitoring for understanding.

Teacher does not give students answers, but offers suggestions for improvement, asks leading questions, or provides additional resources.

Students want the teacher to stop talking so that they can begin working.

Not a collaborative culture: Students balk at self-

directed learning tasks. Students require many

teacher prompts before they transition to collaborative structure

Student movement and talk is erratic and random. Focus is not consistently on task.

Students need the teacher to explain/re-explain the assignment.

Students ignore the rubric or don’t understand how to use it. Students do not self-assess as they work.

Students do not work smoothly as a team, often overlapping their jobs and roles.

Teacher’s role ends up being Tutor for a few students.

Teacher does not monitor or coach students.

Of Marzano’s 9 high-yield strategies, Cooperative Learning yields a high effect size of .73. Students who experience this learning strategy have a 27% percentile gain simply because of this strategy.

A collaborative culture, notes Marzano, trains students for “the real world” through these 5 features: “Positive interdependence” – learning is a “we’re all

in this together” experience “Face to face promotive interaction”—we all are

part of each other’s learning community, providing feedback, struggling together in supportive ways, and celebrating the Aha’s

“Individual and group accountability”—each of us is valuable and needed to the success of the whole

“Interpersonal and small group skills” – which include building trust, effective communication, resolving conflicts, taking leadership

“Group processing”—each of us is part of the solution for effective thinking and production

Marzano recommends using a variety of criteria in grouping students, using “base” or “home” groups for long-term learning; formal groupings for specific purposes and tasks; and informal groupings for quick-thinks or check-ins.

Some educators recommend using the terminology of “learning teams” rather than “group work” as a way to influence student understanding about the purpose of working cooperatively with peers.

Digital TechnologyWhat It Is What It Isn’t Why It Matters

Teacher-Driven

Teacher has control of the digital technology. Students watch the teacher demonstrate or use the technology.

Interactive for students.

As mentioned as part of many other effective teaching criteria, it matters whose mind is making the meaning out of the information. If teachers are controlling the digital technology, it is just like teachers holding the pencil while students try to answer a question or solve a problem. Students need to have ownership of the tools that promote the learning they need to make. At the same time, though, students need to know that teachers are monitoring usage and success, and that they are right there as a coach or trainer if the student starts down the wrong path of thinking.

Student-Driven

Students have control of the digital technology. Teachers serve as coaches and facilitators.

Teacher sitting at her/his desk grading papers while students work.

Lesson Enhanced

The lesson creates the purpose for the digital technology used. The technology does not create the need for a lesson. Digital technology is used as a natural part of the way lessons are delivered in the classroom.

A special event.

Students need to develop the skills to become skillful and creative users of the tools being used in the current culture—both in school and beyond. The many forms .

Page 7: Web viewSocially-constructed learning yields high retention rates because students are getting immediate feedback on their ideas from people who matter to them—their peers

Researched Best PracticesWhat It Is What It Isn’t Why It Matters

Old

Ski

ll/In

form

ation

/Spi

ralin

g Arranging the learning and teaching

cycle to enjoy a students’ “comfort zone” (see Vygotsky) before introducing new material

Arranging the learning and teaching cycle to tie students’ “comfort zone” of learned skills and concepts into a students’ “discomfort zone” where learning becomes risky to them

Helping students become “comfortable with discomfort” in learning by providing bridges from what they know to what they need to know.

Learn it and leave it behind.

Check it off the list of course objectives.

Learning that never arises again during the course to be used as the “stairstep” to the next level of knowledge or skill.

Prior Knowledge theories rest on the concepts that learning happens only when there is conceptual change on the part of the learner.

IT MATTERS… Students learn by refining previously learned skills and concepts. This means that new student learning must begin at the current level of learned skills and concepts before being able to “refine” them in any way.

Lev Vygotsky’s Zone of Proximal Development refers to the difference between what a learner can do without help and what s/he can do with support.

IT MATTERS… Learners who work within the Zone of Proximal Development learn new skills and concepts without anger, frustration, or apathy. Learners who work outside the ZPD experience high frustration and shut down, masking their fear and confusion with anger and apathy.

Jerome Bruner’s concept of Spiral Curriculum rests on the belief that students can learn complex concepts at any age as long as the information is structured effectively.

IT MATTERS…Teachers who structure learning so that complex ideas are taught at the student’s level of understanding first, and then revisited at gradually increasing levels of difficulty lead students to learn how to learn, so to speak.

Piaget’s theories of “assimilation” and “accommodation” rest on the concept that people learn either by fitting a new outside idea into their existing internal conceptual categories OR by re-categorizing their internal conceptual world to accept a brand-new concept or skill.

THIS MATTERS… Either way, students can learn ONLY if the new material and the old material come in contact with each other and relate to each other.

New

Ski

ll/In

form

ation

The “new stuff” that students must learn—and often feel a discomfort in trying because it is so far out of their comfort zone.

Skills and concepts that are within “shooting range” of their previous learning.

Skills and new concepts that are the logical “next step” of knowledge beyond the students’ current understanding and capability.

New knowledge out of context with prior learning.

New knowledge that require too much of a cognitive leap at one time for students

New knowledge or skills that are so far beyond students’ current learning that they shut down or give up because of an internal fear of failing or unsolvable level of confusion

Sim

ilariti

es a

nd D

iffer

ence

s

Student generated Higher order thinking: requires

analysis of features, definition of what something is and is not, application to an “other”, evaluation, and synthesis skills

Enhances student ability to use facts/knowledge and transfer concepts

May be done in linguistic (words) or non-linguistic (charts/graphs) formats

Includes but not limited to: Comparing, including Venn diagrams Classifying Creating metaphors (abstract

connections between unlike things) Creating analogies that demonstrate

different relationshipso A:B::C:D (no linquistic

representation of an analogy)o EX: ____is to humans as carbon

monoxide is to plantso EX: Shakespeare: sonnet::____:

ode

Teacher generated Pre-made materials

If you make students do this in a variety of ways, students will learn better than if you use any other strategy. Marzano’s High-Yield Strategy 1. This is the Super Strategy with a 1.61 effect size (very, very, very high yield on student learning). Students who experience this learning strategy have a 45% percentile gain simply because of this strategy.

Page 8: Web viewSocially-constructed learning yields high retention rates because students are getting immediate feedback on their ideas from people who matter to them—their peers

Sum

mar

izing

/ N

ote-

Taki

ng

Student created, not teacher created Higher-order thinking involving

categorizing (analyzing), prediction of future use, and evaluation of importance

Systematic and structured training of students to recognize and isolate important information to know, understand, and be able to do

Training in a variety of formats for notes and annotations

Ongoing revisiting of “tricks of the trade” to help students refine their summarizing and note-taking skills Summary frames for different kinds

of text Paragraph Shrinks Annotating (vs. highlighting) Interactive note-taking strategies Multi-modal note-taking strategies Synthesis of information reviews or

study guidesThe more notes taken by the student, the better, says Marzano.

Verbatim note-taking Copying from the

board Teacher-created outlines or lists of

information(unless used as a model)

A one-time “done deal”

Marzano’s High-Yield Strategy 2. This strategy has a very high yield on student learning, with a 1.00 effect size. Students who experience this learning strategy have a 34% percentile gain simply because of this strategy.

Rein

forc

ing

Effor

t / P

rovi

ding

Rec

ogni

tion

Systematic and structured training of students to recognize the role of their effort in their success

Includes but not limited to: Student self-assessment of his/her

effort, using a descriptive rubric Student-created charts that dually

track effort on tasks and resulting success on assessments

Regular discussion about student efforts on a task and student-shared ideas for anticipating/overcoming obstacles

Symbolic rewards and praise that are dependent on a standard of performance

Teacher practice of Pause-Prompt-Praise when students are facing difficulty: Pause and think what’s hard, Prompt with a specific suggestion, then come back and Praise for the specific improvement

“Bless your heart” responses

Accusatory responses (Why didn’t you do better????)

Assumption that all students believe that there’s a relationship between effort and achievement

Vague praise (“Good job!”)

Marzano’s High-Yield Strategy 3. This strategy has a high yield on student learning, with a .80 effect size. Students who experience this learning strategy have a 29% percentile gain simply because of this strategy.

Page 9: Web viewSocially-constructed learning yields high retention rates because students are getting immediate feedback on their ideas from people who matter to them—their peers

Hom

ewor

k an

d Pr

actic

e

Beyond-the-class learning Purposeful—and that purpose is

explained out loud Extension of knowledge Cycles of practice needed to refine

proficiency and mastery of a skill Used to springboard new learning Student attempts at mastery that

require comment/feedback Feedback may be given in a variety

of ways, from teacher and from peers

Feedback on homework is not the same as grading homework

Designed for an “independent” level of learning, not at a “frustration” level

Parent involvement in student homework

Irrelevant (or seemingly so) to what is being done during class

Unclear—easy to confuse when done independently

High-stakes A one-shot experience

with little connection to continued cycles of learning

Marzano’s High-Yield Strategy 4. This strategy has a high yield on student learning, with a .77 effect size. Students who experience this learning strategy have a 28% percentile gain simply because of this strategy. NOTE: Homework given at the high-school level results in higher percentile gains than homework given in elementary school or middle school.

Non

lingu

istic R

epre

sent

ation

s

Student-created “Coding” of information in formats

other than words, phrases, sentences, paragraphs

Transfer of information given in paragraph form into the same information arranged in other forms

Includes but is not limited to: Graphic organizers Charts, Tables, Graphs Maps Images, Pictures Physical models Movements Mental pictures Equations (turning situations and

paragraphs into equations)

Teacher-created

Pre-made materials Templates to fill in Closed-ended

products Lower-order thinking

tasks

Marzano’s High-Yield Strategy 5. This strategy has a high yield on student learning, with a .75 effect size. Students who experience this learning strategy have a 27%percentile gain simply because of this strategy.

Page 10: Web viewSocially-constructed learning yields high retention rates because students are getting immediate feedback on their ideas from people who matter to them—their peers

Setti

ng O

bjec

tives

and

Pro

vidi

ng F

eedb

ack

Student-generated goals for learning and habits of mind, adapted from and aligned with the standard course goals--in student’s own words. May be short-term (today, this unit) or longer-term.

Descriptive responses to student attempts at demonstrating learning that help students understand their current level and how to move forward. Clear exemplars or descriptions of

mastery , such as on a descriptive rubric

Teacher to student Student to student Student to self—how can I improve?

Ongoing and recursive --like the wheels of a bicycle that go round and round in order to propel you further and further Bicycle wheels: Learning goals

Formative assessment Refined goals next Formative assessmentand further and further we learn

Student must do the “pedaling” -- setting his/her own goals, assessing his/her own growth, and being allowed to make some strategic choices along the way

Teachers “pave the road” and provide “the map”: rubrics, modeling, coaching when needed, etc.

Peers are interdependent on each other’s “rides”—helping to planning the journey, riding their own bikes, encouraging endurance on the uphill of learning, providing feedback (Try this gear!), troubleshooting the “flat tires” of learning, and celebrating the accomplishments

CCSS objectives Standard Course of Study

objectives NC Essential Standards

for a course Teacher goals for

students Formative assessment

conducted only by teacher to student

Marzano’s High-Yield Strategy 7. This strategy has a moderately high yield on student learning, with a .61 effect size. Students who experience this learning strategy have a 23% percentile gain simply because of this strategy.

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Gene

ratin

g an

d Te

sting

Hyp

othe

ses

A student-generated prediction, hypothesis, guess, or estimate made prior to practicum and finding evidence

Requires students to explain their hypothesis and their conclusion using the evidence they found

Includes: System or Process Analysis:

Hypothetical What if’s for changes or glitches (circulatory or transportation or whatever)

Problem solving of “ill-structured” or messy situations

Historical investigation , plausible scenarios

Invention, new forms of [whatever] Decision making, including

moral/ethical dilemmas, economic/societal dilemmas

The teacher presenting his/her hypothesis and conclusions to the class, even as an explanation of how the course concept transfers to the real world

Marzano’s High-Yield Strategy 8. This strategy has a moderately high yield on student learning, with a .61 effect size. Students who experience this learning strategy have a 23% percentile gain simply because of this strategy.

Cues

, Que

stion

s, A

dvan

ce O

rgan

izers

Information that helps students remember ideas they already know or have heard of

Open-ended questions that prompt students to fill in missing information or critique points of view.

“Before-learning” materials that prompt student to scaffold ideas or concepts

Closed-ended prompts or materials, easily predictable or mundane and obvious. These do little to spark interest or wake up students’ minds.

Marzano’s High-Yield Strategy 9. This strategy has a high yield on student learning, with a .59 effect size. Students who experience this learning strategy have a 22% percentile gain simply because of this strategy.

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Standards for LiteracyWhat It Is What It Isn’t Why It Matters

Text

Com

plex

ity Regularly present students with

increasingly complex reading materials for learning content area skills and concepts (3+ times per week in every course)

Determine by quantitative measure of grade level PLUS qualitative measure of text features and concepts

ALSO balance text complexity with learning task: consider how easy/hard the learning task you want students to do will be and choose appropriate text

Scaffolds that keep the text in its original wording and sentence structure.

Increase text complexity throughout the year: start with short pieces, possibly below grade level for some classes, and increasing length and complexity week to week.

Provide purpose prompts or “search and find missions” prior to reading

Train students to use meaning-making routines that prompt student thinking and frame next-step classroom learning tasks.

Provide text that is targeted at students’ INSTRUCTIONAL level of reading. This is defined as the level a little above what they could do independently, since you will be helping student through the text with scaffolds, prompts, and protocols.

Build endurance and reading stamina by lengthening the texts throughout the year.

Textbooks only Text at the Frustration

level for students Text that is presented

without purpose or context

Text that is not used for subsequent learning tasks (written, oral, project-based learning)

Text that is always on the same reading level

Sets of text that lack a range of levels (some slightly above along with on-level, and some slightly below, etc.). NOTE: Students should be allowed the opportunity for some “easy reads” sometimes, but most of the reading should provide some challenge and opportunities for growth.

Reading demands for the workplace and for the first year of college are about the same nowadays (American Dpiloma Project, 2004)

THEREFORE… ALL courses have a responsibility to provide content-area reading that stretches students’ reading ability

Only 51% of ACT-tests high school graduates are ready for college level reading (ACT, 2006)

THEREFORE, … students entering community colleges and technical schools (“grade 13”) are as much at risk as students entering 4-year universities.

Ironically, more students are on track to being ready for college-level reading in 8th grade than are actually ready when they graduate in 12th grade. (ACT, 2006)

THEREFORE… high-school teachers have apparently been abandoning the complexities of real-world text. Our students have been sliding backwards during the 4 years they are in high school.

Low literacy levels prevent high school students from mastering the content areas they are enrolled in (Alliance for Excellent Education, 2002)

THEREFORE, … content-area teachers have a responsibility to include and scaffold resources that trains students to read increasingly complex text over time.

To figure out Text Complexity:Quantitative: The grade level number Go to https:// readability - score .com Cut and paste (or type in) several paragraphs into

the box on the left Look on the right under Grade Levels for the Flesch-

Kincaid Grade Level.Qualitative: The fuzzy area of making meaning Go to

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el201306_Fisher-Frey-Rubric.pdf

Use the descriptors to help you consider other features that make a text easy or hard for students

For Literary text, go to http://groups.ascd.org/resource/documents/122463-CCSS_Text_Complexity_webinar_handout_3.pdf

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Text

-Dep

ende

nt Q

uesti

onin

g

Prompts that require students to give specific evidence from the text in their answers

Higher-order thinking that requires students too apply specific information from the text

to new situations or scenarioso analyze (categorize, compare, contrast,

re-define, re-structure, find cause-effect…) specific information from the text

o evaluate (rank, rate, judge) using specific evidence from the text

o synthesize (put a+b…+c…+d… together to create Q; if x, then y; etc. ) specific information from the text (or ideas from multiple texts) to draw conclusions or new concepts.

Usually focused on difficult portions of the text to enhance reading proficiency

Can be framed in learning tasks requiring writing and discussion.

Train students to design their own text-dependent prompts, for their peers to answer or for themselves as study and research guides

Requires multiple reading skills: skimming, scanning, reading, re-reading, close reading

Lower-order thinking, such as recall questioning

Cannot be answered without evidence from the text. So… NOTo Personal

experienceo Reflectiono Literal responses,

such as “What’s the definition of ___”

o General knowledge questions

o Prior knowledge questions

Aligned with CCSS for Literacy in Science, Technical Subjects, Social Studies and ELA: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Text Dependent Questions guarantee careful investigation of text provide scaffolding for enhancing reading proficiency promote discussions that rest on proving student

opinions and ideas (argument) provide the basis for argument writing and speaking

Typical text-dependent questions ask students to perform one or more of the following tasks: Analyze paragraphs on a sentence-by-sentence basis and

sentences on a word-by-word basis to determine the role played by particular paragraphs, sentences, phrases, or words

Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another

Probe each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole

Examine how shifts in the direction of an argument or explanation are achieved and the impact of those shifts

Question why authors choose to begin and end when they do

Note and assess patterns of writing and what they achieve

Consider what the text leaves uncertain or unstatedFrom Achieve the CoreShort Guide for Creating Text Dependent Questions

Writi

ng

Evidence of some writing-- Students have been assigned a writing task to do outside of class. There is no evidence of formative support through process milestones or rubrics.On-demand writing—Students are assigned a writing task that is to be completed in class within a clear time limit. There is little or no support for training students in the process of thinking and writing. Sometimes called “timed writing”.Process writing—Students are assigned a writing task—whether short-term or long-term—that incorporates specific steps and structures that train students in HOW to think through the concept or task, compose effectively, organize and format, refine and revise, and edit for publishing (put it out there for others to read and respond).

Telling student to write is not in itself a valuable learning task.

Writing is thinking. “If students are not writing fluently, they are not thinking fluently, at least about the topic of study.” (Fisher and Frey, 2013)

Writing and reading combined together are more likely to prompt critical thinking than when reading is done alone or when students simply respond to study-guide questions. (Tierney et al, 1989)

Training and practice in on-demand writing is important for many situations students will face: ACT Writing Test, SAT Essay, Scholarship and job interviews with on-demand writing requirements (surprise!), not to mention the many forms of written discourse that are part of job-embedded expectations

On-demand writing should not be taught in isolation. Students need to experience the process of learning to think (see text-dependent questions) and transferring thinking to writing before being asked to do this quickly and independently through on-demand writing.

Writing Process ideas that can be used to start wherever the student is—pp 12-23 http://www.ode.state.or.us/teachlearn/subjects/elarts/writing/writing-framework-instruction.pdf

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Writi

ng T

ype

The CCSS designated purposes for writing in Grades 9-12> CCSS Writing Standards for Science, Technical Subjects, Social Studies, and ELA, Standards 1, 2, and 3:

Argument – The biggest shift for high-school learning and teaching brought to us by the CCSS. Argument requires that the student analyze alternate points of view on a topic, compare and evaluate the evidence and its sources, and synthesize all of these into the student’s own proposal for the best solution or point of view. Argument depends on the writer presenting his/her claim about a topic, considering and rebutting counterclaims, providing data and evidence for claims and against counterclaims, and providing logical reasoning for HOW those data actually prove the writer’s claim.

Information or Explanatory—Once called “expository” writing, this kind of writing has the sole purpose of explaining information. As such, it is the focus of student writing in late elementary/early middle school. It does not attempt to evaluate competing points of view on a topic, but simply reports those points of view. In high school, students should be using informational writing primarily as explanatory material embedded in their argument writings.

Narrative – This purpose is not non-fiction writing, but fiction writing. The story conveys the author’s purpose. The author does not begin or end the narrative with editorializing about the meaning. Short stories, novels, fables, allegories, and some memoirs and biographies are written in this form. Other than in Creative Writing classes and some units of English class, narrative writing is used by high-school students if students provide anecdotes (very short narratives, 1 paragraph or so) as evidence embedded in their argument writing.

Undefined – writing that doesn’t fall into one of the CCSS designated purposes. This includes warm-ups or other writing that focus on personal reflection, personal experience, personal beliefs or ideas, and most journal writing assignments.

Any written assignment resulting in phrasal response, such as (but not limited to)…o Note-takingo Annotations of texto Answers to study-

guide or reading-guide questions

o Filling out graphic organizers

Argument is not Persuasion. Argument begins with evidence determines the student’s claim after logically analyzing the evidence. Persuasion begins with the student’s feelings or beliefs and finds evidence to support that belief. Argument rests on logic (Logos) while Persuasion rests on feeling/belief (Pathos).

Information writing alone does not provide the cognitive challenge needed for high-school thinkers.Because information writing is simply reporting knowledge and concepts available in a variety of sources, its cognitive level remains at Remember and Understand, the lower levels of Revised Bloom’s Taxonomy, and Levels 1 and 2 of Webb’s Depth of Knowledge framework.

Narrative writing is valuable for training students in the psychology of human motivations and empathetic thinking.While The Story is always important, both for engaging the thinker in the real-world complexities of multiple perspectives and for creating awareness of the interrelationships that drive our human condition, it is not one of the CCSS for Science, Technical Subjects and Social Studies.

Narrative writing is Standard 3 for ELA CCSS in Writing. Teachers should look closely at the sub-standards for this skill, which go far beyond the basic 5-part plot graph and typical 7 elements of the short story. To help the ELA teacher begin to explore ways to teach narrative writing, here is a summary of the refinements of narrative skills expected by CCSS for Grades 9-12.o Setting a problem and its significanceo Multiple points of viewo Multiple plot lineso Build toward a particular tone and outcomeo Variety of techniques for revealing events

and detailso Use purposefully chosen “telling details” to

convey vivid imageryo Narrative conclusion that follows from and

prompts reader reflection on what was experienced, observed, or resolved over the course of the narrative.

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NOTE: Any of these may be practiced and specific skills assessed through short draft-level writings. OR they may be assessed for a synthesis of skills through longer, publishable, polished writings.

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Writi

ng S

trat

egy

Integrated with reading to develop thinking Short writing-to-learn tasks for

preparation for reading complex text (before reading), for prompts for making meaning of complex text (during reading), and/or for synthesis and follow-up after reading to lead students to think at DOK 3-4 (Strategic/Extended Thinking.)

Longer learning-to-write prompts to teach students the forms and formats of writing within your discipline, using the texts students have read to embed disciplinary concepts and constructs into their writing tasks.

Writing from models Examples of real-world writing by

professionals who work in jobs related to your discipline (consider writing published in content-related interest magazines written for an adult audience or peer-reviewed journals)

Use these to demonstrate the specific structures and formats of your discipline’s writing expectations, as well as for analysis of good writing (choices of details, organizational decisions, vocabulary)

Demonstrate by Think-Alouds the thinking that good writers in your discipline must undertake to get to good discipline-specific writing

Assign students tasks in which they mimic the discipline-specific writing structures and features in a product of their own.

Writing conferences One-on-one or (very) small group

conferences in which feedback is given using examples from the student’s own writing to demonstrate the level of skill development

Pointed teacher-student conferences which provide students with formative feedback on targeted skills related to a writing assignment in progress

Student-led teacher-student conferences in which student assess themselves using the skill descriptors in the rubric for the assignments

Peer-review class structures in which peers take on the role of teacher in the conference.

IS NOT:(Integrated with reading to develop thinking) Writing tasks that are

tied only to a summary or précis of a text

Writing tasks that do not use the text information for evidence or reasoning within a student-generated product

(Writing from models) Using poor writing

examples from your discipline

Using other-learner writing as models

(Writing conferences) Explanations to whole

group or large group of often-seen or common mistakes

Explanations of writing skills that do not use the writer’s work as the source of examples of skill development

Feedback on writing that does not use a specific rubric of skills that is designed to assess specific skills embedded in the writing assignment

Peer-editing class structures that do not engage the writer and the reader in a one-on-one extended discussion

Peer or teacher feedback that results in generalizations rather than specific skill development using evidence.

Students’ reading comprehension is improved by having them increase how often they produce their own texts (Writing to Read, 2010)

Writing is thinking. “If students are not writing fluently, they are not thinking fluently, at least about the topic of study.” (Fisher and Frey, 2013)

Writing and reading combined together are more likely to prompt critical thinking than when reading is done alone or when students simply respond to study-guide questions. (Tierney et al, 1989)

Writing to Read (2010), a research report sponsored by Alliance for Excellent Education cites multiple sources of evidence that assigning students writing tasks produces stronger readers as well.

The recommendations: Have student write about the text they read Teach students the writing skills and

processes that go into creating text for others to read

Increase how much students write.

“Better writers tend to be better readers, and better readers produce better writing.” (National Writing Project)

“There is a synergy between the interrelated meaning-making activities of reading and writing.” (Tierney, 1992)

“Reading and writing intersect in natural ways when literate persons are actively using reading and writing to learn." (Hanson et. al, 1991).

“In an age overwhelmed by information, …the ability to read, comprehend, and write—

in other words, to organize information into knowledge—can be viewed as tantamount to a survival skill.” (Writing To Read, 2010)

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Voca

bula

ry a

nd L

angu

age

Provided lists of vocabulary to learnTeachers give a list of vocabulary for students to learn in isolation from meaningful text or concept analysisEngage in academic vocabularyStudents are actively involved in making meaning of vocabulary words and phrases that are common to academic (Tier 2) vocabulary. This might include task terms, such as analyze or comparison. This might also include words and phrases that academically-educated adults know and use in their writing and conversation, such as derelict or pandemonium or antediluvian. So-called SAT Hot Words would be in this category.

Engage in discipline-specific direct instructionStudents are actively involved in making meaning of words and phrases common to a specific discipline’s concepts which have been directly presented to them. These are Tier 3 vocabulary. Examples are metonymy (English), plié (Dance), staccato (Music), radical (Math), or…radical (Political Science).Prompts to focus on nuances of words and their effectsStudents look closely at connotations of words chosen by an author, and how the connotation or tone influences the opinion or attitude of the reader. Students further consider alternative choices the author could have made (synonyms), and evaluate the differences these choices might have made in the overall message or with different target audiences.

Opportunities for Indirect acquisitionTeachers assign reading of complex text with high-level vocabulary, so that students encounter meaningful vocabulary in natural contexts. Teachers regularly use high-level vocabulary in discourse with their students and monitor for teachable moments that arise for vocabulary acquisition. Teachers train students in ways to problem-solve for likely meanings of words/phrases they encounter in natural contexts.

CCSS for Language:

Standard 3:Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Standard 4:Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.> Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies.

Standard 5:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.> Analyze nuances in the meaning of words with similar denotations [dictionary definitions]

Standard 6:Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.