Download - CLARIFYING CONTENT PRIORITIES, BACKWARD DESIGN, AND MARZANO’S NINE Standards-Based Instruction
ESSENTIAL QUESTIONS
Are the principles of good history instruction consistent with teaching to the standards?
How do we cover a large amount of content in so little time?
WORKSHOP BENCHMARKS
1. Compare characteristics of good history instruction with standards-based social studies
2. Develop a framework for prioritization of content.
3. Integrate strategies from Classroom Instruction That Works
THE STANDARDS
On Good History Instruction – Which quote best represents your view of good history instruction?
Are the concepts in the history standards consistent with good history instruction?
GOOD HISTORY VS. STANDARDS
Good History
State Standards
State Standards
Good History
Good History
StateStandards
1.
2.
3.
PRIORITIZING CONTENT
Priorities Priority 1 – Benchmark Priority 2 – Indicators Priority 3 – Indicators or ‘enrichment’
Matrix – How to determine priorities Characteristics Relationship to the standards – Litmus Test Examples and key words Effective and Ineffective Uses
PRIORITIZING CONTENT
Why prioritize content? Implications for:
Assessment Use P2s as paths to P1s Don’t assess P3s
Pacing Spend most of the time on P1s and P2s
Priority Determination can be with: Topics, textbook sections, worksheets,
primary sources
PRIORITIZING CONTENT & BACKWARD DESIGN
1. Identify Desired Results – Based on Priority 1 Characteristics
2. Determine Acceptable Evidence – Based on Priority 1 Effective Uses
3. Plan Learning Experiences and Instruction – Based on Priorities 1-3 Effective Uses
PRIORITIZING CONTENT & GOOD HISTORY INSTRUCTION
Priority 1 emphasizes: significant substance of the discipline – Wilson &
Sykes significant themes and questions – Levstik &
Barton discernible patterns and trends – Wineburg analysis and understanding – OSU causal relationships – Cantor and Schneider going beyond factual memorization - Seixas and
Sunal answering how and why - Cantor and Schneider engaging in historical thinking – NCHS
PRIORITIZING CONTENT &TEACHING TO THE STANDARDS
P1s guarantee benchmark coverage P2s guarantee unpacking the
benchmarks P3s help to weed out non-essential
and non-assessable content
STRATEGIES Marzano’s Essential Nine – from
Classroom Instruction That Works1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Cues, questions, and advance organizers
META-ANALYSIS DATA
Strategy Avg. Effect Size
Percentile Gain
1. Identifying Similarities and Differences 1.61 45
2. Summarizing and Note Taking 1.00 34
3. Reinforcing Effort and Providing Recognition .80 29
4. Homework and Practice .77 28
5. Nonlinguistic Representation .75 27
6. Cooperative Learning .73 27
7. Setting Objectives and Providing Feedback .61 23
8. Generating and Testing Hypotheses .61 23
9. Questions, Cues, and Advance Organizers .59 22
ESSENTIAL NINE IN BACKWARD DESIGN1. Setting Objectives and Providing Feedback
2. Cues, Questions, Advance Organizers
3. Summarizing and Note Taking
4. Identifying Similarities and Differences
5. Non-Linguistic Representations
6. Cooperative Learning
7. Generating and Testing Hypotheses
8. Homework and Practice
9. Reinforcing Effort and Providing Recognition
SETTING OBJECTIVES Based on Priority 1 If students are aware of an intended
outcome, they know what to focus on Set objectives that are not too specific Communication of objectives is as important
as setting objectives Posting on the wall Weekly agenda/syllabus Website, blog
PROVIDING FEEDBACK Feedback should be:
Timely – immediate is best Specific to a criterion Corrective in nature
Tools E-instruction Quia.com Online gradebook Blog
CUES, QUESTIONS, ADVANCE ORGANIZERS Accessing Prior Knowledge – Cognitive Learning
Theory Connection to Priority 1 and the Benchmark – focus
on essential information Essential Questions Advance Organizers
Expository – straightforward description of new content – may be written or visual (e.g. United Streaming)
Narrative – Stories Skimming – quickly reading upcoming information Graphic – KWL and Modifications
NOTE TAKING Students analyze a subject to expose
what's essential and then put it in their own words
Formats – graphically organized, outline, guided
Encourage and give time for review and revision of notes Cornell Notes Interactive Notebook
Notes can be the best study guides for tests Keep out the non-essentials – focus on P1s and P2s
SUMMARIZING
Requires substituting, deleting – getting at the essential ideas
History Frame Graphic Organizer MS Word Auto summarize Document-Based Summaries Technology adaptation – Wiki summary
www.pbwiki.com
NON-LINGUISTIC REPRESENTATIONS Enhances students’ ability to represent and
elaborate on knowledge using mental images
Graphic Organizers Cause/Effect Sequencing/Flow Charts/Time Lines
Visual Literacy Political Cartoons Photographs Propaganda
IDENTIFYING SIMILARITIES AND DIFFERENCES
“Compare” in the state standards means “compare and contrast”
Venn diagrams and alternatives Metaphors and analogies
COOPERATIVE LEARNING
Provides students with opportunities to interact with each other in ways that enhance their learning
Vary grouping criteria Manage group size Use rubrics to assess –
http://rubistar.4teachers.org/ Jigsaw
GENERATING AND TESTING HYPOTHESES Promotes higher level of thinking Historical Investigation
Clearly describe the historical event or issue to be examined
Identify what is known or agreed upon and what is confusing, contradictory, or controversial
Based on what you understand about the situation, offer a hypothesis
Seek out an analyze evidence to determine if your hypothetical scenario is possible.
Decision Trees
GENERATING HYPOTHESES – COUNTERFACTUAL HISTORY
Can’t be “scientifically” tested Helps identify root causes What If?
GENERATING HYPOTHESES –ECONOMICS
Systems Analysis Explain the purpose of the system, the parts of the
system, and function of each part Describe how the parts affect one another Identify a part of the system, describe a change in
that part, and then hypothesize what might happen as a result of this change
Test your hypothesis by actually changing the part or by using a simulation to change the part. Or, “test” your hypothesis by considering and describing the effects of the change on the system.
HOMEWORK AND PRACTICE
Homework can be an asset or liability depending on how we approach it
Establish and communicate a policy Web tools – blogs, online gradebrook, etc.
Clarify the purpose of homework Comment on homework Practice – skills and methods
benchmarks
REINFORCING EFFORT AND PROVIDING RECOGNITION Rewards are most effective when contingent on
attaining some standard of performance Verbal rewards are more effective than tangible
rewards Be specific – to whom and for what Have students keep track of their effort and
achievement Student Galleries – posted on the walls, on the
web