Welcome to our Class
by Barbara Gorbaty and Toby Martin
An Overview of Maranzano’s Instructional Design Questions From The Art & Science of Teaching
Maranzono’s Framwork:
• Focused on improving instruction • Research Based- provides a rationale for teacher
action with sensitivity to the notion that there is no one formula for success
• Pedagogy is both art and science Three parts of pedagogy
1. Use of effective instructional strategies 2. Use of management strategies 3. Use of effective classroom curriculum design strategies
Maranzano’s Instructional Design Questions
5. Engage students 6. Establish or maintain classroom rules and procedures 7. Recognize and acknowledge adherence and lack of
adherence to classroom rules and procedure 8. Establish and maintain effective relationships with students
1. Establish and communicate learning goals, track student progress, and celebrate success
2. Help students effectively interact with new knowledge 3. Help students practice and deepen their understanding of
new knowledge 4. Help students generate and test hypotheses about new
knowledge
9. Communicate high expectations for all students 10. Develop effective lessons organized into a cohesive unit
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Connection to CTE
• The instructional design questions emphasize area that are already strengths of the CTE system.
• The instructional design questions inform areas for improvement that are relevant to any learning setting.
Establish and communicate learning goals, track student progress, and celebrate success
By being overt in our discussion of what we are aiming for and how we are progressing, students will become more connected to their learning.
Establish and communicate learning goals, track student progress, and celebrate success
• Marinzano emphasizes the following regarding setting goals: – Keep working towards success – Personalize goals both student
and teacher – Adapt- desires and personal
needs – Goals-Instruction that is not
overly specific
• Within CTE goals are often defined by the needs of the students to be prepared to enter the workplace.
• Competency lists and standards are a logical start to goal setting.
• Involving students in goal setting strengthens buy-in
• Charts, Grade books, Checklists. Keep track-items can be changed if needed
• Provide Recognition • Personal, Specific, Pro-Active • Student Exploration -- Take action
on the spot • Meet learning objectives,
motivation, positive praise at all levels, pursue all levels of expectations.
Establish and communicate learning goals, track student progress, and celebrate success
Reinforcing effort and providing recognition increases student achievement by 29%
Consider the question, “What mechanisms best meet these needs within my specific CTE area?
Help students interact with new knowledge
Within CTE we are continually introducing new processes, procedures and knowledge to our students. The ways in which we form critical input experiences can enhance student learning.
Help students interact with new knowledge
• Assimilation- Linking new to old knowledge • Accommodation-More Radical- Making
change to existing knowledge • Schema- Accretion, Tuning, Restructuring • Distinguishing Declarative Knowledge and
Procedural Knowledge
Consider the processes & concepts that govern how new knowledge is acquired :
Use quality, research based strategies:
• Use summarizing & note taking • Explicitly structure information aids • Use questioning strategies • Encourage students to process own
information • Use visual organizers • Reciprocal Teaching- Summarizing,
Questioning, Clarifying, Predicting • Mnemonic Strategies
Help students interact with new knowledge
Cooperative Learning • Groups based on individual learning
(sparingly) • Groups small in size • Applied systematically and
consistently • Structure • Practice skills independently • Encourage to provide own feedback • Non-authoritiative feedback provides
the most understanding and gain
Cooperative Learning increases achievement
by 27%
Help students interact with new knowledge
Nonlinguistic Representations
• Variety of activities • Graphic Represen-
tations • Physical Models • Pictures • Drawings • Kinesthetic activities • Elaborate on prior knowledge or the new
knowledge
Help students interact with new knowledge
Help students interact with new knowledge
An Example: learning medical terminology
Terminology is challenging and extensive
• Attach to prior knowledge – connect terms and affixes with things students already know.
• Chunk terms into groups - concentrating on one area at a time (body systems, descriptive terms, etc.)
• Use visuals & interactive strategies– anatomy coloring books, models, puzzles
Help students practice and deepen their
understanding of new knowledge
To be successful learners, or students need to go beyond basic learning. We need to bring them towards deep and richer understanding that will strengthen their skills
Cues, Questions, and Advanced Organizers
• Effective learning with questions • Focus on what is important • Questions to all levels of students
– Wait for reply-foster learning at all levels – Actively engage
Help students practice and deepen their understanding of new knowledge
An Example: Finding Similarities and Differences • Can increase student achievement by 45% • Guidance in similarities and differences enhances students
understanding- Making good use of knowledge
Help students practice and deepen their understanding of new knowledge
What are the similarities and differences between the sets?
What are the similarities and differences within the sets?
What are the similarities and differences in function?
HOW CAN THINKING ABOUT THIS HELP YOU?
What, in addition to shop work could students do with this set?
– Metaphors – Analogies – Comparing – Classifying
Help students practice and deepen their understanding of new knowledge
Homework • Rules for Homework • Learning takes work at school and in the home • May be counterproductive if assignments are
too large • Make home work clear • Give plenty of feedback- Criterion/Referenced • Homework affords opportunity for practice or
procedural knowledge and review of declarative knowledge
Help students practice and deepen their understanding of new knowledge
Assigning Homework and Practice increases achievement by 28%
Homework in CTE?!? But CTE practice requires specific equipment and materials…
Can we address related declarative knowledge in homework?
Not CTE Homework
Can we design assignments around similarities & differences?
Can we have students develop visual representations of processes?
Can we leverage technology?
Help students generate and test
hypotheses about new knowledge
When applying their skills and learning in real-world contexts, our students will need to be able to adapt what they know to new situations and contingencies. By making this an overt part of the learning process we can help them to do this in the classroom and within practical situations.
Hypotheses- Testing and Generating
• Effective Support- (Problem Based Learning)
• Experimental Inquiry • Problem Solving • Decision Making • Investigative Tasks • Students- Explain their hypotheses and be able to
explain and have historical investigations
. Help students generate and test hypotheses about new knowledge
Hypotheses Continued:
• Deductive VS. Inductive Deductive- General conclusion from pieces of information • Inductive- Rules to make
prediction of a specific event
. Help students generate and test hypotheses about new knowledge
Help students generate and test hypotheses about new knowledge
• Examples in Agriculture
• Viewing samples of diseased plant parts to determine the disease.
• Using planting conditions to guide choices of plants within a landscape design in order to avoid disease or pests.
Practical Work • As CTE often has strong ties to industry and the
community, there is a rich source of practical, real life experience from which to draw when designing scenarios
• Co-ops and other industry or community connected practical experiences can allow students to participate in real problem solving activities.
• Throughout these experiences students routinely
. Help students generate and test hypotheses about new knowledge
Engage Students
• Student engagement is tied to motivation and their desire to take farther their learning. By actively working to maintain a high level of engagement we strengthen instruction.
Engage students
• High Energy • Helps with missing
info • Self-system on info
learned • Mild pressure • Mild competition
and controversy • Provide physical
activity
Establish or maintain classroom rules and
procedures
Well structured, organized learning environments support student learning. By creating consistency, clarity and order, we allow our students to focus on the business of learning.
Establish or maintain classroom rules and procedure
• Establish ground rules early • Organization • Environment • Interaction about expectations • Classroom Ethics • Professionalism • Recap assignments at the end of the day-
Check activity books for assignments
Labs, Classrooms & Learning Spaces
• Creating a logical physical relationships – Promotes optimal spaces for different activities – Addresses safety and appropriate conduct for
different work settings • Appropriate access to materials & tools
– Simulate workplace within school constraints • Use visual space to support and enhance
learning
Recognize and acknowledge adherence and lack of adherence to classroom rules and procedure
• Recognize Adherence or Lack of Adherence to class rules – Teacher reaction to positive student activity – Tangible recognition for positive student activity – Direct Cost Consequences-
• “Withitness” - being aware and overt about awareness of what is going on in the classroom
• Be mobile in the room • Be pro-active • Noticing Problems Prior
• Home Contingency – Parents Positive and not just negative --Emails, Calls Home,
• Graduated Actions- Eye contact, Moving Toward student, Confront Behavior
• Group Contingency, – Accountable for own actions, and groups, and entire class
• Maintaining professional demeanor
Establish and maintain effective relationships with
students
• Student well-being • Relationship will foster enhanced education • Dominance • Cooperation and Concern • Knowing something about each student
Towards more powerful Interaction • Frequency and
duration of interaction are critical
• Encouragement matters
• Non-verbal communication matters
Establish and maintain effective relationships with students
Communicate high expectations for all
students Low expectations lead to lower levels of success. We can strategically address the influence of our expectations by addressing them overtly.
Communicate high expectations for all students
By intensifying our self study of how we interact with students, we can establish practices that reduce problems caused by low expectations.
Remember that some CTE students have experienced impacts of low expectations in traditional settings.
Teacher perceptions of students can have a powerful influence on our expectations . We can’t control our perceptions, but we can act in ways that level the playing field.
• Challenge responses • Subverts- Nonverbal-Real vs. Hypothetical • Change teacher behavior- non mastery-treat
equal low and high expectation students • Affective tone and Quality Interactions • Affective-Positive praise to all students evenly • Pursue all level of students for expectations
Communicate high expectations for all students
Working with low expectation students
• Identify differential treatments of students-Verbal and Non Verbal • Ask questions of low expectancy students • Stay with low expectancy if in correct questions
• No negativity from others • Restate the question • Point out correct and incorrect • Provide ways to let them off the hook • Give Gratitude
Communicate high expectations for all students
Develop effective lessons organized into a
cohesive unit
Careful planning that includes addressing all of the instructional design questions will strengthen teaching.
Develop effective lessons organized into a cohesive unit
• Activities • Research Based Facts • Instructional Effectiveness-
2 minutes • Planning • Learning Goals of the
students • Focused Issue • Student Exploration
• Lessons that are routine
• Lessons that are specific
• Lessons with Practice • Segments devoted to
hypothesis-generation/test taking
• Action on the spot • Relationships