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Using Interactive WhiteboardsUsing Interactive Whiteboardsand Clickers to Enhance

Instruction and Assessments uc o a d ssess e

Debra Pickering

M t i l i h i ht d R d d l th k dMaterials appearing here are copyrighted. Readers may reproduce only those pages marked “Reproducible.” Otherwise, no part of this material may be reproduced or transmitted in any form or by any means (electronically, photocopied, recorded, or otherwise) without written

permission of Marzano Research Laboratory, acting on its behalf or on the behalf of the copyright owner.

Copyright ©2010 by Marzano Research Laboratory

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Printed in the United States of America.

Workshop Agenda ................................................................................................................... 1

Table of Contents

Workshop Focus ….................................................................................................................. 2

Profile: Debra Pickering ………………..…………………………………………........... 3

Workshop ResourcesIntroduction: Classroom Technologies,

Framing Our Challenge, Sharing a Language …………..………………………..…….. 5

Developing Assessment and Instructional Feedback 15Developing Assessment and Instructional Feedback …………………………………….... 15

Engaging Students—Attention and Interest ………………………………………………. 23

Communicating and Helping Students Focus on Clear and Essential Learning Goals …… 31

Achieving Initial Understanding and Proficiency ………………………………………… 39

Special Topic—Creating Visuals and Nonlinguistic Representations 47Special Topic Creating Visuals and Nonlinguistic Representations ……………….……. 47

Procedural Knowledge: Increasing Proficiency ……………………………………………... 57

Deepening Understanding: Using and Applying Knowledge Meaningfully ………………. 65

Putting It All Together ……………………………………………………………………... 73

Tapping the Undeniable WOW 77Tapping the Undeniable WOW ……………………………………………………………. 77

Workshop Agenda ................................................................................................................... 1

Table of Contents

Workshop Focus ….................................................................................................................. 2

Profile: Debra Pickering ………………..…………………………………………........... 3

Workshop ResourcesIntroduction: Classroom Technologies,

Framing Our Challenge, Sharing a Language …………..………………………..…….. 5

Developing Assessment and Instructional Feedback 15Developing Assessment and Instructional Feedback …………………………………….... 15

Engaging Students—Attention and Interest ………………………………………………. 23

Communicating and Helping Students Focus on Clear and Essential Learning Goals …… 31

Achieving Initial Understanding and Proficiency ………………………………………… 39

Special Topic—Creating Visuals and Nonlinguistic Representations 47Special Topic Creating Visuals and Nonlinguistic Representations ……………….……. 47

Procedural Knowledge: Increasing Proficiency ……………………………………………... 57

Deepening Understanding: Using and Applying Knowledge Meaningfully ………………. 65

Putting It All Together ……………………………………………………………………... 73

Tapping the Undeniable WOW 77Tapping the Undeniable WOW ……………………………………………………………. 77

Day 1 & Day 27:30–8:30 a.m. Registration, breakfast

Workshop Agenda

7:30 8:30 a.m. Registration, breakfast

8:30–11:30 a.m. Presentation and guided practice and application*

11:30 a.m.–12:45 p.m. Lunch

12:45–3:00 p.m. Presentation and guided practice and application*

*Breaks are included. Agenda is subject to change without prior notice.

© Marzano Research Laboratory 2010 • Marzanoresearch.comDo not duplicate. 1

Introduction—Classroom Technologies1. Pros and cons

Workshop Focus

2. Research results

3. Strong foundations • The Art and Science of Teaching

F ti A t d St d d B d G di• Formative Assessment and Standards-Based Grading

4. Building on the foundation

Framing Our Challenge and Sharing a Language5. The interaction generationg

6. Definition of terms

Reviewing Instructional and Assessment TopicsEach instructional and assessment topic includes an explanation of the strategy, followed by specific recommendations for and demonstrations of how technology can enhance student achievement. Participants have opportunities to apply recommendations.

7. Developing assessment and instructional feedback

8. Engaging students—Attention and interest

9. Communicating and helping students focus on clear and essential Learning Goals

10. Achieving initial understanding and proficiency

11. Special topic: Creating visuals and nonlinguistic representations

12. Procedural knowledge: Increasing proficiency

13. Deepening understanding: Using and applying knowledge meaningfully

ConclusionConclusion14. Putting it all together

15. Tapping the Undeniable WOW—This topic will be addressed throughout the workshop.

© Marzano Research Laboratory 2010 • Marzanoresearch.comDo not duplicate.2

Debra Pickering, PhD, consults with schools and di i i ll d i i ll i

Profile: Debra Pickering

districts nationally and internationally as a senior scholar for Marzano Research Laboratory. Throughout her educational career, Dr. Pickering has gained practical experience as a classroom teacher, building leader, and district administrator. For many years, she has used this experience to provide training andhas used this experience to provide training and support to K–12 teachers and administrators as they seek to continually improve student learning.

With a combination of theoretical grounding and over 3 decades of practical experience, Dr. Pickering has worked with educators to translate theory into practice. Her work continues to focus on the study of learning and the development of resources for curriculum, instruction, and assessment to help all educators meet the needs of all students.

Key ResourcesDr. Pickering has coauthored with

Dr. Pickering has a master’s degree in school administration and a doctorate in curriculum and instruction, with an emphasis in cognitive psychology.

Robert J. Marzano:

• Dimensions of Learning Teacher’s Manual

• Classroom Instruction That Works: h d fResearch‐Based Strategies for

Increasing Student Achievement

• Classroom Management That Works: Research‐Based Strategies for Every Teacher

• Building Academic Vocabulary: A Teacher’s Manual


IntroductionClassroom Technologies, Framing Our Challenge,

Sharing a Languageg g g

5

Introduction—Classroom Technologies

Pros and Cons• Technologies can increase and enhance the use of effective

Key Ideas, Questions, Ahasg

instructional strategies.

HOWEVER, they also can be used to perpetuate—even exacerbate—weak teaching.

• Teachers using these technologies offer extensive testimonial• Teachers using these technologies offer extensive testimonial evidence of the positive effects in the classroom.

HOWEVER, critics offer testimonials of how technologies are wasting our money. For example, critics of IWBs offer testimonials that show they can be used only as expensive chalkboards or more colorful overhead projectors.chalkboards or more colorful overhead projectors.

• Teachers who use technologies report that they keep discovering MORE they can do in the classroom.

HOWEVER, if teachers are going to use these tools MORE, they have to decide what they are going to do LESShave to decide what they are going to do LESS.

Research Results• Quasi-experimental study (requested by Promethean)

• Conditions: Experimental–control; pre- and post-tests; based on p ; p p ;classroom assessment results

• Across all classroom studies, on average, in classrooms where IWBs were used, the average performance was 17 percentile points higher than the average performance of students when the IWBs were not used.

S f i

• 23% of studies had zero or negative effect.

Summary and Reflections



1. What excites you about the potentials of classroom technologies?

2. What concerns you? (What are your howevers?)

3. What aspects of classroom technologies are you already using well?

4. What do you want to understand better as it relates to technology in the classroom?

Notes


Building on Effective Instructional and Assessment Strategies• The key to successful use of technology is a foundation of

Introduction—Strong Foundations

Key Ideas, Questions, Ahas

strong instructional strategies and assessment practices.• It is important to work from a common language of instruction.• We will work using two books by Robert J. Marzano.

Instruction: The Art and Science of Teaching

What will I do to…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 p p p gknowledge?

4. Help students generate and test hypotheses about new knowledge? (cognitively complex tasks)

5. Engage students?

6 E t bli h i t i l l d d ?6. Establish or maintain classroom rules and procedures?

7. Recognize and acknowledge adherence to and lack of adherence to rules and procedures?

8. Establish and maintain effective relationships with students?

9. Communicate high expectations for all students?g p

10. Organize lessons into a coherent unit?

Assessment: Formative Assessment and Standards-Based Grading• Classrooms need summative assessment, formative assessment,

and instructional feedback.• Because you cannot rely on the 100-point scale, an alternative,

rubric scale is recommended.• The most important considerations are changes in behaviors of

teachers and students AFTER the assessment.

S f iSummary and Reflections


Introduction—Building on the Foundation

InstructionKey Ideas, Questions, Ahas

• What will I do to engage students—to influence their level of attention, perceptions of importance, and sense of efficacy?

• What will I do to enhance and expand student interactions with• What will I do to enhance and expand student interactions with knowledge and people?

• What will I do to communicate and help students focus on Learning Goals?

• What will I do to help students achieve initial understanding and• What will I do to help students achieve initial understanding and proficiency?

• What will I do to help students deepen understanding and increase proficiency?

• What will I do to help students use and apply knowledge• What will I do to help students use and apply knowledge meaningfully?


Student Interactions

Student Engagement

Learning Goals

Achieve InitialUnderstanding

andProficiency

DeepenUnderstanding

IncreaseProficiency

Use and ApplyKnowledge

Meaningfully


Introduction—Building on the Foundation

AssessmentKey Ideas, Questions, Ahas

• Summative assessment

• Formative assessment

• Instructional feedback

Summative AssessmentWhen scores are recorded and treated as the final measure of whether a student has achieved Learning Goals

Formative AssessmentWhen scores are recorded to track student performance over time. Results are used to plan subsequent learning opportunities associated with Learning Goals.

Instructional FeedbackWhen assessment is used to plan subsequent learning opportunitiesWhen assessment is used to plan subsequent learning opportunities associated with Learning Goals




1. To what extent does your school or district work from an agreed-upon model–language of instruction and assessment that identifies and defines important areas of teacher pexpertise?

2. To what extent is formative assessment used to influence subsequent behaviors of teachers and students?

Notes


Introduction—Framing Our Challenge and Sharing a Language

Our Challenge: A Commitment to the Interaction Generation

Key Ideas, Questions, AhasGenerationWe must use technologies to enhance and expand student interactions with knowledge and people.

Interactive Whiteboards (IWBs) Termsh i di id l di l• slides, flipcharts: The individual page displays

• classroom whiteboard: When the IWB is used by teachers and students during lesson segments; nothing is designed ahead.

• predesigned lesson: A series of slides designed to help students:

1. Gain initial understanding or beginning competencies with new knowledge.

2. Practice to develop fluency, automaticity, accuracy.3. Deepen understanding and use knowledge in meaningful

contexts.

• predesigned resource: A slide or series of slides that can be apredesigned resource: A slide or series of slides that can be a stand-alone activity or integrated into a number of different instructional sessions. Examples include warm-ups, games, practice problems and situations, assessment items, and images.

Learner Response Systems (Clickers) Termsp y ( )• vote: Often used to prompt students to select from among

specific choices

• content specific: Asks for responses to questions that require some understanding or skill important to a content area

• confidence opinion scale: Asks students to answer with an• confidence–opinion scale: Asks students to answer with an opinion or to rate themselves on levels of understanding or confidence

Note: Other technologies will be referenced during this workshop, including the Internet, social networking Websites, and 1:1 laptops.



Developing Assessment and Instructional Feedback

15

Developing Assessment and Instructional Feedback• Teachers enhance and monitor student performance

through:Key Ideas, Questions, Ahas

• Summative assessment• Formative assessment• Instructional feedback

• Formative assessment and instructional feedback: It is important to use assessments to enhance not just measureimportant to use assessments to enhance—not just measure—student performance. The most important thing is what happens AFTER assessment results are in.

• John Hattie: The most important innovation in education is feedback. When students receive feedback on particular objectives, achievement has been shown to be 37 percentile points higher than for students who receive no feedback.

• Hattie: “The mistake I made was seeing feedback as fromteacher to students. It is most powerful when it is from students to teacher ” (Visible Learning 2009)to teacher. (Visible Learning, 2009)

Examples of Responses to Assessment ResultsTeachers• Reteach.• Group students for peer

Students• Seek help—teacher, tutor,

peers.p pinteraction.

• Create support classes.• Provide alternative

resources.

ASS SS

p• Review and restudy.• Seek other resources—

Internet, books.

• THEN REASSESS.

• Another challenge is to design questions that assess increasingly complex levels of thinking.

• You cannot rely on the 100-point scale to provide effective


You cannot rely on the 100 point scale to provide effective feedback for particular objectives.


4 All of Level 3 PLUS Demonstrate Essential Targeted Knowledge with significant depth of understanding–level of ability in the Level 3 assessment

A Scale That Encourages Continuous Learning

g p g yor in new challenging application or situations

3.5 Demonstrate understanding and abilities from 3 beyond-targeted levels

3Essential Targeted

Knowledge

Demonstrate Simpler Foundational (Level 2) and Complex Targeted Knowledge

Knowledge

2. 5 Demonstrate all of 2 and some understanding or abilities from 3

2Essential

Foundational Knowledge

Demonstrate Simpler Foundational Knowledge(No major errors or omissions in the simpler)

Knowledge

1.5 Demonstrate some understandings or abilities of 2

1 With help, demonstrate some understandings and abilities

.5 With help, demonstrate very limited understanding or abilityp y g y

0 Cannot demonstrate, even with help

IE Insufficient evidence or no attempt made

3Essential Targeted

Knowledge

Demonstrate that they:• Understand inheritable and noninheritable traits and the relative impact each

has on phenotype.• Can make predictions using Mendelian squares

2. 5 Demonstrate all of 2 and some understanding or abilities from 3

2Essential

Foundational Knowledge

Demonstrate that they understand:Terms: genetic, phenotype, genotype, inheritable noninheritable, dominant, and

recessive, alleleFacts: Some traits are inherited and some are results of environment.

Mendel is the “father of modern genetics.”



Technology can help.E l Cli k


Example: Clickers• Summative assessment can be much more effective because

immediate results are available and scoring time is saved.• Formative assessment and instructional feedback in

classrooms requires frequent assessments of student progress. Cli k k hi f ibl b f ffi i i diClickers make this feasible because of efficiency, immediacy, and anonymity.

o Efficiency: Teachers are not dragging papers home or taking class time to grade them. Banks of questions can be accumulated over time.

I di R l di l d i di l do Immediacy: Results are displayed immediately, and teachers and students can collaborate to determine next steps.

o Anonymity: Unlike many visual methods of checking understanding, clickers allow students to answer without fear of embarrassmentfear of embarrassment.

Example: IWBs• Graphics, software tools, and the Internet can provide

authentic and dynamic contexts for assessments.

Caution! • Avoid using for ONLY efficient summative, i.e., score-

keeping.

S f i

• Although possible, it is more difficult to design clicker questions that assess higher levels of thinking. Avoid letting the technology limit the use of higher-level thinking.



Other technologies and electronic resources to enhance this aspect of instruction:



S d R fl tiSummary and Reflections



1. To what extent are results of assessments used to change behaviors of students and teachers in your:• Classroom?

• School?

• District?

2. What options do you or teachers consider when responding to students who have not yet achieved the level of performance desired?

3. To what extent do students have the opportunity to consider and report their own level of understanding and confidence before they are assessed?

4. As I think about how technology can influence formative assessment and instruction feedback,

lid d b ill f d bI am validated by… I am still confused or unsure about...I wonder… I can’t help but...I plan to… I just think that…I can’t wait to… I want to remember...


Engaging StudentsAttention and Interest

23

Student Engagement—Attention and Interest

• Engagement relies on studentAttention–interest


Perceptions of importanceSense of efficacy

• It is important to distinguish between compliant behavior and cognitive engagement.

• Engagement is essentially a challenge of winning the battle for working memory.

• Attention and interest is the gatekeeper.

• In their repertoire, teachers have multiple strategies to capture and maintain student attention. Strategies include:

Academic gamesInconsequential competitionQuestions and response ratesPhysical movementPacingIntensity and enthusiasmFriendly controversyOpportunities for students to talk about themselvesOpportunities for students to talk about themselvesUnusual information

S d R fl iSummary and Reflections


Technology can help.• The WOW factors of technology are attention-getters



The WOW factors of technology are attention getters.

• Technology can make it easier to use attention strategies listed earlier.

Example: IWBsM k it h bit t i t t t t i i t l d b ild i• Make it a habit to integrate strategies into lessons and build in cues as reminders to “mix it up.”

• Develop and store easily accessible resources for using things like games and unusual information.

• Feature student ideas on the board and integrate their images d i di tl d i di tland experiences, directly and indirectly.

• Build cues in your lessons as reminders to mix it up.• Use tools in the software, e.g., recording devices and camera

tools, to capture the lesson and allow students to review at their own pace at a later time.

Examples: Clickers• Use clickers to increase the number of students who respond

and their level of commitment to the prompt. (They have “skin in the game.”)

• Clickers are particularly helpful in setting up friendly controversy and inconsequential competition.

Caution!• Remember, multiple approaches are needed because what

S d R fl i

Remember, multiple approaches are needed because what captures students’ attention does not necessarily maintain their attention..

• Engagement also requires that students believe that what they are doing is important and doable.




1. To what extent are these types of strategies used to engage students (gain and maintain their attention) in your:• Classroom?

• School?

• District?

2. To what extent do you believe this area of teacher expertise should be an explicit part of your model or language of instruction?

3. As I think about how technology can influence this area of teacher expertise,lid d b ill f d bI am validated by… I am still confused or unsure about...

I wonder… I can’t help but...I plan to… I just think that…I can’t wait to… I want to remember...


Communicating and Helping Students Focus on Clear and Essential Learning Goals

31

• A Learning Goal identifies what students learn, separate from h h d d h l i

Communicating and Helping Students Focus onClear and Essential Learning Goals

Key Ideas, Questions, Ahaswhat they do to demonstrate that learning.

• There are two major types of Learning Goals.

Declarative information and ideas: Students demonstrate that they know and understand:

o Terms and details

o Generalizations and principles

Procedural skills and processes: Students demonstrate that they are proficient at:

o Mental and psychomotor skills and processes

• It is often a challenge to ensure that students focus on and achieve essential Learning Goals. Students sometimes focus too much on activities and assignment completion.

• Meeting this challenge means that teachers need to help students interact with knowledge by:

Focusing and REFOCUSING students on clear Learning Goals

Teaching Learning Goals that are IMPORTANT and GENERAL enough to apply. When working with declarative knowledge, consider focusing on principles and generalizations that are important, not just on terms and details.

S f i

Using activities that SERVE Learning Goals and stimulate cognitive interactions. It is easy to be content with physical interactions; be sure that activities stimulate cognitive interactions.



Technology can help.


Key Ideas, Questions, Ahas Technology can help.

Example: Interactive Whiteboards (IWBs)To enhance and expand student interactions with knowledge, set standards for materials that are designed and distributed. Those standards should state that IWB materials need to:

y , Q ,

standards should state that IWB materials need to:

• Integrate Learning Goals throughout the lesson by, for example, stating Learning Goals in clear language at the presentation’s beginning, using software tools to refer regularly to Learning Goals, and sprinkling lessons with lid th t i d th t h d t d t f L i G lslides that remind the teacher and students of Learning Goals.

• Develop Learning Goals that are powerful and transferable, e.g., generalizations and principles.

• Use software tools and electronic media to design activities that ser e the Learning Goalthat serve the Learning Goal.

Caution!• It is easy to be distracted by what we CAN do with

technology instead of what we SHOULD do.



Other technologies and electronic resources to enhance this


Key Ideas, Questions, Ahasaspect of instruction:

y , Q ,



1. To what extent do students understand and focus on Learning Goals—more so than on the


1. To what extent do students understand and focus on Learning Goals more so than on the activities—in your:

• Classroom?

• School?

• District?

2. To what extent do you believe this area of teacher expertise should be an explicit part of your model–language of instruction?

3. As I think about how technology can influence this area of teacher expertise,I am validated by… I am still confused or unsure about...

I wonder… I can’t help but...

I plan to… I just think that…I can’t wait to… I want to remember...


Achieving Initial Understanding and Proficiency

39

• To build an initial understanding or beginning competency, students receive critical-input experiences that help them



interact with new knowledge.

• A major goal must be to help students go beyond physical–sensory interactions to achieve cognitive interactions.

• When presenting new knowledge, teachers can enhance interactions by having students:

P i h t th l d kPreview what they already know.

Process knowledge in appropriately paced chunks.

Connect with peers as they process knowledge.

Elaborate on what they learn.

Record and represent what they learn.

Reflect on their learning.



Technology can help.Example: IWBs



Example: IWBsTo enhance and expand student interactions with knowledge, we can set standards for materials that are designed and distributed. Those standards should state that IWB materials need to:

• Separate lessons into clear chunks—with slides signaling those chunks.

• Build in processing and questioning cues.• Integrate reminders to allow students to take notes— teacher

prepared or student generated.• Use prompts and resources that encourage interactions with

peers and essential knowledge.I l d t iti f t d t t d th b d• Include opportunities for students to respond on the board, then use those responses over time.

Example: ClickersTo enhance and expand student interactions with knowledge, set standards for increasing the number and quality of responses. Those g q y pstandards need to state that when using the clickers, teachers should consider:

• Designing questions and prompts that encourage diverse answers

• Following up questions with peer interactions, such as i di id l l i d findividual explanations and support for answers

• Using student responses to guide phases of interacting to acquire the new knowledge

• Asking students to communicate their level of understanding and communicate whether they are ready to move on

Caution!• It is easy to be distracted by and content with physical–

sensory interactions. Focus on cognitive interactions.• Eliciting and displaying answers does not necessarily

stimulate cognitive interactions with knowledge.






• BrainPOP

• GoogleEarth




1. To what extent are these types of strategies ensure that students interact with new knowledge in your:• Classroom?

• School?

• District?

2. To what extent do you believe this area of teacher expertise should be an explicit part of your d l l f i t ti ?model–language of instruction?

3. As I think about how technology can influence this area of teacher expertise,I am validated by… I am still confused or unsure about...I wonder… I can’t help but...I plan to… I just think that…

i bI can’t wait to… I want to remember...


Special TopicCreating Visuals and Nonlinguistic Representations

47

Special Topic—Creating Visuals and Nonlinguistic Representations

• A new area of teaching expertise is designing the visual presentation of content to enhance learning.


• We know students learn better with a combination of linguistic and nonlinguistic presentations of knowledgelinguistic and nonlinguistic presentations of knowledge.

• For predesigned lessons and resources on IWBs, work todesign, not to decorate.

• IWBs in particular require that we increase our• IWBs in particular require that we increase our understanding of and ability to use visual presentation principles, such as those associated with:

Clarity–focus

Consistency–flow

Simplicity–parsimony

Color–contrast

Space—Proximity

• When using the IWB as classroom whiteboard apply the

S f i

When using the IWB as classroom whiteboard, apply the same guidelines for effective visuals.



Guidelines for Visuals and Nonlinguistic Representations

C i



Clarity–FocusWhere should the learner look? What should be the focus of attention and for what purpose? (What is the Learning Goal?)

The top of the page, especially to the left, should hold areas of focus (Learning goal? Directions? First in a sequence?).________________________________________________

Consistency–FlowHow are visuals organized across slides to help learners construct scaffolds of ideas in their minds?

Repeat images (including placement) to build an increasingly complex idea.Repeat layout features (border, bleeding) to connect ideas among a set of slides.Tell a story.________________________________________________

Simplicity–ParsimonyHow do images and use of negative space on slides help learners stay focused on what is important?

Let go of the “save a tree” mentality.Images should guide the eye to a particular point.g g y p pAvoid random decorative, loosely associated images.Use words precisely and sparingly.

Do whatever you can to eliminate the words you don’t need to Don’t use too many communicate the crux of what you want the students to learn. Make your point and then get out.

ywords to make what should be a simple point.

Adapted from Williams, The Non‐Designer’s Presentation Book (2009)



Guidelines for Visuals and Nonlinguistic representations



Color–ContrastHow does the array of color choices contribute to cognitive and affective processing of knowledge?

Use contrast to make it easy to see images and text (light on dark?).

Avoid busy backgrounds; they make you lose contrastAvoid busy backgrounds; they make you lose contrast.You want students to see images and text, not color.

Space—Proximity How does placement of images and words on a slide help communicate relationships in knowledge?relationships in knowledge?

Put words on or near images that they explain.Put images in groups when they are connected to a single idea.

Show relationships with placement of images and text, e.g., when something is PART of something else, show that; when something PRECEDES something else, show that.



Key ideas from the research of Richard E. Mayer’s Multimedia Learning (2009):



Coherence principle: People learn better when extraneous words and pictures are eliminated.

Redundancy principle: People learn better from animation and narration than from animation, narration, and on-screen text presented simultaneously.

Signaling principle: People learn better when words include cues about the presentation’s organization.

Spatial contiguity principle: People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.p g

Temporal contiguity principle: People learn better when di d d i t t d i lt l

S f i

corresponding words and pictures are presented simultaneously rather than successively.






Additional resources (books) from outside of education:• Durante, N. (2008). Slide:ology: The Art and Science of

Creating Great Presentations• Mayer R E (2009) Multimedia Learning• Mayer, R. E. (2009). Multimedia Learning.

• Reynolds, G. (2010). Presentation Zen Design: Simple Design Principles and Techniques to Enhance Your Presentations

• Williams, R. (2009). The Non-Designer’s Presentation BookBook




1. Interactive whiteboards present new challenges to teachers in terms of designing and using visuals effectively. To what extent do you believe that all teachers should increase their level of expertise in this area?

2. What challenges or barriers exist when pursuing this new area of teaching?g p g g

3. What can or should schools and districts do to make skillful use of visuals a priority?p y


Procedural KnowledgeIncreasing Proficiency

57

Procedural Knowledge: Increasing Proficiency

• Phases of learning essential skills and processes

Learning the steps requiresKey Ideas, Questions, Ahas

Learning the steps requiresexplicit modeling and written steps.

Shaping and adapting requireslearning important variations and avoiding common errors.

Developing fluency and automaticity requiresmassed and distributed practice.

• The systemic challenge is making sure students develop fluency or automaticity for essential skills and processes, especially given that students learn skills and processes in such different timeframes.

It can be helpful to group and regroup students for practice sessions.Students can pass a test without having reached fluency or automaticity.






Example: IWBs • The tools of the board and the Internet make it easier to provide a

diverse array of practice contexts.• The recording devices allows for students to review the skills–

processes at their own pace as many times as needed.

Example: Clickers• Using clickers allows for quick, frequent practice in-class sessions

for some skills. This makes it easier to identify which students have internalized the skill–process and which ones need morehave internalized the skill process and which ones need more time.



1. To what extent are students using massed and distributed practice to achieve proficiency and fluency in your:


• Classroom?

• School?

• District?District?



I wonder… I can’t help but...I plan to… I just think that…

I can’t wait to… I want to remember...


Deepening Understanding:Using and Applying Knowledge Meaningfully

65

Deepening Understanding: Using and Applying Knowledge Meaningfully

• Deepening understanding requires different thinking skills than does developing initial understanding.


• Asking higher-level questions is not enough in that you often get lower-level answers.

• A major challenge is getting beyond “21st century rhetoric” by committing to teach to students the thinking skills they need.

• This requires that schools and districts develop a common language of thinking skills that includes consistent definitions and guidelines across grade levels and subject areas.

• When presented with or creating their own questions and tasks that require specific types of thinking skills, students should:

Have access to instructive resources that increase their understanding of and ability to use thinking skillsunderstanding of and ability to use thinking skills.

Receive feedback that guides them to increase higher levels of thinking.Collaborate with peers to use common thinking skills as they engage in cognitively complex tasks.




• Meaningful-use tasks should be increasingly cognitively complex.


• Similar to deepening understanding, cognitively complex tasks require different types of thinking skills.

• Designing cognitively complex tasks does not mean students know how to use thinking skills necessary.

Reinforcing • This requires that schools and districts develop a common

language of thinking skills that includes consistent definitions and guidelines for use across grade levels and subject areas.g g j

• When presented with or creating their own questions and tasks that require specific types of thinking skills, students should:

H i i h i h iHave access to instructive resources that increase their understanding of and ability to use thinking skills.Receive feedback that guides them to increase higher levels of thinking.

Collaborate with peers to use common thinking skills as they i i i l l kengage in cognitively complex tasks.






Example: IWBsTo stimulate deepening of understanding and engagement in cognitively complex tasks, teachers and schools can:

• Develop premium content available on a network to all teachers. Thi t t h ld id i t t ff ti i t ti iThis content should provide consistent, effective instruction in designated thinking skills, such as comparing, metaphorical thinking, analyzing errors, analyzing perspectives, decision makings, problem solving.

• Generate multiple sample questions and tasks to use for instructional and assessment across the curriculuminstructional and assessment across the curriculum.

Example: ClickersTo stimulate deepening of understanding and engagement in cognitively complex tasks:

• Structure questions that stimulate and guide students to use specific thinking skills they are being taught.

• Follow up questions with teacher–students and peer–peer interactions that help students “produce” knowledge, e.g., discover, rethink, conclude, question, create, invent.

Caution!M k h id li f hi ki kill d i• Make sure the guidelines for thinking skills are not used as strict algorithms for thinking.





Key Ideas, Questions, Ahasp



1. To what extent are students receiving effective, consistent instruction in the use of specific thinking skills in your:


• Classroom?

• School?

• District?District?



I wonder… I can’t help but...

I plan to… I just think that…I can’t wait to… I want to remember...


Putting It All Together

73

Putting It All Together

• What will I do to communicate and help students focus on Learning Goals?What are Learning Goals?What are Learning Goals?

Declarative knowledge: Students demonstrate that they know or understand…

Procedural knowledge: Students demonstrate that they are proficient at…

How will I design resources to help students maintain focus on Learning Goals?

• What will I do to help students achieve initial understanding and proficiency?Achieve initial understanding?Achieve initial understanding?

Achieve initial proficiency?

• What will I do to help students deepen understanding and increase proficiency?

Deepen understanding?

Increase proficiency?

• What will I do to help students use and apply knowledge meaningfully?

• What will I do to engage students—to influence their level of attention, perceptions of importance, and sense of efficacy?

• What will I do to enhance and expand students’ interactions with knowledge and with people?


Tapping the Undeniable WOW

77



S d R fl iSummary and Reflections


Book: The Art and Science of Teaching: A Comprehensive Framework for Effective InstructionThough classroom instructional strategies should clearly be based on sound science and research, knowing when to use them and with whom is more of an art. In The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction, author Dr. Robert Marzano presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students. He articulates his framework in the form of 10 questions that represent a logical planning sequence for successful instructional design.

DR. ROBERT MARZANO’S PROGRAM TO SUPPORT EFFECTIVE TEACHING

Online Course: Establishing Learning Goals to Support Learning and Instructional DesignThis companion online course provides in-depth exploration and practical tools to help teachers apply strategies from this book when designing classroom goals and objectives to address high levels of learning for students. This course also provides the skills for teachers to facilitate the development of effective learning goals with student.

Online Course: Monitoring and Measuring Student Progress This companion online course helps teachers apply the topic of this book on formative assessment and standards-based systems by providing job-embedded tools for them to develop a system of tracking and reporting student progress towards learning and achievement.

Products Available:

Book • The Art and Science of Teaching: A Comprehensive Framework for Effective InstructionOnline Course • Foundations of the Art and Science of TeachingBook and Course Bundle • Best Value!Graduate Option • This course may also be taken for graduate education credits earned towards a Master’s Degree in the Art and Science of Teaching, the exclusive degree by Dr. Marzano.

Book • Designing and Teaching Classroom Goals and ObjectivesOnline Course • Establishing Learning Goals to Support Learning and Instructional DesignBook and Course Bundle • Best Value!Graduate Option • This course may also be taken for graduate education credits earned towards a Master’s Degree in the Art and Science of Teaching, the exclusive degree by Dr. Marzano.

Book • Formative Assessment & Standards-Based GradingOnline Course • Monitoring and Measuring Student Progress Book and Course Bundle • Best Value!Graduate Option • This course may also be taken for graduate education credits earned towards a Master’s Degree in the Art and Science of Teaching, the exclusive degree by Dr. Marzano.

Online Course: Foundations of the Art and Science of Teaching This companion online course offers deeper treatment of this book around Dr. Marzano’s Art and Science of Teaching framework and provides practical tools to directly implement the framework in your classroom to improve student learning and achievement. It establishes the series foundation by presenting Dr. Marzano’s 10 instructional design questions with tools to help teachers immediately implement them in unit planning and design.

Products Available:

Products Available:

Book: Formative Assessment & Standards-Based GradingLearn everything you need to know to implement an integrated system of assessment and grading that will enhance your teaching and your students’ learning. Dr. Robert Marzano details the specific benefits of formative assessment—assessment that is used during instruction rather than at the end of a course or unit. He explains how to design and interpret three different types of formative assessments, how to track student progress, and how to assign meaningful grades, even if a school or district continues to use a traditional grading system. Detailed examples brings each concept to life, and exercises help reinforce the content.

Book: Designing and Teaching Classroom Goals and ObjectivesDesign and teach effective learning goals and objectives by following strategies based on the strongest research and theories available. This first book in the Classroom Strategies That Work library includes a short summary of the key research behind these classroom practices and shows how to implement them using step-by-step, hands-on strategies. Short quizzes help readers assess their understanding of the instructional best practices explained in each section

*Group enrollment rates available



www.marzanoresearch.com

Special Bundle Value!

book+online course


book+online course


book+online course

Marzano Research Laboratory Dr. Robert J. Marzano

2010

Register today!

Fall Workshops

The Highly Engaged ClassroomOctober 11–12 Jacksonville, FLHyatt Regency Jacksonville Riverfront

Formative Assessment and Standards-Based GradingOctober 13–14 Jacksonville, FLHyatt Regency Jacksonville Riverfront

Fall Institutes

Dr. Marzano’s 3 Critical Commitments for Dramatic School ImprovementDevelop a plan for school improvement with commitments in the areas of assessment, instruction, and vocabulary.

September 27–28 Columbus, OHGreater Columbus Convention Center

November 4–5 Las Vegas, NVBally’s Las Vegas

Presented by Marzano Research Laboratory

MarzanoResearch.com888.849.0851

Presented by Solution Tree

solution-tree.com800.733.6786

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