Design Question 10: What Will I Do to Develop Effective Lessons Organized into a Cohesive Unit?
Module 25: Developing Effective Lessons (pgs. 299-316)
Note from Kim: My copy of the book has several pages in Module 25 that are printed so lightly, I am unable to read them. I wonder if others have this problem with their book, too. If so, it may be difficult to discuss this module since it is unreadable.
Share your thoughts on this module.
Tuesday, July 28, 2015
Design Question 10: Module 24
Design Question 10: What Will I Do to Develop Effective Lessons Organized into a Cohesive Unit?
Module 24: Identifying the Focus of a Unit? (pgs. 289-297)
Please share your thoughts on this Module including the ideas for Recommendations for Classroom Practice:
Module 24: Identifying the Focus of a Unit? (pgs. 289-297)
Please share your thoughts on this Module including the ideas for Recommendations for Classroom Practice:
- Considering a focus on knowledge
- Considering a focus on issues
- Considering a focus on student exploration
Design Question 9: Module 23
Design Question 9: What Will I Do to Communicate High Expectations for All Students?
Module 23: Changing Behavior Toward Low-Expectancy Students (pgs. 279-285)
1) Activity Box p. 283: What are some things you can do to ensure that low-expectancy students are asked difficult questions?
2) As we learned in Teach Like a Champion, we should expect complete, correct responses from all students. What can you do to help students who have given incorrect or incomplete responses to questions and tasks? (see pgs. 283-284)
Module 23: Changing Behavior Toward Low-Expectancy Students (pgs. 279-285)
1) Activity Box p. 283: What are some things you can do to ensure that low-expectancy students are asked difficult questions?
2) As we learned in Teach Like a Champion, we should expect complete, correct responses from all students. What can you do to help students who have given incorrect or incomplete responses to questions and tasks? (see pgs. 283-284)
Design Question 9: Module 22
Design Question 9: What Will I Do to Communicate High Expectations for All Students?
Module 22: Identifying High-Expectancy and Low-Expectancy Students (pgs. 271-278)
From Activity Box p. 277: "What are your patterns of thought regarding low-expectancy students? For what specific types of students do you have low expectations? Where do you think these patterns and biases come from?"
Module 22: Identifying High-Expectancy and Low-Expectancy Students (pgs. 271-278)
From Activity Box p. 277: "What are your patterns of thought regarding low-expectancy students? For what specific types of students do you have low expectations? Where do you think these patterns and biases come from?"
Design Question 8: Module 21
Design Question 8: What Will I Do to Establish and Maintain Effective Relationships with Students?
Module 21: Communicating Appropriate Levels of Guidance and Control (pgs. 261-271)
Please share examples from your experiences on how you:
Module 21: Communicating Appropriate Levels of Guidance and Control (pgs. 261-271)
Please share examples from your experiences on how you:
- Consistently enforce positive and negative consequences
- Project a sense of emotional objectivity
- Maintain a cool exterior
Design Question 8: Module 20
Design Question 8: What Will I Do to Establish & Maintain Effective Relationships with Students?
Module 20: Communicating Appropriate Levels of Concern & Cooperation (pgs.251-260)
Discuss your thoughts on the following recommendations for classroom practice:
Module 20: Communicating Appropriate Levels of Concern & Cooperation (pgs.251-260)
Discuss your thoughts on the following recommendations for classroom practice:
- Knowing something about each student
- Engaging in behaviors that indicate affection for each student
- Bringing student interests into the content and personalizing learning activities
- Engaging in physical behaviors that communicate interest in students
- Using humor when appropriate
Design Question 7: Module 19
Design Question 7: What Will I Do to Recognize & Acknowledge Adherence & Lack of Adherence to Classroom Rules and Procedures?
Module 19: Acknowledging Students' Lack of Adherence to Classroom Rules & Procedures (pgs. 235-247)
Please discuss your thoughts on the recommendations for Classroom Practice:
- Being "with it"
- Using direct-cost consequences
- Using group contingency
- Using home contingency
Design Question 7: Module 18
Design Question 7: What Will I Do to Recognize & Acknowledge Adherence & Lack of Adherence to Classroom Rules and Procedures?
Module 18: Acknowledging Students' Adherence to Classroom Rules & Procedures (pgs. 227-234)
Module 18: Acknowledging Students' Adherence to Classroom Rules & Procedures (pgs. 227-234)
- From pg. 230: Are you better at using verbal or non-verbal acknowledgement? What can you do to improve your weaker area?
- From pg. 232: What are your thoughts on tangible recognition?
- From pg. 232-233: How do you involve the home in acknowledgement of students' adherence to rules and procedures?
Friday, July 24, 2015
Design Question 6: Module 17
Design Question 6: What Will I Do to Establish or Maintain Classroom Rules & Procedures?
Module 17: Establishing and Maintaining Rules and Procedures (pgs. 211-223)
We are all aware how important establishing rules, routines, and procedures are at the beginning of the school year.
*Discuss the importance of maintaining those rules, routines, and procedures throughout the year, and how does this chapter by Marzano connect to our district's expectations of the use of CHAMPS?
*Does anyone use class meetings and how does that look in your academic setting?
Establishing Rules & Procedures (For your reading enjoyment; click this link for something I found on another blog that I am following regarding this topic).
Module 17: Establishing and Maintaining Rules and Procedures (pgs. 211-223)
We are all aware how important establishing rules, routines, and procedures are at the beginning of the school year.
*Discuss the importance of maintaining those rules, routines, and procedures throughout the year, and how does this chapter by Marzano connect to our district's expectations of the use of CHAMPS?
*Does anyone use class meetings and how does that look in your academic setting?
Establishing Rules & Procedures (For your reading enjoyment; click this link for something I found on another blog that I am following regarding this topic).
Design Question 6: Module 16
Design Question 6: What Will I Do to Establish or Maintain Classroom Rules & Procedures?
Module 16: Effective Classroom Organization (pgs. 199-209)
Please discuss your thoughts on the recommendations for classroom practice in using the following strategies:
Module 16: Effective Classroom Organization (pgs. 199-209)
Please discuss your thoughts on the recommendations for classroom practice in using the following strategies:
- Ensuring student access to learning centers, technology, and equipment
- Decorating the room to reinforce learning
- Preparing and organizing materials
- Arranging students' desks and chairs and the teacher's work area
Thursday, July 23, 2015
Design Question 5: Module 15
Design Question 5: What Will I Do to Engage Students?
Module 15: Additional Cognitive, Affective, & Social Interaction Strategies for Promoting Student Engagement (pgs. 187-198)
As we also discussed in Teach Like a Champion, your enthusiasm toward the subject has an impact on your students. Activity Box p. 190 asks, "How well do you show enthusiasm in the classroom? What are your strengths? How might you use some of the strategies presented in this section?"
Activity Box p. 192 asks "Why do you think friendly controversy has the effect of enhancing engagement?
Please add any other thoughts or discussion you may have for Module 15.
Module 15: Additional Cognitive, Affective, & Social Interaction Strategies for Promoting Student Engagement (pgs. 187-198)
As we also discussed in Teach Like a Champion, your enthusiasm toward the subject has an impact on your students. Activity Box p. 190 asks, "How well do you show enthusiasm in the classroom? What are your strengths? How might you use some of the strategies presented in this section?"
Activity Box p. 192 asks "Why do you think friendly controversy has the effect of enhancing engagement?
Please add any other thoughts or discussion you may have for Module 15.
Design Question 5: Module 14
Design Question 5: What Will I Do to Engage Students?
Module 14: Rules of Engagement: Questioning, Physical Movement, and Pacing (pgs. 167-185)
1) Share how you use a variety of question structures in your lessons (p.169-171).
2) Share your thoughts on the wait-time strategies; which are you familiar with; which would be effective; which would you like to try? (pg.171-174)
3) How do you use follow-up questioning and response strategies in your academic situation? (p. 175-178)
4) What are your thoughts on how to engage students using physical movement? (p. 178-182)
5) How is pacing of the lesson important to keeping students engaged? (p. 182-186)
Module 14: Rules of Engagement: Questioning, Physical Movement, and Pacing (pgs. 167-185)
1) Share how you use a variety of question structures in your lessons (p.169-171).
2) Share your thoughts on the wait-time strategies; which are you familiar with; which would be effective; which would you like to try? (pg.171-174)
3) How do you use follow-up questioning and response strategies in your academic situation? (p. 175-178)
4) What are your thoughts on how to engage students using physical movement? (p. 178-182)
5) How is pacing of the lesson important to keeping students engaged? (p. 182-186)
Design Question 5: Module 13
Design Question 5: What Will I Do to Engage Students?
Module 13: Using Games & Inconsequential Competition to Promote Student Engagement (pgs. 157-165)
Please share your thoughts on how you: 1) Use games that focus on academic content and
2) Use inconsequential competition in your teaching.
Module 13: Using Games & Inconsequential Competition to Promote Student Engagement (pgs. 157-165)
Please share your thoughts on how you: 1) Use games that focus on academic content and
2) Use inconsequential competition in your teaching.
- What are your thoughts how effective these two strategies are in helping to engage students?
- What are some suggestions for inconsequential items students could earn (i.e.: a coupon to buy juice in the cafeteria p.164)?
Design Question 4: Module 12
Design Question 4: What Will I Do to Help Students Generate & Test Hypotheses...;
Module 12: Engaging Students in Task Design, Cooperative Learning, & Self-Evaluation (pgs. 143-153)
1) Activity Box p. 147: Imagine you are a student in your class going through a specific unit you have taught. Describe an authentic task you would design.
2) Activity Box p. 150: Using the task you designed for the previous activity box, describe how cooperative grouping might be used to help you complete the task.
3) Activity Box p. 152: Which of the suggestions in this section most closely resembles what you have done in your class to enhance students' metacognitive skills? Describe how it is similar to the activities you have used.
Module 12: Engaging Students in Task Design, Cooperative Learning, & Self-Evaluation (pgs. 143-153)
1) Activity Box p. 147: Imagine you are a student in your class going through a specific unit you have taught. Describe an authentic task you would design.
2) Activity Box p. 150: Using the task you designed for the previous activity box, describe how cooperative grouping might be used to help you complete the task.
3) Activity Box p. 152: Which of the suggestions in this section most closely resembles what you have done in your class to enhance students' metacognitive skills? Describe how it is similar to the activities you have used.
Design Question 4: Module 11
Design Question 4: What Will I Do to Help Students Generate & Test Hypotheses...;
Module 11: Hypothesis Testing and Higher-Order Thinking (pgs. 131-143)
(from pg. 132) "This module addresses the following strategies for Design Question 4:
Module 11: Hypothesis Testing and Higher-Order Thinking (pgs. 131-143)
(from pg. 132) "This module addresses the following strategies for Design Question 4:
- Experimental-inquiry tasks
- Problem-solving tasks
- Decision-making tasks
- Investigation tasks"
Design Question 4: Module 10
Design Question 4: What Will I Do to Help Students Generate & Test Hypotheses...;
Module 10: Teaching Students to Support Claims and Assertions with Evidence (pgs. 119-130)
Discussion ideas:
1) Activity Box p. 125: Which of the approaches to developing the concept of backing most closely relates to your subject area? Explain why.
2) Activity Box p. 127: Which approach to the concept of qualifiers most closely fits your subject area? Explain how you might use the concept of qualifiers.
3) Activity Box p. 129: Describe how you have used or could use the concept of statistical probability in your class.
Module 10: Teaching Students to Support Claims and Assertions with Evidence (pgs. 119-130)
Discussion ideas:
1) Activity Box p. 125: Which of the approaches to developing the concept of backing most closely relates to your subject area? Explain why.
2) Activity Box p. 127: Which approach to the concept of qualifiers most closely fits your subject area? Explain how you might use the concept of qualifiers.
3) Activity Box p. 129: Describe how you have used or could use the concept of statistical probability in your class.
Monday, July 13, 2015
Design Question 3: Module 9
Design Question 3: What Will I Do to Help Students Practice & Deepen Understanding;
Module 9: Using Homework & Academic Notebooks to Deepen Student Understanding (p. 109-115)
From Activity Box (p. 113): 1. Describe how you could use homework to introduce new content.
2. How can you use homework that helps students deepen their knowledge?
3. How can you use homework to enhance students' fluency with procedural knowledge?
4. How can you use homework to get parents involved and participate from home?
From Activity Box (p. 114): Compare your use of academic notebooks with recommendations described in this section.
Module 9: Using Homework & Academic Notebooks to Deepen Student Understanding (p. 109-115)
From Activity Box (p. 113): 1. Describe how you could use homework to introduce new content.
2. How can you use homework that helps students deepen their knowledge?
3. How can you use homework to enhance students' fluency with procedural knowledge?
4. How can you use homework to get parents involved and participate from home?
From Activity Box (p. 114): Compare your use of academic notebooks with recommendations described in this section.
Design Question 3: Module 8
Design Question 3: What Will I Do to Deepen Students' Understanding
Module 8: Helping Students Practice Skills, Strategies, & Processes (p. 101-108)
What do you, as an educator, do to provide opportunities for your students to practice their skills, strategies, and processes that you have taught?
How do you determine the extent to which cooperative groupings will be used?
Module 8: Helping Students Practice Skills, Strategies, & Processes (p. 101-108)
What do you, as an educator, do to provide opportunities for your students to practice their skills, strategies, and processes that you have taught?
How do you determine the extent to which cooperative groupings will be used?
Friday, July 10, 2015
Design Question 3: Module 7
Design Question 3: What Will I Do to Help Students Practice & Deepen Understanding
Module 7: Examining Similarities & Differences and Identifying Errors in Thinking (p. 85-100)
Included in this design question are activities to help students practice and deepen their knowledge. What are your thoughts on the following topics and how have you or could you use them in your classroom/instructional setting?
Module 7: Examining Similarities & Differences and Identifying Errors in Thinking (p. 85-100)
Included in this design question are activities to help students practice and deepen their knowledge. What are your thoughts on the following topics and how have you or could you use them in your classroom/instructional setting?
- Comparing
- Classifying
- Creating similes and metaphors
- Creating analogies
- Identifying errors in thinking
Monday, June 29, 2015
FREE goal setting sheet
See the link to download a FREE goal setting sheet for students! The blog post is an interesting read, too.
http://www.weareteachers.com/blogs/post/2015/06/22/printable-of-the-week-back-to-school-goal-setting
http://www.weareteachers.com/blogs/post/2015/06/22/printable-of-the-week-back-to-school-goal-setting
Tuesday, June 16, 2015
Design Question 2: Module 6
Design Question 2: What Will I Do to Help Students Effectively Interact w/New Knowledge
Module 6: Helping Students Elaborate on New Content, Summarize and Represent Their Learning, and Reflect on Their Learning. (pgs. 67-84)
*With the adoption of Common Core Standards, students are expected to elaborate and explain their thinking more than ever before. How do you ask questions that require your students to elaborate on information? Specifically, what are your thoughts on "General Inferential Questions" and "Elaborative Interrogations?"
*According to the authors, having students write out their conclusions will help them extend and refine their knowledge and they can do this by participating in a variety of writing tasks.
Share your thoughts on: "Note-Taking Strategies," "Academic Notebooks," and "Having Students Represent Their Learning Nonlinguistically."
*How do you have students reflect on their learning? Do you use or would you like to try any of the strategies listed on pages 78-79?
Module 6: Helping Students Elaborate on New Content, Summarize and Represent Their Learning, and Reflect on Their Learning. (pgs. 67-84)
*With the adoption of Common Core Standards, students are expected to elaborate and explain their thinking more than ever before. How do you ask questions that require your students to elaborate on information? Specifically, what are your thoughts on "General Inferential Questions" and "Elaborative Interrogations?"
*According to the authors, having students write out their conclusions will help them extend and refine their knowledge and they can do this by participating in a variety of writing tasks.
Share your thoughts on: "Note-Taking Strategies," "Academic Notebooks," and "Having Students Represent Their Learning Nonlinguistically."
*How do you have students reflect on their learning? Do you use or would you like to try any of the strategies listed on pages 78-79?
Design Question 2: Module 5
Design Question 2: What Will I Do to Help Students Effectively Interact w/New Knowledge
Module 5: Using Cooperative Learning, Curriculum, Chunking, and Descriptions, Discussions, and Predictions (pgs. 55-66)
*It is important to activate students' processing by using a variety of tasks during critical-input experiences.
*How do you use cooperative grouping in your instruction? What are some ideas you have for ways you can use cooperative groups in the future?
*Describe how you have used chunking of information in your teaching or how you could use it in the future.
*Discuss at least one of the formal techniques for critical-input experiences listed on pages 62-64.
Module 5: Using Cooperative Learning, Curriculum, Chunking, and Descriptions, Discussions, and Predictions (pgs. 55-66)
*It is important to activate students' processing by using a variety of tasks during critical-input experiences.
*How do you use cooperative grouping in your instruction? What are some ideas you have for ways you can use cooperative groups in the future?
*Describe how you have used chunking of information in your teaching or how you could use it in the future.
*Discuss at least one of the formal techniques for critical-input experiences listed on pages 62-64.
Design Question 2: Module 4
Design Question 2: What Will I Do to Help Students Effectively Interact w/New Knowledge
Module 4: Identifying Critical-Input Experiences and Using Previewing Strategies (pgs. 47-56)
*Any activity that starts students thinking about the content they will encounter in a critical input experience is called previewing.
*Our text lists several types of previewing including "What Do You Think You Know?"; "Overt Linkages;" "Preview Questions;" "Brief Teacher Summary;" "Skimming;" and "Teacher-Prepared Notes.
*(from pg. 52) Describe how you have used at least two of the previewing strategies listed.
*Reflect on how you could use one of the strategies differently or a new-to-you strategy that you would like to try in your classroom.
Module 4: Identifying Critical-Input Experiences and Using Previewing Strategies (pgs. 47-56)
*Any activity that starts students thinking about the content they will encounter in a critical input experience is called previewing.
*Our text lists several types of previewing including "What Do You Think You Know?"; "Overt Linkages;" "Preview Questions;" "Brief Teacher Summary;" "Skimming;" and "Teacher-Prepared Notes.
*(from pg. 52) Describe how you have used at least two of the previewing strategies listed.
*Reflect on how you could use one of the strategies differently or a new-to-you strategy that you would like to try in your classroom.
Monday, June 8, 2015
Design Question 1: What will I do to Establish & Communicate Learning Goals, Track Student Progress, & Celebrate Success?
Please post thoughts, comments, & questions regarding Module 2: Establishing and Communicating Learning Goals and Module 3: Designing & Using Formative Assessments.
*Remember to check back to see others' comments and you can also reply to someone's comment.
*This is all of Design Question 1, pages 9-46.
*Remember to check back to see others' comments and you can also reply to someone's comment.
*This is all of Design Question 1, pages 9-46.
Friday, June 5, 2015
Welcome--let's get started!
Welcome to our new blog format of the book study of A Handbook for the Art & Science of Teaching, by Robert J. Marzano and John L. Brown.
If you are new to blogging, you will want to become familiar with some basic blogging tips and etiquette.
We want to maintain a professional atmosphere. This blog is searchable and viewable by anyone with access to the Internet, so please keep that in mind when commenting. Please use professional language and refrain from curse words and inappropriate language. In discussion, please maintain courteous, constructive comments only. As with email, sometimes it is difficult to discern a person's true intent (ie: tone of voice, body language, etc.) so we will always assume positive intentions. We want everyone to feel that this is a safe place to comment and ask questions.
As was mentioned in the first email, you will be paid a total of three hours of time and this is discussion time, not reading time. Please keep track of your discussion time and a time sheet will need to be signed by you when we meet during our August in-service (see Kim or Tracy).
The discussions will be broken down into 10 sections; one for each of the Design Questions. That would mean to get in three hours, you will spend about 18 minutes of discussion time in each of the Design Question areas.
To comment on a post, simply scroll down to the end of the post and click on the word, "comment." You can type your comment directly into the box, or type it into a Word Document and copy & paste it into the comment box. You will then choose an account name to publish the comment under or you can publish Anonymously. Next, click or check the box that says, "I am not a robot" and finally, click the orange "publish comment" button. Your comment may take a few minutes to upload or you may need to refresh your browser to see your comment.
After you have commented, you will want to return to old posts to see what others have added since your comment.
There is also a free mobile app for Blogger, if you are interested. The icon is an orange rectangle with a white B in the center.
*Let's practice posting by commenting here so we can see who all is here. Tell us something FUN you have done since school's been out!*
If you are new to blogging, you will want to become familiar with some basic blogging tips and etiquette.
We want to maintain a professional atmosphere. This blog is searchable and viewable by anyone with access to the Internet, so please keep that in mind when commenting. Please use professional language and refrain from curse words and inappropriate language. In discussion, please maintain courteous, constructive comments only. As with email, sometimes it is difficult to discern a person's true intent (ie: tone of voice, body language, etc.) so we will always assume positive intentions. We want everyone to feel that this is a safe place to comment and ask questions.
As was mentioned in the first email, you will be paid a total of three hours of time and this is discussion time, not reading time. Please keep track of your discussion time and a time sheet will need to be signed by you when we meet during our August in-service (see Kim or Tracy).
The discussions will be broken down into 10 sections; one for each of the Design Questions. That would mean to get in three hours, you will spend about 18 minutes of discussion time in each of the Design Question areas.
To comment on a post, simply scroll down to the end of the post and click on the word, "comment." You can type your comment directly into the box, or type it into a Word Document and copy & paste it into the comment box. You will then choose an account name to publish the comment under or you can publish Anonymously. Next, click or check the box that says, "I am not a robot" and finally, click the orange "publish comment" button. Your comment may take a few minutes to upload or you may need to refresh your browser to see your comment.
After you have commented, you will want to return to old posts to see what others have added since your comment.
There is also a free mobile app for Blogger, if you are interested. The icon is an orange rectangle with a white B in the center.
*Let's practice posting by commenting here so we can see who all is here. Tell us something FUN you have done since school's been out!*
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