Integrating Technology into Classroom Instruction That Works (Marzano, Pickering, Pollock, ASCD, 2001)

1. Integrating Technology into ClassroomInstruction That Works (Marzano, Pickering, Pollock, ASCD, 2001) By Jan Leonard Two Rivers Professional Development Center, Area III Learning Technology Center jleonard@roe48.k12.il.us

2. References Marzano, R., Pickering, D., Pollock, J. (2001). Classroom Instruction that Works. ASCD. Reading Quest of the University of Virginia (www.readingquest.org) Critical Thinking Skills Project developed by the Georgia Department of Education Illinois School District #214 – Arlington Heights, IL Jacobs. H. (2006). Active Literacy Across the Curriculum. Eye on Education. Stiggins, R., Arter, J., Chappuis, J., Chappuis, S. (2004). Classroom Assessment for Student Learning. Assessment Training Institute.

3. A First Activity Task #1: Write the name of a famous person on an index card. Place your card in a stack with the other cards of your colleagues.

4. Next…. Task #2: • Select the poem, “Backward Bill,” from the choices at www.shelsilverstein.com. • Read/listen to the poem.

5. Last…. Task #3: • Draw an index card from the stack. • Create a graphic organizer to explain how the character in your poem is like and is different from the person on the index cards in terms of the following criteria: looks, actions, character traits – more teacher directed. • Use Kidspiration or www.readwritethink.org – Student Materials – Venn Diagrams. Click on the interactive tool.

6. Your Learning Targets • Identify the nine instructional strategies of Dr. Robert Marzano, Debra Pickering, and Jane Pollock • Enhance your use of the nine strategies into the classroom with an emphasis on reading and math. • Weave student use of technology into each strategy • Identify teacher web resources for the application of each strategy • Explain one or more methods to differentiate instruction of the nine strategies.

7. The Nine Strategies – Classroom Strategies that Work (Marzano, Pickering, Pollock, ASCD, 2001) • Identifying similarities and differences • Summarizing and Note-taking • Reinforcing effort and providing recognition

8. Nine Strategies continued • Homework and practice • Non-linguistic representations • Cooperative-working in partners/teams

9. Nine Strategies continued • Setting objectives and providing feedback • Creating Hypotheses • Cues, Questions, and Advanced Organizers

10. Research Data www.mcrel.org, Classroom Instruction that Works

11. Technology Considerations • Internet/Research Tools • Productivity • Communication and Multi-Media • Problem-Solving/Decision-Making • Graphic Organizers* (www.iste.org) Let’s take a look at the matrix.

12. First Strategy: Identifying Similarities and Differences • Concepts within this strategy: • Compare and contrast: genres, authors, poetry, prose, non-fiction, word meanings • Analogies • Classifying • Metaphors • Similes

13. Variations of Compare/Contrast • Comparing Lists • Shel Silverstein/index card activity – teacher directed: Teacher provides characteristics. • First ladies activity – student directed: Students determine characteristics.* Technology tools: Internet/Research, Graphic Organizers – Inspiration, Kidspiration, Spreadsheets

14. First Ladies Activity* • Go to www.whitehouse.gove • Click on “History and Tours” • Click on “Presidents and First Ladies” • Select two first ladies and select three criteria for comparison • Select your choice of electronically displaying the information.

15. Another Variation • Beginnings and Endings • Give the beginning of the story and the end and ask students to create a timeline of what happened in-between. For example…

16. Beginning (www.google.com) “Before the Shot”

17. Ending (www.google.com) Tech Tools - Images: KidPix Powerpoint www.readwritethink.org (Student materials – timeline) Text: Word processing “New Glasses”

18. Three questions • How could you vary this activity for other content areas for your classroom? • How could you make this a more student-directed activity? • What other technology tool(s) could you use?

19. Variations (continued) • Extrapolation - definition: making inferences or estimations by extending or projecting known information. (www.dictionary.com) • Examine a person, place or thing and identify its structure and patterns. • Use that structure to find examples of or to identify a similar object or living thing. Example – Hurricane Katrina

20. http://en.wikipedia.org/wiki/Hurricane_Katrina Hurricane Katrina was the most destructive tropical cyclone to hit the United States in historic times. It caused extensive damage to the coastal regions of Louisiana, Mississippi, and Alabama on the August 29, 2005. By late morning of August 29[2], the storm caused several sections of the levee system in New Orleans, Louisiana to collapse. Subsequent flooding over most of the city, a greater part of which lies below sea level, resulted in widespread damage and many deaths. Later estimates placed the death toll in the thousands, and the damage was expected to surpass Hurricane Andrew as the costliest natural disaster in U.S. history. Over a million people were displaced — a humanitarian crisis on a scale unseen in the U.S. since the Great Depression. As of 7pm September 1, more than 20,000 were still reported missing. Local mortuaries had been told to prepare for "up to 40,000 bodies" [3]. New Orleans mayor Ray Nagin stated on August 31 that the death toll of Katrina may be "in the thousands", an estimate also provided through a statement by Louisiana Governor Kathleen Blanco on September 1. Accurate numbers were not known. Damage was reported in at least 12 states. Federal disaster declarations blanketed 90,000 square miles (233,000 km²) of the United States, an area almost as large as the United Kingdom. The hurricane left an estimated five million people without power, and it may be up to two months before all power is restored. On September 3, Homeland Security Secretary Michael Chertoff described the aftermath of Hurricane Katrina as "probably the worst catastrophe, or set of catastrophes" in the country's history, referring to the hurricane itself plus the flooding of New Orleans.

21. Your Task • Read the article about Hurricane Katrina on the previous slide. • Go to the website, http://en.wikipedia.org/wiki/Hurricane_Katrina, and read more about it and other natural disasters. • Identify the structure of Hurricane Katrina in terms of its formation, path, timeline, destruction in short phrases. • From the structure phrases, identify another example that have a similar structure, such as a tornado, or a tsunami. Compare the two in a Venn Diagram.

22. Your Task continued • Complete a Venn Diagram (www.readwritethink.org) comparing the structure of Hurricane Katrina to the structure of something else you identified.

23. Three Questions • How could you vary this activity for other content areas for your classroom? • How could you make this type of activity a student directed activity? • What other technologies could you use? • Let’s try Photostory!

24. Variations (continued) • Memory Line - definition: Comparison reviewing one set of learned information with new information with the goal of answering a question. • Example: Illinois and another state • Criteria – Geography, history, population, agriculture, industry, tourism • Research information – www.50states.com

25. The Question: In which state would I rather live? Illinois Geography: History: Population : Agriculture: Special Places to see: Washington Geography: History: Population: Agriculture: Special Places to see:

26. Graphic Organizer for this activity Table showing differences, similarities and an answer to the question, Venn Diagram, Inspiration web, spreadsheet, word processing – Microsoft, Google Tools

27. Three Questions • How could you vary this activity for other content areas for your classroom? • How could you make this a more student directed activity? • What other technologies could you use?

28. Other Forms of Identifying Similarities and Differences • Metaphors • Analogies • Classifying • Similes

29. Two Classifying Activities Teacher Directed – Student Directed -

30. Interactive Graphic Organizer Websites • http://www.readwritethink.org • http://www.lexiconsys.com/graphic_organizer.html • http://www.teach-nology.com/web_tools/graphic_org/

31. Analogies – Websites • http://www.puzz.com/1001/analogies.htm • http://www.teachersdesk.org/vocabanal.html • http://www.quia.com/cb/7146.html • http://www.manatee.k12.fl.us/sites/elementary/palmasola/ps3gleana.htm • http://www.sadlier-oxford.com/phonics/analogies/analogiesx.htm • http://a4esl.org/q/f/z/zz67fck.htm • http://www.gamequarium.com/readquarium/analogies.html

32. Teacher Web Resources • http://www.eduplace.com/graphicorganizer/ • http://technology.usd497.org/techclass/sanders/graphicorg.htm • http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm • http://www.squires.fayette.k12.ky.us/library/research/problem.htm • http://www.glc.k12.ga.us/ProDev/link.asp?ResourceID=107&PathID=71 • http://www.region15.org/curriculum/graphicorg.html

33. More Teacher Web Resources • http://www.manatee.k12.fl.us/sites/elementary/palmasola/rcccon1.htm • http://www.readwritethink.org/lessons/lesson_view.asp?id=275 • http://www.rhlschool.com/eng4n13.htm • http://www.teachersdesk.org/vocabanal.html

34. Even More Resources • http://www.literacymatters.org/content/text/compare.htm • http://edsitement.neh.gov/view_lesson_plan.asp?id=605

35. Next Strategy • Reinforcing effort and Providing Recognition • Think back about a time when you were in school and you were successful. • To what did you attribute your success? • Other people • Effort • Ability • Luck

36. Major Points • There is a tie between effort and achievement. – are students really aware? • Students need to be taught about effort and the tie to achievement - stories. Who is a person that made great achievements because of an emphasis on effort? • Create an effort rubric and an achievement rubric.

37. Effort Rubric/Checklist • Ask students what goes into effort? – verbally or on paper. • Organize student comments into a checklist. • Give students “their” checklist and ask them to self assess their effort on a given assignment or task. • Compare completed checklists with achievement results on the given task. • Can create a rubric from the checklist.

38. Websites for Rubrics-Technology Projects • http://rubistar.4teachers.org • http://www.teach-nology.com

39. Recognition • Extrinsic versus intrinsic rewards • Tied to a standard • Tangible versus intangible (abstract)

40. Next Strategy: Homework and Practice • Major points • Have a homework policy and post it in the room. • Practice to make 80% accuracy includes 24 repetitions. • Give a target for the homework. • Have students include the reasoning process during practice for the skill. (ISAT link – extended response)

41. Major Points continued • Chart accuracy with self assessment. • Focus on a skill within a skill if necessary (e.g., summarizing – underlining the key ideas) • Use variations of a skill to master it – e.g., give the answer and ask students for questions/problems that have that answer – technology consideration – jeopardy powerpoint. • Completed homework needs feedback.

42. Activities for Homework and Practice • Homework self assessment graphic • Graph • Technology link – use of Microsoft Excel, Google spread-sheeting, or AppleWorks • Table – see example • Important – Students keep a record of their progress.

43. Example

44. Use of “I can statements” • http://www.epd86.org/epweb/I_Can_Statements.htm • http://www.unit5.org/pjhs/standards.htm

45. Next Strategy Summarizing Rules (According to Classroom Instruction that Works) • Delete trivial material that is unnecessary for understanding • Delete redundant material • Substitute categorical information for detailed information (trees for maple, oak, pine) • Create or select a topic sentence

46. Summarizing Frames • Narrative Frame • Top-Restriction Frame • Definition Frame • Argumentation Frame • Problem/Solution Frame • Conversation Frame Classroom Instruction that Works

47. The Questions to Ask… What do I want my students to know and be able to do when summarizing this material? Which frame should I have my students use? How should my students display their information?

48. Podcasting • Process • Record your summary into the computer. • Convert it to an appropriate audio file. • Upload it to the Web • That’s it! An example – Willow Web – let’s take a look first.

49. What You’ll Need • Computer • Microphone/Headset • Internet Connection • Software – we’ll use Audacity (www.http://audacity.sourceforge.net/ – it’s free. • Lame MP3 Encoder – same website, also free. • Website to upload file*

50. Additional Summarizing Activities • Selective underlining of key ideas and summary • Step one – underline key ideas based on one of the summary frames’ questions. • Turn over the book/sheet and take the answers to the frame questions and write a summary paragraph. They should only look back at their underlining when they become stumped. • Go back and forth until they feel like they have captured the important ideas. • Technology Tool – Word processing, Podcasting