The Art & Science of Teaching with ActivClassroom

1. The Art & Science of Teaching with ActivClassroom

2. What You’ll Learn Session Outcomes • What Marzano’s Research says about the Impact of ActivClassroom Technologies on Student Achievement. • What the attributes are of the teacher who maximizes student achievement using ActivClassroom Technologies . • What Marzano’s Research Suggests are the Key “look-fors” When Observing ActivClassroom Technologies Use in the Classroom

3. Why are Activboards in LWSD Classrooms? 05-06 Motivations Today’s Motivations Slide derived from Using Technology to Enhance The Art & Science of TeachingMarzano & Pickering Denver Workshop July 2009

4. ActivBoardWow Factors Slide derived from RJ Marzano Denver Workshop July 2009

5. ActiVoteWow Factors Slide derived from RJ Marzano Denver Workshop July 2009

6. Consider the Wow Factors & Activboards in LWSD • Discuss your thoughts with a neighbor • Pick one to share with the group Wow Factors Pair Share

7. What Conclusions Did Marzano Come to About the Effects of Promethean ActivClassroom on Student Achievement?

8. Sources • Workshop – July 22-23 • Marzano Research Lab Report • Independent Research Funded by Promethean • Submitted for Peer-Review • Quasi-Experimental Design • 85 Classrooms K-12 • Treatment - 1,716 students • Control - 1,722 students • Denver Workshp

9. Research Questions Evaluation Questions Does the effect of Promethean ActivClassroom differ based on length of teaching experience? Does the effect of Promethean ActivClassroom differ based on how long the teacher has used the technology? Does the effect of Promethean ActivClassroom differ based on the percentage of instructional time the technology is used in the classroom? Does the effect of Promethean ActivClassroom differ based on teachers’ confidence in their use of the technology? Evaluation Questions • What effect does Promethean ActivClassroom have on students’ achievement regarding the subject matter content taught by their teachers? • Does the effect of Promethean ActivClassroom differ between school levels? • Does the effect of Promethean ActivClassroom differbetween grade levels? • Does the effect of Promethean ActivClassroom differ between academic content areas?

10. A Statistics Moment • Effect Size [ES] • Calculated to combine studies that use different dependent measures. An effect size of 1.0 can be interpreted in the as one standard deviation higher than the average score in the control group. • Uncorrected/Corrected • Correction for attenuation is a statistical procedure that rids a correlation coefficient from the weakening effect of measurement error [Spearman] • Fail-safe N • Fail-safe N contains the number of missing studies that would be required to reduce the weighted mean effect size to .00 (i.e., no difference between treatment and control groups) [Orwin]

11. Overall Effects of ActivClassroom Technologies Corrected Uncorrected Remember this Number!

12. Is this good?

13. Meta-Analysis of 30 Years of School Reform Research says… • 1,100 studies • Average effect size =.15 (.44 for ActivClassroom) • Percentile Gain = 6 percentile points (17 for Activ) • Range of effect: -2.13 to 7.83 (SD) • 35% of effect sizes were below zero Borman, et. al., 2003. Review of Educational Research.

14. What You Just Learned Session Outcomes • What does Marzano’s Research say about the Impact of ActivClassroom Technologies on Student Achievement? • Study found: • there is a strong correlation between the use of the ActivClassroom technologies and student achievement. • an average gain of 17 percentile points • A highly favorable comparison with the meta-analysis of 1,100 school improvement strategies

15. What Conclusions Did Marzano Come to About the Skills and Attributes of Teachers Who are Most Effective Using ActivClassroom technologies

16. Attributes that best describe the teacher who you think maximizes student achievement using ActivClassroom Technologies. Teaching Experience: • Is new to teaching • Has taught for 2 – 5 years • Has taught for 6 – 9 years • Has taught for 10 – 15 years • Has taught for 16 – 32 years ActiVote Session

17. Attributes that best describe the teacher who you think maximizes student achievement using ActivClassroom Technologies. Technology Experience: • 1 – 5 months • 6 – 18 months • 19 – 27 months • 28 – 60 months ActiVote Session

18. Attributes that best describe the teacher who you think maximizes student achievement using ActivClassroom Technologies. How much of the Instructional Day is ActivClassroom technologies used: • 10 % – 40 % • 45 % – 70 % • 75 % – 80 % • 85 % - 90 % ActiVote Session

19. Attributes that best describe the teacher who you think maximizes student achievement using ActivClassroom technologies. How confident the teacher feels using ActivClassroom technologies: • 1 – Not at All Confident • 2 • 3 • 4 • 5 – Completely Confident ActiVote Session

20. Phase I of the StudyConcluded …

21. Corrected Effects for Length of Teaching

22. Corrected Effects for Length of Technology Use

23. Corrected Effects for Percentage of TimeTechnology Used in the Classroom

24. Corrected Effects for Confidence inPromethean Technology Use

25. The “Sweet Spot” • An experienced teacher (at least 2 - 5 years) • who has been using the technology for an extended period of time (at least 2 years), • who uses it about 75% of the time in class • who has had enough training to be confident in their use of the technology These results are significant at .05 level and the average effect size (ES) for teachers in these categories was .90 Wow

26. Phase I of the StudyConcluded … That given a teacher with this profile one would predictmore than a 30 percentile gain in average student achievement

27. What You Just Learned Session Outcomes • The attributes of the teacher who statistically maximizes student achievement using ActivClassroom technologies are: • Teaching experience • Tech experience • Class usage • Confidence

28. What Conclusions Did Marzano Come to About the Key Look-forsWhen Observing the Use of ActivClassroom technologies

29. Marzano’s Teaching Model • What will I do to establish and communicate learning goals, track student progress, and celebrate success? • What will I do to help students effectively interact with the new knowledge? • What will I do to help students practice and deepen their understanding of new knowledge? • What will I do to help students generate and test hypotheses about new knowledge? • What will I do to engage students? • What will I do to establish or maintain classroom rules and procedures? • What will I do to recognize and acknowledge adherence to and lack of adherence to rules and procedures? • What will I do to establish and maintain effective relationships with students? • What will I do to communicate high expectations for all students? • What will I do to organize lessons into a coherent unit?

30. Variables Analyzed • Engagement • Teacher IWB* skill • Student IWB skill • Multiple S IWB use • S independent IWB use • Use of IWB reinforcers • Use of voting • Nonlinguistic representation of content • Previewing/reviewing content • Chunking content • Scaffolding content • Pacing • Monitoring student progress • Clarity of content on IWB • Students interacting about content • Response rate • Management * IWB = Interactive White Board - ActivBoard

31. Phase 2 Results * IWB = Interactive White Board - Activboard Correlations - r ≥ .250 is considered large Significance - p≤ .05 is considered significant

32. Phase 2 Results Correlations - r ≥ .250 is considered large Significance - p≤ .05 is considered significant

33. Marzano’s Key Teaching Look-fors Marzano identifies these practices as having the greatest impacton improving results when using ActivClassroom Technologies.

34. What You Learned Today Session Outcomes • What Marzano’s Research says about the Impact of ActivClassroom Technologies on Student Achievement. • Very significant potential to improve student achievement, especially when compared to 30 years of school reform initiatives. • What the attributes are of the teacher who statistically maximizes student achievement using ActivClassroom Technologies . • An experienced teacher; who has been using the technology for an extended period of time (e.g. 2 years); who uses it about 75% of the time in class; who has had enough training to be confident in their use of the technology. • What Marzano’s Research Suggests are the Key “look-fors” When Observing ActivClassroom Technologies Use in the Classroom • Previewing/Reviewing; Chunking; Scaffolding; Pacing; monitoring; and Clarity of IWB.

35. What This Means for LWSD Principals • Engage teachers in a research-informed conversation about their use of ActivClassroom technologies (LEAP, PLCs, etc.). • Support teachers toward deeper ActivClassroom skill levels (5QL, [IT]2, etc.) and use in the classroom. • Encourage teachers to employ Marzano’s KeyLook-for strategies to improve the impact of ActivClassroom technologies on student achievement

36. Resource Links on the OneNote • Evaluation Study of the Effects of Promethean ActivClassroom on Student Achievement – Preliminary Report. Haystead & Marzano, 2009 • This Presentation in PowerPoint and ActivStudio • Marzano’s Denver Workshop Slides – July, 2009

37. Tolvis