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MASSP

MASSP. 10.01.07. Consensogram. As enter… grab a small stack of sticky squares… After reading the Consensogram prompt, place one sticky on each chart somewhere between “0” and “100” (not so much) (lots)

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MASSP

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  1. MASSP 10.01.07

  2. Consensogram As enter… grab a small stack of sticky squares… After reading the Consensogram prompt, place one sticky on each chart somewhere between “0” and “100” (not so much) (lots) We are making bar graphs

  3. Introductions

  4. Classroom Instruction that Works “Today's session will explore and model Marzano's research based instructional strategies, specifically for adolescent learners.”

  5. Consensogram What surprises you? What patterns emerge? What confirms your thinking? What challenges your thinking?

  6. Hypothesize… How would your staff respond?

  7. Debrief • As a process tool, why would this work well with a staff? • As an instructional strategy, why would you recommend it for teachers to use with kids?

  8. Data-Driven Dialogue:A Facilitator’s Guide to Collaborative Inquiry By Bruce Wellman & Laura Lipton

  9. Getting Acquainted with the Essential Nine by Laura VarlasASCD Curriculum Update Winter 2002

  10. Puzzling by Table

  11. Independent Read

  12. Expert Consultation Strategies which support Picture, image, symbol which illustrates

  13. Identifying similarities and differences Comparing, Classifying, Re-classifying, Creating metaphors and analogies Examples and non-examples (Frayer), Venn diagrams and other graphic organizers • A

  14. Summarizing and note taking Important points, structure, organization, content frames, outlining

  15. Reinforcing effort and providing recognition Value of effort, rewards dependent, symbolic

  16. Homework and practice 10 mins, independent, know purpose, policy

  17. Non-linguistic representations Graphic rep, phy models, pictures, maps, kinesthetic activities,

  18. Cooperative Learning Heterogeneous, 3-4 in size, sometimes, defined roles

  19. Setting objectives and providing feedback Narrow focus, personalized, next step in their learning

  20. Generating and testing hypotheses Inductive and deductive reasoning, problem solving

  21. Cues, questions and advance organizers Higher level of thinking, deeper learning, organize thinking

  22. Debriefing Puzzling • As a process tool, why would this work well with a staff? • As an instructional strategy, why would you recommend it for teachers to use with kids?

  23. 5 Steps of Enduring Learning

  24. Leading the Conversation with your staff Impacting Instructional Practice

  25. 4 Box Synectics Fall Words

  26. Marzano strategies are like __________ because _________________________

  27. Where did we use these today? • Similarities and Differences • Summarizing and Note-taking • Reinforcing Effort Providing Recognition • Homework and Practice • Non-linguistic Representations • Cooperative Learning • Setting Objectives and Providing Feedback • Generating and Testing Hypotheses • Cues, Questions and Advanced Organizers

  28. Kristine Gullen, Ph.D. Kristine.Gullen@Oakland.k12.mi.us

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