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Marzano Instructional Model Overview

Marzano Instructional Model Overview. Toby Boss ESU 6. Objectives. Provide an overview of the model Discuss the need to have a common language of instruction Generate examples from teacher practice Resources can be accessed at: http://tobyboss.wikispaces.com/ home. Craft Knowledge.

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Marzano Instructional Model Overview

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  1. Marzano Instructional Model Overview Toby Boss ESU 6

  2. Objectives • Provide an overview of the model • Discuss the need to have a common language of instruction • Generate examples from teacher practice • Resources can be accessed at: http://tobyboss.wikispaces.com/home

  3. Craft Knowledge • Name it. • Describe it. • who, what, when, how • Say why it’s good. • why “…the knowledge about the practice that is collected, codified, legitimated, and shared by professionals.” (Burney, 2006)

  4. Thinking about instruction… • List two or three successful strategies that you use with your students. • Examples • Inside/Outside Circle • 15 to 25

  5. Expert PerceptionsRichard Elmore • Education is a profession without a practice. • We haven’t developed a clear sense of what we do, and how it relates to our core mission. • It is no longer acceptable to say that teaching is a mysterious thing, that occurs idiosyncratically in every classroom. • We need a systematic answer to the question of how we do what we do.

  6. The Art & Science of Teaching 10 “design questions” teachers ask of themselves as they plan a unit of instruction.

  7. The Art and Science of Teaching Ten Design Questions – What will I do to: • establish and communicate learning goals, track student progress, and celebrate success? • help students effectively interact with new knowledge? • help students practice and deepen their understanding of new knowledge? • help students generate and test hypotheses about new knowledge? • engage students? • establish or maintain classroom rules and procedures? • recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? • establish and maintain effective relationships with students? • communicate high expectations for all students? • develop effective lessons organized into a cohesive unit?

  8. Why do we need a common language of instruction? • Provides a method to talk about instruction • Provides a way to name, share and replicate strategies • Provides a framework for reflection and goal setting

  9. Background • People are motivated by three things • Purpose • Autonomy • Mastery • (Robert Marzano and Daniel Pink citing Edward Deci) • Mastery of anything takes about 10,000 hours (Gladwell) or 10 years (Marzano) • Teaching is complex and takes about 10 years to master

  10. Presumptions • Teaching is complex • The model should be “robust” enough to capture this complexity – 41 strategies • Teachers need not do them all • Gains are incremental - get better at a few each year • Feedback using a common language of instruction is critical

  11. Lesson Segments • “Thin slices” of instruction • Those involving routines • Those involving content • Those enacted on the spot

  12. MRL Scales for Reflective Practice:General Scale • Innovating • New strategies are created to meet needs of specific students or class as a whole • Applying • Strategy is used and monitored to see if it has desired effect • Developing • Strategy is used but in a mechanistic way • Beginning • Strategy is used but pieces are missing • Not Using • Strategy is called for but not used

  13. Incremental Improvement • It takes deliberate practice to over the course of 10 years to be an expert • Teachers need not do all the strategies – not only one way to teach – it’s complex! • Choose one or two for improvement with deliberate practice • Goals for improvement should be set at appropriate stages (yearly, semester, quarter)

  14. The Art and Science of Teaching Learning Goals and Feedback Interacting with New Knowledge Practicing and Deepening Generating and Testing Hypotheses Student Engagement Establishing Rules and Procedures Adherence to Rules and Procedures Teacher-Student Relationships High Expectations Page 7, The Art & Science of Teaching

  15. The Art and Science of Teaching Student Engagement Teacher/Student Relationships Adherence to Rules and Procedures High Expectations ENACTED ON THE SPOT INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Interacting with New Knowledge Generating/ Testing Hypotheses Practicing and Deepening 15 Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success

  16. Lesson Segments • “Thin slices” of instruction • Those involving routines • Those involving content • Those enacted on the spot

  17. The Art and Science of Teaching Routine Segments INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures

  18. Routine Segments • Communicate learning goals • Track student progress • Celebrate success • Establish classroom rules and procedures • Organize the physical layout of the room

  19. Discuss • What are examples of routine segments from your practice? • How do you: • Communicate to students the learning goal? • Establish and teach procedures? • Provide feedback? • Celebrate? • Organize the room?

  20. The Art and Science of Teaching Content Segments ADDRESSES CONTENT IN SPECIFIC WAYS Interacting with New Knowledge Generating/ Testing Hypotheses Practicing and Deepening 20

  21. Content Segments • Interact with new knowledge • Practice and deepen content • Generate and test hypothesis

  22. Discuss • What are examples of content segments from your practice? • How do you: • Introduce content? • Practice content? • Provide projects to apply content?

  23. On the Spot Segments Student Engagement Teacher/Student Relationships Adherence to Rules and Procedures High Expectations ENACTED ON THE SPOT 23 Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success

  24. On the Spot Segments • Student engagement • Adherence to rules and procedures • Teacher –student relationships • High expectations

  25. Discuss • What are examples of on the spot segments from your practice? • How do you: • Engage students? • Address adherence to rules? • Build relationships? • Communicate high expectations?

  26. Thinking about instruction… • List two or three successful strategies that you use with your students. • Discuss where you would find these strategies in the Marzano Model

  27. The Art and Science of Teaching Student Engagement Teacher/Student Relationships Adherence to Rules and Procedures High Expectations ENACTED ON THE SPOT INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Interacting with New Knowledge Generating/ Testing Hypotheses Practicing and Deepening 27 Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success

  28. Resources • http://marzanoresearch.com/site • http://esu6mrl.wikispaces.com • http://esu6craftknowledge.wikispaces.com • ESU 6 YouTube: http://www.youtube.com/user/esu6pd

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