Marzano Vocabulary Instruction Follow-Up

1. Marzano VocabularyInstruction Follow-Up December 1, 2011

2. During this session we will..... • Share and gather ideas from colleagues around the district. • Learn additional strategies for facilitating professional development. • Learn how generate and choose the appropriate terms for use in a content area. • Discuss and investigate what a vocabulary assessment should look like. • Problem solve and generate solutions with colleagues regarding vocabulary implementation.

3. Session Starter - Give and Get • Write 3 things that have worked great for your team when providing vocabulary professional development to the teachers in your building. • Circulate around the room, stopping to talk with different individuals. • Give each individual you talk to one      of your ideas. • Get an idea in return and continue       until all ten spaces are filled.

5. The Survey Says.... Questions that you all had and we hope to answer today... 1. How do you commit to a new system and stick to it throughout the year? 2. How do we teach the kids without giving them the definition? 3. How do we find time to make activities for steps 4-6? 4. How do we select the words to teach? 5. How do we assess their knowledge?

6. Making the Commitment and Sticking to it..

7. Pulling  it together

8. What do Best Practices In Vocabulary Look Like? Your group will be given an envelope with slips of papers in it. Each slip contains a vocabulary practice. Your group's goal is to determine if this practice will cause an increase or decrease in vocabulary knowledge. You will categorize the strategies with those two ideas in mind.

9. Marzano

10. Step 2.... Now that you are finished categorizing, your goal is to determine which of Marzano's 6 steps to Building Academic Background Knowledge apply to each of the increase strategies.

11. Narrow the focus

12. Common mistakes when choosing Instructional Words 1. Choosing the "big words" 2. Choosing too many words 3. Overlooking little words

13. Decision-Making Model for Selecting Words • Representative: Is it essential to understand the text? • Repeatability: Will the word be used again in this text or in this course? • Transportability: Can it be used in other content areas? • Contextual analysis: Can students arrive at the meaning through context? • Structural Analysis: Can students arrive at the meaning through structure? • Cognitive Load: How many words are reasonable to teach?

14. How do we choose the words? • Start with the Student Essential Vocabulary in your curriculum document • Create a committee for your building • Tools to help: • Use the student essential vocabulary • Use the state glossary for terms • Involve your content leader • Use your formatives and summatives  • Phase 1: Make a decision about the number of terms • Create a rank order list of words considered important • Determine how many words should be taught in each academic area • Generate the final list by seeking input • Assign terms to specific grades

15. The Vocabulary Template/Wheel

16. Assessment

17. How do we assess? • Spot check notebooks • Through the review activities • Correcting misunderstandings during the learning process •  Creating assessments that allow for students to apply the concept to show their knowledge • Student self-evaluation 

19. Stir the Classroom

20. "I don't have time to add another thing to my plate."

21. "I don't have the resources to teach this way."

22. "I teach _______ and I don't see how this can work in my content area."

23. "This will just fade like everything else."

24. What concerns or objections do you need to address at your school?   What ideas did you gather from others?

25. Recipe for Vocab Success Recipe for ____________ Name of Dish ___________________ From the Kitchen of ____________________ Serves __________________ Ingredients __________________

26. Where do you go from here?

27. PD Reminders • Model! Model! Model! • Stay grounded in the research • Using sharing to generate interest and motivation