Addressing Student Achievement Problems Using Robert Marzanos The Art and Science of Teaching Publis

1
Addressing Student Achievement Problems Using
Robert Marzanos The Art and Science of
Teaching Published by the Association for
Supervision and Curriculum Development
(ASCD)John L. Brown, Ph.D., Presenter
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Essential Questions for The Art and Science of
Teaching

• What does educational research tell us works best
  to promote high levels of achievement for all
  learners?
• What instructional strategies promote both equity
  and excellence?
• How can we engage and challenge all learners?
• How can educators work with students to manage
  classrooms so that they become inviting
  communities of learning?
• What are the elements of effective lesson and
  unit designs that promote high levels of student
  understanding and transfer?

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Objectives for This Session

• Participants will be able to
• Describe research-based strategies to improve the
  teaching-learning process.
• Address 10 universal student achievement issues
  and problems using action steps and strategies
  identified by Robert Marzano.
• Develop action steps to implement workshop
  strategies and processes in their classroom,
  school, and/or district.

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Factors Influencing Achievement
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective
Feedback 3. Parent and Community
Involvement 4. Safe and
Orderly Environment
5. Collegiality and Professionalism
6. Instructional Strategies 7. Classroom
Management 8. Classroom Curriculum Design
9. Home Environment 10. Learning Intelligence/
Background Knowledge 11 Motivation
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Three Components of Effective Classroom Pedagogy
Effective Classroom Pedagogy
Use of effective instructional strategies
Use of effective management strategies
Use of effective classroom curriculum design strat
egies
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Instructional Design Questions

• What will I do to establish and communicate
  learning goals, track student progress, and
  celebrate success? (Instruction)
• What will I do to help students effectively
  interact with new knowledge? (Instruction)
• What will I do to help students practice and
  deepen their understanding of new knowledge?
  (Instruction)
• What will I do to help students generate and test
  hypotheses about new knowledge? (Instruction)
• What will I do to engage students? (Classroom
  Management)
• What will I do to establish or maintain classroom
  rules or procedures? (Classroom Management)
• What will I do to recognize and acknowledge
  adherence and lack of adherence to classroom
  rules and procedures? (Classroom Management)
• What will I do to establish and maintain
  effective relationships with students? (Classroom
  Management)
• What will I do to communicate high expectations
  for all students? (Classroom Management)
• What will I do to develop effective lessons,
  organized into a cohesive unit? (Lesson and Unit
  Design)

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Warm-Up Activities

• As you begin this session, identify your personal
  learning objectives for this session. Then, share
  them with a partner.
• With your partner, identify what you each
  consider to be the one or two most significant
  student achievement problems (from the list on
  Page 1).

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Ten Universal Student Achievement Problems

• Student apathy and disengagement
• Students lack of efficacy and self-worth
• The achievement gap data revealing a performance
  gap between low-expectancy and
  high-expectancy students
• Discipline problems related to classroom
  management
• Students lack of understanding of standards
• Student inability to self-regulate and track
  progress
• Student passivity Let the teacher do the work.
• Lack of higher-order reasoning and critical
  thinking
• Reading comprehension problems
• Lack of mathematical reasoning and
  problem-solving competency, esp. in real-life,
  authentic situations, tasks, and applications

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• Student Achievement Problem 1
• Student apathy and disengagement from the
  learning process

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Signs of Problem 1

• Low levels of energy during whole group, small
  group, and/or independent work
• Lack of participation in the learning process
• Students failure to see how what they are
  learning relates to them as individuals and to
  their world
• Failure to find meaning, purpose, and/or
  connectedness to content and process

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Instructional Design Question 5 What will I
do to engage students?
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What Does Research Tell Us About Engaging
Students in the Learning Process? (Part I)

• Engaging studentsi.e., capturing their attention
  and helping them to develop a sense of
  efficacygreatly enhances their knowledge of
  academic content.
• Engagement can be a combination of behavioral,
  emotional, and cognitive factors.
• According to Reeve (2006) When engagement is
  characterized by the full range of on-task
  behavior, positive emotions, invested cognition,
  and personal voice, if functions as the engine
  for learning and development.

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What Are the Major Research-Based Factors That
Contribute to Student Engagement? (Part II)

• High Energy periodic opportunities for physical
  activity, good pacing, and teacher enthusiasm and
  intensity.
• Missing Information tapping into students
  curiosity and anticipation clozentropy
  (Broadhurst Darnell, 1965), i.e., the brains
  natural inclination to create wholes in the face
  of parts appealing to innate goal-seeking.

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What Are the Major Research-Based Factors That
Contribute to Student Engagement? (Part III)

• The Self-System Appealing to students enduring
  values and believes by distinguishing between the
  me self (i.e., specific to situations or
  context) vs. the I self (reflective of more
  enduring, higher-order, and value-driven
  principles that form the character in
  character education).
• Mild Pressure Ensuring that pressure is at the
  right level of intensity and for the right
  duration of time (e.g., wait time, random
  calling).

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What Are the Major Research-Based Factors That
Contribute to Student Engagement? (Part IV)

• Mild Controversy and Competition Jensen (2005)
  calls this component engineered controversy.
  It can be engendered through such processes as
  (a) structured debate, (b) comparison
  and contrast of competing perspectives about a
  controversial issue or topic and (c) games and
  tournaments (e.g., Kagans STAD).

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Research-Based Strategies for Engagement

• Games
• Inconsequential competition
• Manage questions and response rates
• Physical movement
• Pacing
• Friendly controversy
• Opportunities for students to talk about
  themselves
• Unusual information

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5. What will I do to engage students?

• Action Step 1 Use games that focus on academic
  content.
• Action Step 2 Use inconsequential competition.
• Action Step 3 Manage questions and response
  rates.
• Action Step 4 Use physical movement.
• Action Step 5 Use appropriate pacing.
• Action Step 6 Demonstrate intensity and
  enthusiasm for content.
• Action Step 7 Engage students in friendly
  controversy.
• Action Step 8 Provide opportunities for students
  to talk about themselves.
• Action Step 9 Provide unusual information.

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• Action Step 1
• Use games that focus on academic content.

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Marzanos Six-Step Process for Effective
Vocabulary Instruction

• Teacher provides a description, explanation, or
  example of the new term.
• Students restate the explanation of the new term
  in their own words.
• Students create a non-linguistic representation
  of the term.
• Periodically, students do activities that help
  them add to their knowledge of key vocabulary
  terms.
• Periodically, students are asked to discuss the
  terms with one another.
• Periodically, students are involved in games that
  allow them to play with the terms.

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Sample Games Focused on Academic Content

• What Is the Question? Based on Jeopardy! in this
  game the teacher reveals a term and students
  state a question for which the concept would be
  the answer.
• Name That Category Based on The 100,00 Pyramid,
  this game helps students focus on attributes of a
  concept represented by or associated with terms
  as they determine what the terms in a list have
  in common.
• Talk a Mile a Minute Students are given a list
  of terms that have been organized into
  categories. The designated talker talks a mile a
  minute to get team members to identify how a
  list of words all reflect a unifying concept or
  generalization.
• Classroom Feud Based on Family Feud, the teacher
  functions as question asker and judge. One
  student from each team serves as responder with
  team members agreeing or disagreeing with the
  answer given.

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Classroom Feud
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Rules for Classroom Feud

• Students form teams (on the spot or ongoing).
• The number of questions should be even and based
  on how many students are in the class.
• Questions are asked of each team in alternating
  patterns.
• Teacher is questioner and judge of correctness.
• One student from each team serves as responder,
  with students taking terms systematically.
• Teacher presents a question to responder, who
  shares his or her answer with team members.
• Team members decide if the answer is or is not
  correct. If they disagree with responder, they
  offer alternatives.
• Responder has 15 seconds to decide which question
  to present.
• If answer is correct, team receives a point. If
  incorrect, opposite team can give an alternative
  answer. (Most recent responder acts as team
  responder.)
• When every student on both teams has served as
  responder, the team with the most points wins.

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• Action Step 2
• Use inconsequential competition.

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Inconsequential Competition

• Students compete, but in the spirit of fun.
• Teacher periodically organizes students into
  small groups, with membership changing regularly
  (e.g., high content mastery mixed with low
  mastery).
• This competition blends nicely with games,
  puzzles, and tournaments.
• Over time, winning teams can be singled out with
  minor rewards.

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• Action Step 3
• Manage questions and
• response rates.

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Strategies for Managing Questions and Response
Rates (I)

• Wait Time (a) Post-teacher-question wait time
  (b) within-student pause time (c)
  post-student-response wait time (d)
  teacher-pause time and (e) impact pause time.
• Response Cards Students use small chalkboards or
  whiteboards for writing and erasing responses and
  comments. Responses can include (a)
  forced-choice (b) multiple-choice (c)
  fill-in-the-blanks and (d) class votes.

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Strategies for Managing Questions and Response
Rates (II)

• Choral Response Also called unison response,
  used to help students to help students review or
  correct responses and revisit misunderstandings.
• Response Chaining Linking or chaining students
  responses by (a) asking a question to which a
  specific student responds (b) class as a whole
  votes on its accuracy (c) teacher selects a
  student who voted accurately to supply a correct
  or fuller response or answer a new question if
  the original response was accurate. (Foam ball
  variation)

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• Action Step 4
• Use physical movement.

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Strategies for Physical Movement

• Stand up and stretch (the oxygen effect)
• Body representations (acting out important
  content)
• Give one, get one (standing, students compare
  notes and identify additions)
• Vote with your feet (Correct? Partially correct?
  Incorrect?)

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• Action Step 5
• Use appropriate pacing.

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Maximizing Lesson Design

• Pacing and flow of activity greatly complement
  the learning process.
• Begin with well-established procedures for common
  administrative tasks (e.g., distributing
  materials).
• Ensure smooth transitions from activity to
  activity.
• Make certain students understand what they are
  doing, why they are doing it, and why transitions
  are occurring.
• Help students to move from (a) initial knowledge
  acquisition toward (b) deepening understanding
  via practice and coaching toward (c) independent
  transfer.

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• Action Step 6
• Demonstrate intensity and enthusiasm for content.

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Intensity and Enthusiasm

• Good and Brophy (2003) emphasize the importance
  of verbal and non-verbal behavior to communicate
  intensity and enthusiasm for content.
• Use strategies to convey intensity and cue
  attention.
• Emphasize key words, vocal modulations, and
  exaggerated gestures to stress key content.
• Intensely scan the group to look for signs of
  understanding or confusion.
• Use tone and manner to stress the importance and
  academic significance of what is being taught.
• Use these strategies appropriately as necessary
  but not so often that they become predictable to
  students.

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• Action Step 7
• Engage students in
• friendly controversy.

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Friendly Controversy

• Engage students in dialogue regarding significant
  topics about which they have different opinions.
• Carefully select the issues to avoid
  overheating.
• Engage as many students as possible in the
  debate.
• Use sides or corners to collect groups with
  similar perspectives, with students representing
  one position presenting their case.
• Students in the middle can move to one side or
  corner, when they experience themselves
  convinced by the evidence of one group vs.
  another.

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• Action Step 8
• Provide opportunities for students to talk
• about themselves.

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Revealing and Acknowledging the I Self

• Create opportunities for students to talk about
  themselves and things that interest them.
• Ask students to relate academic content to their
  personal interests and experiences.
• Use opportunities for students to find analogies
  and connections between their prior experiences
  and strategies they are learning.
• Through this process, find ways to incorporate
  student interests into task design.

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• Action Step 9
• Provide unusual information.

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The H (Hook) Concept

• At the beginning of key juncture points in your
  teaching/unit, hook students imagination and
  motivation by engaging them in thought-provoking,
  interactive, and intriguing learning activities
  that anticipate or foreshadow key unit content.

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FOR EXAMPLE, at the beginning of a life science
or biology unit on the human body

• Babies are born with 300 bones. Adults have 206.
• A sneeze can travel more than 100 miles per hour.
• Every person has a unique tongue print.
• A fingernail or toenail takes about six months to
  grow from base to tip.
• The heart circulates the bodys blood supply
  about 1,000 times each day.
• The average human scalp has 100,000 hairs.
• If put end to end, all the blood vessels in the
  body would stretch 62,000 miles (or 2.5 times
  around the Earth).
• If a man never trimmed his beard, it would, on
  average, grow to nearly 30 feet.
• Every square inch of your body has about 3.2
  million bacteria on it.
• (The Inside Story, The Washington Post, P. C12,
  May 7, 2007)

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FOR EXAMPLE, at the beginning of a history unit
on the American presidency

• Abraham Lincoln was elected President in 1860
  John F. Kennedy was elected President in 1960.
• Both were particularly concerned with civil
  rights.
• Both had wives who lost children while living in
  the White House.
• Both Presidents were shot on a Friday.
• Both Presidents were shot in the head.
• Lincolns secretary was named Kennedy, Kennedys
  Lincoln.
• Both were assassinated by Southerners and were
  succeeded by Southerners named Johnson.
• Andrew Johnson, who succeeded Lincoln, was born
  in 1839 Lee Harvey Oswald, Kennedys assassin,
  was born in 1939.
• Both assassins were known by their three names
  both names are composed of fifteen letters.
• Lincoln was shot at the theatre named Ford and
  Kennedy was shot in a car called Lincoln made
  by Ford.
• Lincoln was shot in a theatre and his assassin
  ran and hid in a warehouse Kennedy was shot from
  a warehouse and his assassin ran and hid in a
  theatre.
• Booth and Oswald were both assassinated before
  their trials.
• A week before Lincoln was shot, he was in Monroe,
  Maryland A week before Kennedy was shot, he was
  with Marilyn Monroe.

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FOR EXAMPLE, ask students what they conclude
about the following unusual information

• Take your height and divide by eight. That is how
  tall your head is.
• No piece of paper can be folded in half more than
  seven times.
• The first product to have a bar code was
  Wrigleys gum.
• Earth is the only planet not named after a pagan
  god.
• A Boeing 747s wingspan is longer than the Wright
  brothers first flight.
• Three percent of pet owners give Valentines Day
  gifts to their pets.
• Thirty-one percent of employees skip lunch
  entirely.
• According to research, Los Angeles highways are
  so congested that the average commuter sits in
  traffic for 82 hours a year.
• The 1912 Olympics was the last Olympics that gave
  out gold medals made entirely out of gold.

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What can you conclude about the following?

• Falling is the most common nightmare.
• Americans consume five tons of aspirin a day.
• Most men part their hair to the left for no
  apparent reason.
• Sixty-seven percent of Americans think they are
  overweight.
• Americans throw away 27 percent of their food
  each year.
• Twenty-five percent of all people snoop in
  friends medicine cabinets.
• People typically spend a year of their lives
  looking for things they have lost.
• One out of every 10 children sleepwalks.
• Thirty-six percent of people choose pizza for the
  one food they would eat if they could only eat
  one food.

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H Strategies

• Odd facts, anomalies, counterintuitive examples
• Provocative entry questions
• Mysteries and engaging anecdotes or stories
• Challenges
• Student-friendly problems and issues
• Experiments and predictions of outcomes
• Role-plays and simulations activities
• Sharing personal experiences
• Allowing students choices and options
• Establishing emotional connections
• Humor

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Self-Reflection One

• As you conclude this section of the workshop,
  consider (a) How effectively do you engage
  student behaviors, cognition, and interests? (b)
  How often do you use the various strategies
  presented in this section to engage students and
  motivate their learning process?
• Design an action step for this section What will
  you do with the strategies and ideas presented
  for this design question as you return to your
  school or district?

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• Student Achievement Problem 2
• Students lack of
• efficacy and self-worth, including a passive
  approach to learning

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Signs of Problem 2

• Students lack of self-direction and
  self-regulation
• Students display of an I cant do this
  attitude and mentality
• Inability of students to see connections between
  their actions and related consequences
• Passivity Tell me what to doand Ill do it,
  but thats all

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Instructional Design Question 8 What will I
do to establish and maintain effective
relationships with students?
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What Does the Research Say? (I)

• Two key components help teachers to establish and
  maintain positive relationships with students
  (a) the extent to which the teacher gives
  students the sense that he or she is providing
  guidance and control behaviorally and
  academically and (b) the extent to which the
  teacher provides a sense that the class is a team
  devoted to the well being of all participants.
• In effect, the teacher communicates You can
  count on me to provide clear direction in terms
  of your learning and behavior, plus We are a
  team here and succeed or fail as a teamI have a
  stake in the success of each of you.

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What Does the Research Say? (II)

• Marzano confirms that many behavioral problems
  ultimately boil down to a breakdown in
  teacher-student relationships. Sheets and Gay
  (1996) state The causes of many classroom
  behaviors labeled and punished as rule
  infractions are, in fact, problems of students
  and teachers relating to one another
  interpersonally.
• Two key research-based factors dominate the
  literature (Wubbels Levy, 1993) (a)
  appropriate amount of dominance (clarity of
  purpose and strong guidance) and (b) whether
  teacher shows an appropriate amount of
  cooperation.

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What Does the Research Say? (III)

• Cooperation involves demonstrating concern for
  each student and building a sense of community
  within the classroom. Wubbels (et al., 1999)
  emphasizes that teachers must be sensitive to how
  their actions are being interpretedor could
  potentially be misinterpretedby students.
• Factors that contribute to a sense of cooperation
  include joking, smiling, and communicating
  enthusiasm.
• Marzano also stresses the power of emotional
  objectivity in promoting healthy student-teacher
  relationships. Successful teachers avoid
  overreacting to student behaviors and do not take
  them personally.

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8. What will I do to establish and maintain
effective relationships with students?

• Action Step 1 Know something about each student.
• Action Step 2 Engage in behaviors that indicate
  affection for each student.
• Action Step 3 Bring student interests into the
  content and personalized learning activities.
• Action Step 4 Engage in physical behaviors that
  communicate interest in students.
• Action Step 5 Use humor when appropriate.
• Action Step 6 Consistently enforce positive and
  negative consequences.
• Action Step 7 Project a sense of emotional
  objectivity.
• Action Step 8 Maintain a cool exterior.

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Effective Classroom Management
iii. Maintaining effective teacher-student
relationships
High
Dominance High
Submission Clarity of purpose, Lack of clarity,
strong guidance purpose, or direction
High
Cooperation High
Opposition Concern for needs Active antagonism,
of others, team member thwart others goals
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Strategies for Establishing and Maintaining
Effective Relationships with Students

• Know something about each student
• Engage in behaviors that indicate affection
• Use student interests
• Use appropriate physical behaviors
• Use humor when appropriate
• Consistently enforce positive and negative
  consequences
• Project a sense of emotional objectivity
• Maintain a cool exterior

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Emotional Objectivity

• Acting as if the following statements are true
• I take nothing that occurs in this classroom
  personally.
• Nothing can alter my calm demeanor.

or
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Mastering the art of little discernable reaction.
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Self-Reflection Two

• As you conclude this section of the workshop,
  consider (a) What constitutes an effective
  teacher/student relationship, and why is it
  important to maintain effective relationships
  with students? (b) What behaviors should I use
  to communicate concern and cooperation?
  guidance and control?
• Design an action step for this section What will
  you do with the strategies and ideas presented
  for this design question as you return to your
  school or district?

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• Student Achievement Problem 3
• Evidence of an
• Achievement Gap Between
• Low-Expectancy v.
• High-Expectancy Students

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Signs of Problem 3

• Disaggregated achievement data reveal that some
  individuals or sub-groups are under-performing
  (esp. in re. to standards mastery)
• Some students demonstrate issues related to
  self-image, self-esteem, and ability to perform
  assigned learning and assessment tasks
• Classroom management and disciplinary issues
  surface among individuals and/or subgroups of
  students

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Instructional Design Question 9 What will I do
to communicate high expectations for all
students?
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What Does Research Tell Us About High
Expectations?

• An extensive body of research confirms the
  relationship between teacher expectations and
  student achievement and high v.
  under-achievement.
• Changing teacher behavior that comes with low
  expectations can significantly improve
  achievement.
• Two major categories stand out when analyzing how
  teachers communicate expectations (a) affective
  tone and (b) quality of interactions with
  students.

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Research on Affective Tone

• Brophy (1983) and others suggest that
• Teachers praise lows less frequently than
  highs for success.
• Teachers set lows farther away.
• Teachers are less friendly with low-achieving
  students, including smiling less and using
  friendly non-verbal behaviors less.
• Teachers give lows less eye contact and
  non-verbal communication of attention and
  responsiveness, such as learning forward and
  using positive head nodding.

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Research on Quality Interactions with Students

• Brophy (1983) and others suggest that
• Teachers wait less time for lows to answer
  questions and call on lows less frequently to
  answer questions.
• Teachers give lows answers or call on someone
  else to answer a question as opposed to trying to
  delve into the logic underlying the answer or
  improve on the answers of lows.
• Teachers give lows briefer and less informative
  feedback on their responses.
• Teachers fail to give lows feedback for public
  responses.
• Teachers generally demand less from lows.
• Teachers make less use of effective but
  time-consuming instructional methods with lows
  when instructional time is running out.

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9. What will I do to communicate high
expectations for all students?

• Action Step 1 Identify your expectation levels
  for students.
• Action Step 2 Identify differential treatment of
  low-expectancy students.
• Action Step 3 Make sure low-expectancy students
  receive verbal and non-verbal indications that
  they are valued and respected.
• Action Step 4 Ask questions of low-expectancy
  students.
• Action Step 5 When low-expectancy students do
  not answer a question correctly or completely,
  stay with them.

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Action Step 1 Identify your expectation levels
for students.
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Top Four Sources of Expectations About New
StudentsDusek Gail (1983)

• Cumulative folder (previous info about students)
• Social class
• Physical attractiveness
• Race

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An Opportunity for Self-Reflection

• Do you ensure that all students receive the same
  behavior in terms of affective tone and quality
  of interactions?
• As you reflect on your students, do you have some
  for whom you have high v. medium v. low
  expectations?
• To what extent do you react differently to low-
  expectancy students?
• Are there negative thought patterns regarding
  some students you can identify?

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Action Step 2 Identify differential treatment
of low-expectancy students.
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Teacher Behaviors Associated with Low Expectancy
Students

• Affective Tone
• Making less eye contact.
• Smiling less
• Making less physical contact or maintaining less
  proximity
• Engaging in less playful or light dialogue
• Quality of Interactions
• Calling on them less
• Asking them less-challenging questions
• Not delving into their questions as deeply
• Rewarding them for less-rigorous responses

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Action Step 3 Make sure low-expectancy
students receive verbal and non-verbal
indications that they are valued and respected.
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Enhancing Verbal and Non-Verbal Indicators of
Value and Respect

• Make eye contact with target students frequently.
• Smile at the target students at appropriate
  times.
• On occasion, make appropriate physical contact,
  such as putting a hand on the target students
  shoulder.
• Maintain a proximity to target students that
  communicate interest but does not violate
  personal space.
• When appropriate, engage in playful dialogue with
  the target students.

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Action Step 4 Ask questions of
low-expectancy students.
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Improving Questioning

• When students ask their own questions, address
  each students question as much as possible.
• Employ a system of calling on students who have
  not raised their hands.
• Make a special note of low-expectancy students,
  checking off in the grade book every time they
  are asked and respond to a question.
• Systematically ask low-expectancy students
  challenging questions, helping students develop
  confidence they can handle difficult questions.

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Action Step 5 When low-expectancy students
dont answer a question correctly or completely,
stay with them.
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Strategies for Staying With Students

• Demonstrate gratitude for students responses.
• Dont allow negative comments from other
  students.
• Point out what is correct and incorrect about
  students responses.
• Restate the question.
• Provide ways to temporarily let students off the
  hook.

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Self-Reflection Three

• As you conclude this section of the workshop,
  consider (a) How do you communicate high
  expectations for all students? (b) How does
  your behavior communicate that you expect all
  students to succeed? (c) Are there any
  low-expectancy students in your class or school?
• Design an action step for this section What will
  you do with the strategies and ideas presented
  for this design question as you return to your
  school or district?

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• Student Achievement Problem 4
• Classroom Management and Disciplinary Problems

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Signs of Problem 4

• Disruptive and/or off-task behavior
• Evidence of insubordination
• Covert (or overt) power struggles (including
  teacher-student, student-student, and
  student-class)
• Demonstration of the need for certain students to
  take control, draw attention to themselves, and
  receive negative psychological pay-offs

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Instructional Design Question 6 What will I
do to establish or maintain classroom rules and
procedures?
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What Does the Research Tell Us? (I)

• Rules identify general expectations or standards
  regarding student behavior. (e.g., Students will
  behave in a manner that makes the classroom
  conducive to learning for all.)
• Procedures and routines describe specific
  behaviors that will help students realize these
  rules. (e.g., Students will not talk at all or
  will talk very quietly when the class is involved
  in seatwork.)

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What Does the Research Tell Us? (II)

• The beginning of the school year is the most
  appropriate time to establish rules and
  procedures, with effective teachers spending a
  good deal of time modeling and reinforcing these
  as they begin the year with students.
• It is essential that the teacher and students
  work together so that everyone practices
  procedures and routines enough to execute them
  routinely.
• The utility of rules and procedures is enhanced
  when students have input into their design.
  Effective teachers make certain that students
  understand both the rules and procedures and the
  reasons behind them.

82
What Does the Research Tell Us? (III)

• The physical environment of the classroom is
  essential in designing and implementing rules and
  procedures. Brophy (2006) cites the phenomenon of
  synomorphy, i.e., the relationship between
  setting and activities.
• For example, rows accommodate frontal teaching
  but a circular seating pattern is better for
  discussion. Students need to understand what they
  are doing, why they are doing it, and how they
  are part of a learning environment and community
  of learning.

83
Typical Areas for Rules and Procedures

• General classroom behavior
• Beginning the day or period
• Transitions and interruptions
• Materials and equipment
• Group work
• Seatwork
• Base group behavior

84
6. What will I do to establish or maintain
classroom rules and procedures?

• Action Step 1 Organize the classroom for
  effective teaching and learning.
• Action Step 2 Establish a small set of rules and
  procedures.
• Action Step 3 Interact with students about
  classroom rules and procedures.
• Action Step 4 Periodically review rules and
  procedures, making changes as necessary.
• Action Step 5 Use classroom meetings.

85
Action Step 1 Organize the classroom for
effective teaching and learning.
86
Key Strategies for Organizing the Classroom for
Learning

• Create physical conditions that support teaching
  and learning. (e.g., access to learning centers,
  technology, and equipment)
• Decorate the room to reinforce key learning
  goals.
• Prepare and organize materials in advance.
• Arrange students desks, chairs, and teacher work
  area to support desired results.

87
Action Step 2 Establish a small set of rules
and procedures.
88
Establishing a Small Set of Rules and Procedures

• Employ no more than five to eight rules and
  procedures (Emmer, Evertson, Worsham, 2003).
• Within the set of five to eight, be sure to
  address (a) general classroom behavior (b)
  beginning and end of school day or period (c)
  dealing with transitions and interruptions (d)
  use of materials and equipment (e) logistics for
  group work and (f) logistics for seatwork and
  teacher-led activities.

89
Action Step 3 Interact with students about
classroom rules and procedures.
90
Interacting with Students About Rules and
Procedures

• From the outset of the school year, enlist
  student input and involvement in design and
  implementation of rules and procedures.
• As you explore general rules with students, ask
  them to identify specific procedures (and related
  behaviors) to follow them.

91
Action Step 4 Periodically review rules and
procedures, making changes as necessary.
92
Key Strategies for Periodic Review of Rules and
Procedures

• Be certain to revisit rules and procedures to
  ensure sustained student understanding and
  ownership of them.
• Monitor students to determine when someor
  allare becoming lax in following and owning
  rules and procedures.
• Review specifics of problem-based rules and
  procedures, perhaps modeling the steps or having
  students practice them.
• As students demonstrate growing independence and
  responsibility, revisit rules that are overly
  punitive or teacher-driven.

93
Action Step 5 Use classroom meetings.
94
Key Strategies for Using Classroom Meetings

• Conduct regular (e.g., weekly) and short (e.g.,
  10 minutes) classroom meetings to assess how the
  classroom is functioning as a community of
  learning.
• Use these meetings to bring up issues relative to
  classroom management, including rules and
  procedures.
• Periodically, ask students to submit issues to
  you privately (via exit slips, in-class
  postcards, etc.).
• Use meetings to reinforce for students that they
  are responsible for and can shape their own
  learning environment to produce a classroom that
  is respectful of individuals and accommodates the
  learning process.

95
Self-Reflection

• As you conclude this section of the workshop,
  consider (a) How might you improve your approach
  to classroom rules and procedures? (b) To what
  extent do your students own the rules and
  procedures in your classroom and understand their
  purpose(s)?
• Design an action step for this section What will
  you do with the strategies and ideas presented
  for this design question as you return to your
  school or district?

96
Instructional Design Question 7 What will I
do to recognize and acknowledge adherence and
lack of adherence to classroom rules and
procedures?
97
What Does the Research Say? (I)

• Acknowledgment can take four forms (a)
  reinforcement, (b) punishment, (c) no immediate
  consequence, and (d) a combination of punishment
  and reinforcement.
• A combination of positive and negative
  consequencesused appropriatelyseems to work
  best (Stage and Quiroz, 1997).
• Tangible rewards can include tokens and direct
  teacher recognition.
• Kounin (1983) cites withitness as an essential
  component, i.e., continually scanning the
  classroom to anticipate possible emergent
  problems.

98
What Does the Research Say? (II)

• Direct cost focuses on interventions that
  involve a direct and concrete consequence for
  misbehavior (e.g., time out).
• Consequences can also include overcorrection,
  (Drabman Spitalnik, 1973 Zabel, 1986) related
  to a students destruction of some physical
  aspect of the classroomwith parallel
  consequences (e.g., paying for a destroyed book).
• Group contingency Providing some form of
  tangible recognition for appropriate or
  inappropriate behavior.
• Home contingency Parent involvement in response
  to positive or negative student behavior(s).

99
7. What will I do to recognize and acknowledge
adherence and lack of adherence to classroom
rules and procedures?

• Action Step 1 Use simple verbal and non-verbal
  acknowledgment.
• Action Step 2 Use tangible recognition when
  appropriate.
• Action Step 3 Involve the home in recognition of
  positive student behavior.
• Action Step 4 Be with it.
• Action Step 5 Use direct-cost consequences.
• Action Step 6 Use group contingency.
• Action Step 7 Use home contingency.
• Action Step 8 Have a strategy for high-intensity
  situations.
• Action Step 9 Design an overall plan for
  disciplinary problems.

100
Sample Strategies

• Simple verbal and nonverbal acknowledgement
  (e.g., direct statements, recounting specific
  behaviors, thank-yous, thumbs up, catching a
  student being good, etc.)
• Tangible recognition when appropriate
• Involve the home
• Be withit
• Direct cost
• Group contingency
• Home contingency
• Strategy for high intensity situations

101
Sample Strategies

• Simple verbal and nonverbal acknowledgement
• Tangible recognition when appropriate
• Involve the home (e.g., phone calls, e-mails,
  notes, certificates of good behavior)
• Be withit
• Direct cost
• Group contingency
• Home contingency
• Strategy for high intensity situations

102
Sample Strategies

• Simple verbal and nonverbal acknowledgement
• Tangible recognition when appropriate
• Involve the home
• Be withit (e.g., being proactive, occupying the
  entire room, noticing potential problems, using a
  series of graduated actions, looking at suspected
  students, moving in the direction of students,
  stopping and class and confronting the behavior)
• Direct cost
• Group contingency
• Home contingency
• Strategy for high intensity situations

103
FINAL FOLIOS SEEM TO RESULT FROM YEARS OF DUTIFUL
STUDY OF TEXTS ALONG WITH YEARS OF SCIENTIFIC
EXPERIENCE.
104
FINAL FOLIOS SEEM TO RESULT FROM YEARS OF DUTIFUL
STUDY OF TEXTS ALONG WITH YEARS OF SCIENTIFIC
EXPERIENCE.
105
Sample Strategies

• Simple verbal and nonverbal acknowledgement
• Tangible recognition when appropriate
• Involve the home
• Be withit
• Direct cost
• Group contingency
• Home contingency
• Strategy for high intensity situations (recognize
  the student is out of control step back and calm
  yourself listen actively to the student and plan
  action when student is calm, repeat simple
  verbal request)

106
Glassers Plan for Disciplinary Problems

• According to Glasser (1986), people are
  responsible for their own goals, decisions, and
  personal happinessStudents can be helped to
  take control of their own lives by following
  these steps
• List your typical reactions to student
  misbehavior.
• Analyze the list, determining effective and
  ineffective behaviors.
• Attempt to improve your relationship with
  disruptive students.
• Meet with students, pointing out behaviors to be
  curtailed.
• Make sure students understand and can describe
  behaviors.
• Help students to make an explicit plan to curtail
  behaviors.
• If behavior persists, isolate the student until a
  renewed commitment is made.
• If previous steps dont work, in-school
  suspension, with student continually invited to
  develop and execute a plan.
• If student remains out of control, parents are
  called and student goes home for a day.
• Students who do not respond to previous steps are
  removed from school and referred to another
  agency.

107
Self-Reflection

• As you conclude this section of the workshop,
  consider (a) How do you acknowledge positive and
  negative behavior? (b) What areas should you
  consider in designing an effective plan to
  maintain discipline in your classroom?
• Design an action step for this section What
  will you do with the strategies and ideas
  presented for this design question as you return
  to your school or district?

108

• Student Achievement Problem 5
• Students lack of understanding of
• curriculum standards

109
Signs of Problem 5

• Students seem unclear about what they are
  learningor why they are learning it.
• Evidence of insubordination
• Covert (or overt) power struggles (including
  teacher-student, student-student, and
  student-class)
• Demonstration of the need for certain students to
  take control, draw attention to themselves, and
  receive negative psychological pay-offs

110

• Student Achievement Problem 6
• Inability of students to
• self-regulate and
• track their own progress

111
Signs of Problem 6

• Consistent questioning about grades Whatd I
  get? What did you give me? Does this count? Is
  this on the test?
• Students demonstrate that they believe the
  teachernot themselvesdetermines how they are
  doing and progressing.
• When questioned, students appear limited in their
  ability to assess their progress toward standards
  mastery.

112
Instructional Design Question 1 What will I do
to establish and communicate learning goals,
track student progress and celebrate success?

• Each instructional design question is also
  accompanied by a set of action steps

113
1. What will I do to establish and communicate
learning goals, track student progress and
celebrate success?

• Action Step 1 Make a distinction between
  learning goals and learning activities or
  assignments.
• Action Step 2 Write a rubric or scale for each
  learning goal.
• Action Step 3 Have students identify their own
  learning goals.
• Action Step 4 Assess students using a formative
  approach.
• Action Step 5 Have students chart their progress
  on each learning goal.

114
What Does Research Tell Us About Feedback, Goal
Setting, Assessment, and Recognition? (Part I)

• Clear goals establish an initial target.
• Feedback provides students with information
  regarding their progress toward that target.
• The frequency of formative assessments (and
  related feedback to students) is directly related
  to student achievement.
• Learners must play an active role in observing
  and assessing their own progress over time,
  seeing a direct relationship between how hard
  they work and how much they learn.

115
Action Step 1Distinguish between between
learning goals and learning activities.
116
Activities/Assignments
Today Read Chapter 2 in .. Finish Adverb
assignment Work on myth..
3
117
Learning Goals
As a result of what we do today, you will
be able to demonstrate that you
Understand the technique of foreshadowing in
mysteries. Can revise writing to improve use of
descriptive adverbs.
118
Learning Goals vs. Activities
119
Activities/Assignments or
Learning Goals?????

• Add and subtract fractions.
• Understand the various components of culture.
• Make a travel brochure for a region.
• Make a simple machine.
• Understand the relationship between fractions and
  decimals.
• Write a report on Charles Dickens.
• Design a menu that includes a balance of foods
  from the food pyramid.
• Know states and their capitals.

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Action Step 2Use rubrics and scoring scales
to provide students with appropriate feedback in
relationship to the learning goal.
123
How effective am I when I set objectives? When I
set objectives, to what extent can I confirm that
my students

• can describe what they are learning, not just
  describe what they are doing?
• focus more on learning goals than on completing
  assignments?
• personalize the learning goals?

Not at all To a great
extent 1 2 3 4
124
Aligning How You Set Objectives and Provide
Feedback
Generalizations from Research on Providing
Feedback

• Feedback should be corrective in nature.
• Feedback should be timely.
• Feedback should be specific to a criterion.
• Students should be actively involved in providing
  their own feedback.

125
Based on the characteristics of effective
feedback, how would you rate each of the
following examples?
126
Why should we have rubrics for each learning goal?
127

• How do you provide feedback in a way that
  students
• Know what they are learning and how well they are
  progressing.
• Can explain what they need to do to get better.

Rubrics
128
This is not a Rubric
129
Rubrics

• How can they help students learn?

Feedback should be corrective. Feedback should be
specific to a criterion.
What is the focus of the criteria?
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Making Standards-Based Assessment and Grading Work

• 20 or fewer elements per subject, per grade
  level, per year
• a residual category for teacher supplemental
  content
• a uniform way of scoring assessments and
  assignments that is RIGOROUS

137
Standard
Measurement TOPIC
Measurement TOPIC
Benchmark
Benchmark
Benchmark
Benchmark
138
Language Arts Reporting Topics

• Reading
• Comprehension
• Word analysis
• Genre and literary devices
• The research process
• Information gathering and organization
• Technical material

139
Language Arts Reporting Topics

• Writing
• The writing process
• Overall logic and complexity of thought
• Adaptation to audience and purpose
• Conventions
• Use of writing formats

140
Language Arts Reporting Topics

• Speaking and Listening
• Structure and logic of presentations
• Delivery techniques
• Listening comprehension
• Group discussion

141
Mathematics Reporting Topics

• Number Operations and Concepts
• Basic number concepts and operations
• Fractions, proportions, decimals, percents
• Exponents, roots, factors
• Problem solving mathematical reasoning

142
Mathematics Reporting Topics

• Geometry
• Lines and angles
• Shapes and figures
• Motion geometry, transformations, congruence,
  similarity

143
Mathematics Reporting Topics

• Measurement
• Units and systems of measurement
• Area, perimeter, circumference, angles
• Capacity, weight, mass, volume
• Time

144
Mathematics Reporting Topics

• Algebra
• Expressions, equations, functions
• Graphs and graphing systems

145
Mathematics Reporting Topics

• Data Analysis and Probability
• Data organization and display
• Central tendency dispersion
• Probability and hypothesis testing

146
Topic Grade 8 Atmospheric Processes Water Cycle
147
Topic Grade 8 Atmospheric Processes Water Cycle
148
Topic Grade 8 Atmospheric Processes Water Cycle
149
Measurement Topic Different Operating Systems
and Applications
150
Measurement Topic Different Operating Systems
and Applications
151
Measurement Topic Different Operating Systems
and Applications
152
Measurement Topic Thinks Critically and Solves
Problems
153
Measurement Topic Thinks Critically and Solves
Problems
154
Measurement Topic Thinks Critically and Solves
Problems
155
Action Step 3Help students to establish
their own learning goals.
156
Students and Learning Goals

• Ask students to identify something that interests
  them beyond teacher-identified learning goals.
• Once they have identified their personal learning
  goals for a unit or lesson, have students write
  them in a format similar to the one used by the
  teacher
• When this unit is completed, I will better
  understand _________________.
• When this unit is completed, I will be able to
  ___________________.

157
A Sample Student Scale

• 4 I did better than I thought I would do.
• 3 I accomplished my goal.
• 2 I didnt accomplish everything I want to, but
  I learned quite a lot.
• 1 I tried but didnt really learn much.
• 0 I didnt really try to accomplish my goal.

158
Helping students to clarify their learning goals
and purpose
Assignment Notebook
Assignment Due Learning Goal As a result of
doing this assignment, I should Know more
about? Understand better? Be
more skilled at?
159
On this writing task, I will be working
on____________________, and would like to receive
feedback on_______________________________.
In my next writing assignment, I need to work
on_____________________.
160
Action Step 4Assess students using a
formative approach.
161
The Power of Formative Assessment

• Formative assessment is both a powerful
  measurement tool and a powerful instructional
  tool because it allows students to observe their
  own progress.
• It is used when students are learning new
  content, providing feedback, guidance, and
  coaching to help students progress upward
  according to the criteria in your measurement
  scale or rubric.
• For a particular learning goal, you need to
  ensure your assessment contains items or tasks
  that apply to levels 2.0, 3.0, and 4.0 on your
  scale or rubric.

162
Creating a Standards-Based Assessment System

• Identify no more than four grade-level (or
  course) learning goals per quarter (grading
  period) for each of the following subject areas
  mathematic, reading, writing, science, and social
  studies.
• Construct a rubric, or other type of common
  scale, for each learning goal.
• Have teachers formally and informally assess each
  learning goal at least once every two weeks
  keeping track of each students score on each
  learning goal.
• Have students keep track of their progress on
  each goal and use the data as the basis for
  teacher/student interactions about student
  progress.
• At least once per quarter) aggregate the data by
  grade level. Have teachers meet to discuss
  student progress and how it might be improved.

163
Scoring Scale
164
Three Types of Assessment Items

• Level 2 items Simpler details and processes that
  have been explicitly taught.
• Level 3 items Complex ideas and processes that
  have been explicitly taught.
• Level 4 items Inferences and applications that
  go beyond what was taught

165
The Relationship Between Curricular Priorities
and Assessment Methods
Worth Being Familiar With...

• Traditional quizzes
• and tests (selected response).
• Quizzes and tests
• (constructed response).
• Performance tasks and projects
• Performance tasks and projects
• (complex, open-ended, authentic)...

All Students Should Know and Be Able to Do...
Enduring Understandings
166
Level 2 items Simpler details that have been
explicitly taught.

• Focus on basic information (declarative
  knowledge) (a) facts, (b) vocabulary terms, and
  (d) time sequences.
• Does not require students to create something new
  or generate new ideas.
• Assessments often focus on recognition and recall
  items For example
• Put an X next to the names of people who fought
  in the Battle of the Alamo.
• Define each of the following key terms from this
  unit.

167
Level 2 items Simpler skills and procedures that
have been explicitly taught.

• Focus on basic skills and procedures (procedural
  knowledge) (a) skills and (b) procedures with
  little or no variation.
• Require mental procedures that include single
  rules, algorithms, and tactics.
• Assessments often require formulaic actions on
  the part of students For example
• Complete the following multi-column
  multiplication activities.
• Correctly capitalize the proper nouns in these
  sentences.

168
Examples of Level 2 Assessment Tasks Identified
in the Academy of Information Technology
Principles of Information Technology Course

• Assessment of Basic Information
• Definition of Terms What Is an Operating System?
  Have students draw the Defining Format in their
  workbooks using a double-page spread. Fold the
  left side in half for the first two columns of
  the Defining Format (Question Category) and the
  entire right hand side for the third column
  (Characteristics).
• For example Question What is an operating
  system? Category and Characteristics An
  operating system is a computer tool that 1.
  ____________ 2. ___________ 3. _____________.
• Students work in pairs to analyze the icons found
  on a computer desktop. On paper, they draw the
  desktop, labeling the function of each icon or
  the task that it performs.
• Assessment of Basic Skills and Procedures
• Students correctly use a step-by-step procedure
  for opening and re-naming a Windows file.
• Students correctly use major tool-bar icons to
  modify a text in response to teacher directions.

169
Level 3 items Complex ideas that have been
explicitly taught.

• Focus on generalizations and principles that
  require students to go beyond memorized
  information to generate new ideas.
• Assessments involving generalizations ask
  students to generate examples assessments of
  principles ask students to generate predictions.
  For example
• Using your understanding of how a cell membrane
  is selectively permeable, provide specific
  examples of what the cell membrane will allow to
  pass through and what it will keep out.
• Use the Bernoulli principle to predict accurately
  which of the following airplane designs will
  likely produce the most lift.

170
Level 3 items Complex processes that have been
explicitly taught.

• Focus on more complex mental procedures, i.e.,
  macroprocedures involving multiple components
  or embedded elements, e.g., the writing process,
  the reading process, problem-solving,
  decision-making.
• These assessment items are often more open ended,
  but emphasize skills and procedures the teacher
  has taught explicitly.
• Assessments are always performance based and
  often require some independent reasoning on the
  part of the student For example
• You are putting on the play Our Town, but you
  have no money to build a set. In fact, you can
  use only boxes as your staging materials. Draw a
  sketch of how you would stage