Bellringer Choose an Oz character to compare and contrast to yourself using the Venn Diagram'

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BellringerChoose an Oz character to compare and
contrast to yourself using the Venn Diagram.
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Follow the Yellow Brick Road to the Land of
Marzano
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It is a long journey, through a country that is
sometimes pleasant and sometimes dark
andterrible. -The Good Witch of the NorthOur
journey together has had interesting twists and
turns, yet we continue down the Yellow Brick Road
to The Land of Marzano. This journey has led us
to instruction that promotes success for all
students.
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Like Dorothy, we had to follow a path that was
unknown to us and conquer the Wicked Witch as
we learned new instructional strategies. As we
implemented these new strategies into our
classroom, we knew there was no place like home.
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The Wizard represents Marzano, who has used
current research and theory to develop
instructional strategies for increasing student
achievementDorothy - represents the teachers
who are implementing the Marzano strategies to
improve instruction in their classrooms
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Munchkins represent those students who have
different styles of learningCowardly Lion-
represents the courage it takes to create change
and implement engaging activities into the
classroomTin Man represents the passion in
learning that makes the journey easier, more
exciting and stimulating for the
studentsScarecrow represents higher-level
thinking to deal with real world application and
brain-based research
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As we travel the Yellow Brick Road, we
will review additional Marzano strategies to
raise student achievement.The ones you selected
are- identifying similarities and
differences- questions, cues and advance
organizers- summarizing and note
taking
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We must create an environment for learning that
affords a theres no place like home
feeling.The Cowardly Lion needs caring
relationships to lower his stress, which will
allow him to learn.The Tin Man would love to
participate and feel like he is part of the
learning experience.Finally, the Scarecrow
would expect nothing less than high
expectations.We want to challenge students and
provide a safe environment in which we can
encourage self-confidence and a love of learning.
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As we travel down the Yellow Brick Road, we first
encounter the strategy of similarities and
differences which include-compare/contrast-an
alogies-classifying-metaphors
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• Comparison involves identifying similarities and
  contrast involves identifying differences.
• Creating analogies is the process of identifying
  the relationship between two sets of items- in
  other words, identifying similarities and
  differences between relationships.
• Classifying is the process of grouping things
  that are alike into categories based on their
  characteristics.
• Creating metaphors is the process of identifying
  a general or basic pattern that connects
  information that is not related on literal or
  surface level.

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Comparing

• With young students or when introducing students
  to comparison tasks, Marzano recommends the use
  of sentence stems.
• ________ and _________ are similar because they
  both ___________.
• ________ and _________ are different because
  __________ is _________, but __________ is
  __________.

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Comparing

• Venn Diagram
• T-Chart
• Spider Map
• Compare and Contrast Matrix
• Web
• K-W-L-H

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Comparing Activity
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Analogies

• Typically, an analogy has the form ab as cd.
• Analogies can be pictures, symbols, words,
  numbers, or ideas.
• When analogies are presented to students, it is
  common for the teacher to exclude one or two
  elements that students are expected to fill in
  such as
• ScarecrowBrain as Tin Man________

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Analogies

• Analogies can help students
• -stretch their thinking
• -increase their vocabulary
• -enjoy word play
• -learn and use many word meanings
• -improve their analysis skills
• -see things in new and different
• ways

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Analogy Activity
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CLASSIFYING . . . .

• One of the four forms of identifying similarities
  and differences.
• Involves grouping things that are alike based on
  their similarities.

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CLASSIFICATION TYPES

• Teacher-Directed Tasks
• Students are given the elements to classify and
  the categories into which the elements should be
  classified.
• Focus is on placing items into their appropriate
  categories and understanding why they belong in
  those categories.

• Student-Directed Tasks
• Students are given the items to classify but must
  form the categories themselves.
• OR
• Students have control over the items they
  categorize and the categories into which they
  place the items.

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Classification/Categorize Organizers

• Categories
• Tree
• Topic
• Pyramid
• Matrix
• Plot

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Matrix Activity
Stars or Starfish Teacher-Directed Compare
ocean, land, mountains Characteristics color,
size, sounds, pressure
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Tree Activity
Labels and Logos Student-Directed Task Use the
labels and logos to complete the Tree
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How Do Poets Say Hello?
Hey, havent we metaphor?
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METAPHORS

• Definitions
• A figure of speech in which one subject is
  likened to another by speaking of it as if it
  were that other. Funk Wagnalls Standard Desk
• A figure of speech comparing two unlike things
  without using like or as. Websters Elementary
  Dictionary

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Metaphors

• Imaginative way to describe something or someone.
• Makes writing more interesting and entertaining.
• Can appeal to the sense of sight, hearing, taste,
  touch and smell.
• Can appeal to the emotions.
• Describe behaviors.
• Creates imagery, especially in poetry.

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Metaphoric Topics

• People
• Activities Roller Coaster Ride Rafting
• Nature
• Sports
• Events Holidays Weddings
• Topics Life Money
• Animals

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Mental Menagerie Animal Imagery

• Animals are powerful symbols - admire or despise.
• Use references or imagery in describing human
  behavior and feelings.
• Why is the eagle a symbol for America?
• What does this bird of prey represent?
• What qualities do we admire in the eagle?

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Lets Try Some Out . . .

• A brave person is ________-hearted.
• If you tell on someone, you _______ on that
  person.
• A person in an unfamiliar situation is a sitting
  _______.

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Lets Try Some Out . . .

A brave person is ________-hearted. If you tell
on someone, you _______ on that person. A person
in an unfamiliar situation is a sitting
_______.
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Animal Metaphor I Am A Lion
I am a lion Strong and solid A shining diamond
ring I am a lion Generous, regal and proud A
mother and daughter caring for all I am a
lion The sun shining yellow Happy and bubbly I
am lion Stubborn and determined I am a blooming
Hibiscus I am, what I am I am a lion.
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Animal Poetry Activity
I am . . . . . __________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
____
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• Our next stop along the Yellow Brick Road is
  Questions, Cues, and Advance Organizers

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Questioning Questions from both teachers and
students have the power to generate vivid ideas,
spur the imagination, and provoke both teacher
and student into a shared creative learning
experience.
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Six Reasons for Asking Questions

• Curiosity or interest
• Need for explanation
• Basis for a decision
• Dissatisfaction with a condition
• Discrepancy between new information and what is
  known or believed
• Need or desire to develop a new skill

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Why Ask Better Questions?

• To stimulate creative thought
• To lead to ideas, processes, and solutions that
  enhance the quality of life
• To ensure that students accumulate adequate
  knowledge for critical thinking
• To increase students ability to see
  relationships
• To teach students to use questioning to solve
  other problems and to approach a problem
  differently

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On an average day, some teachers ask between 300
and 400 questions. It would appear that teachers
are asking questions every 5.6 to 11 seconds.
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Why Arent More Questions Coming From Students?

• Personal pressure
• Right-answer pressure
• Curriculum pressure
• Classroom environment pressure
• Control pressure
• Standardized testing pressure

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Questioning Tips

• Ask fewer questions
• Provide time for answers
• Pay attention to the student
• Talk less
• Give students time to write answers
• Activate background knowledge

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The important thing is to never stop
questioning!-Albert Einstein
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Questioning Activity
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QAR

• Right There- Why doesnt the second Duck sister
  want to find a new way to the pond?
• Think Search- What difference of opinions do
  the two Duck sisters have?
• Author Me- Which of the two sisters are you
  more like, and why?
• On My Own- When do routines we have for doing
  some things help us, and when do they hurt us?

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Questioning PresentationMill Creek School
Support Team
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Graphic organizers are one of the most popular
ways for students to represent the knowledge they
have encountered in a critical-input experience.
-Marzano
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Why Use Graphic Organizers

• Higher-level thinking
• Comprehension
• Memory
• Brain-based learning
• Multiple intelligents
• Language learning and ESL
• Promote focused discussion
• Assist instructional planning
• Activate and develop prior knowledge
• Flexible and endless in application

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Five Main Types of Organizers

• Web
• Chart/matrix
• Tree/map
• Chain
• Venn Diagram

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Ideas for Compare and Contrast Organizers

• Math-addition/subtraction-fractions/decimals-mu
  ltiplication/division-metric/inch-pound

• Science-animals-solids/liquids/gas-fruits/veget
  ables

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Ideas for Compare and Contrast Organizers

• Social Studies-careers-cultures-historical
  events-Presidents

• Language Arts-authors/stories-characters-fairy
  tales-book/movie

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A picture is worth a thousand words. When
students are juggling new concepts, a graphic
organizer can be an excellent teaching aide.
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Graphic Organizer Activity
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• Our final stop along the Yellow Brick Road to the
  Land of Marzano is Summarizing and
• Note Taking

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Summarizing is a skill with high-reaching
implications for reading comprehension and
content area success. The time spent on teaching
summarizing strategies will only help our
students to become more efficient, effective
learners.
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What Is Summarizing?

• How we take larger sections of text and reduce
  them to their bare essentials, the gist, the key
  ideas, the main points that are worth noting and
  remembering.
• Websters calls a summary the general idea in
  brief form its the distillation, condensation,
  or reduction of a larger work into its primary
  notions.

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Characteristics of Summarizing

• Should be shorter than the original text
• Should include the main ideas of the text
• Should reflect the structure and order of the
  original text
• Should include important details

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Summarizing

• Summarize when
• You want to establish background or offer an
  overview of a topic
• You want to describe common knowledge (from
  several sources) about a topic
• You want to determine the main ideas of a single
  source

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What Does a Good Summary Look Like?

• Rules
• Include important ideas
• Delete trivia
• Delete repeated ideas
• Collapse lists
• Choose or create a topic sentence

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Summarizing for the Content Area

• Learners will only remember information that
  makes sense and has meaning
• Rehearsal is a vital process- rote rehearsal,
  elaborative rehearsal
• Retelling, paraphrasing, and summarizing are ways
  to help students learn content area knowledge
• Concept mapping and summarizing help students to
  see how ideas are related

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What Usually Happens vs What You Want Them to Do

• They write down everything
• They write down next to nothing
• They give complete sentences
• They write way too much
• They dont write enough
• They copy word for word

• Pull out main ideas
• Focus on key details
• Use key words and phrases
• Break down the larger ideas
• Write only enough to convey the gist
• Take succinct but complete notes

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The MIDAS Touch

• M Main Idea Identify main idea from Topic
  Sentence (if there is one) or use Basic Signal
  Words
• I Identify supporting details
• D Disregard unimportant information
• A- Analyze redundant information
• S Simplify, categorize, and label important
  information

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Summarizing Activity
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Summarizing PresentationJennifer Smith Bunker
Hill Elementary
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NOTE TAKING

• Closely related to summarizing
• Requires students to take information and use it
  in their own words
• Purposes
• Help students acquire and integrate knowledge
• Organize and process information

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4 Note Taking Generalizations

• Verbatim Least Effective
• Work in progress
• Used as study guides
• More is Better!

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Why take notes?

• If you do not write anything down,
• 42 of the information will be forgotten after 20
  minutes
• 56 after 1 hour
• 66 after 1 day
• 75 after 1 week
• 80 after 1 month

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Note Taking Rules

• Use key words phrases
• Use symbols abbreviations
• Put only one fact on a line
• Spread notes out fill in later
• Paraphrase where possible use synonyms

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5 Tips for Effective Note Taking

• Go to class prepared.
• Improve your listening skills.
• Develop a note-taking method that works for you.
• Pay close attention to content.
• Review and edit your notes.

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Classroom Recommendations for Note Taking

• Provide teacher-prepared notes
• Teach variety of note-taking formats
• Informal Outline
• Web
• Combination
• Use combination notes

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Teacher-Prepared Notes

• Models good note taking
• Provides a clear example of important facts.
• For ELLs
• - Notes can take written form with pictorial
  representations
• - Notes can take written form with some of the
  words missing

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3 Types of Note Taking Formats
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• Combination Notes
• Combine linguistic and nonlinguistic formats
• Provide Visual Cues
• Takes extra time however allows students a
  second opportunity to consider information AND
  allows students to store information in a
  different way without using words.

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In My Opinion. . . .

• Note taking works well when you encourage
  students to supplement their written notes with
  Visual Representations.
• Combining linguistic and nonlinguistic learning
  increases the likelihood that knowledge will be
  stored and retained.

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Note Taking Presentation
Mrs. Laura Huffman Orchard View
Intermediate American Indian Combination
Matrix Frayer Model - Polygons
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Research indicates that the most influential
component of raising student achievement is the
teachers. Teaching requires the courage,
passion, and brains represented by the Lion, the
Tin Man, and the Scarecrow. We wish you a safe
and wonderful journey down the Yellow Brick Road
to The Land of Marzano.