Warm up:
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Who is Dr. Robert J. Marzano?
What are the 9 Marzano strategies?
What does TIP stand for?
What are the 4 categories of the TIP Chart?
What is Higher Order Thinking (Blooms
Taxonomy)?
What are the 6 Blooms Categories?
Answers:
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Robert J. Marzano, PhD, is cofounder and CEO of Marzano Research
Laboratory in Englewood, Colorado. Throughout his years in the field of
education, he has become a speaker, trainer, and author of more than 30
books and 150 articles
Similarities and differences, Summarize and Notetaking, Reinforcing effort
and providing recognition, Homework and Practice, Nonlinguistic
presentations, Cooperative learning, Setting objectives and providing
feedback, Generating and Testing Hypotheses, and Cues, Questions and
Advanced Organizers
The Teaching Innovation Progression Chart helps provide teachers with a
structure for self-reflection and growth to encourage 21st Century learning
Research and information, communication and collaboration, critical
thinking and problem solving, creativity and innovation
Benjamin Bloom (1956) developed a classification of levels of intellectual
behavior in learning. This taxonomy contained three overlapping domains:
the cognitive, psychomotor, and affective.
Knowledge, comprehension, application, analysis, synthesis, and
evaluation.
JoAna M. J. Smith
Nottoway Middle School
Student Thoughts…
“Group quizzes challenge us.
Because you have to use your own
knowledge to explain and we have
to work together.” –Ryann
“They help shy people because
they would rather talk in groups
than to the whole class.”-Jacob
“We are not just memorizing the
material, we have to understand it
because we have to make questions
and explain to people in group.”Delana
“It helps the kids who do not
understand because we can see
what we got wrong and correct it to
study for the next test.”-Timmy
Teacher Innovation Progression
TIP Chart
TIP Chart
Marzano Strategies
Cues, Questions,
and Advanced Organizers
(Yields a 22 percentile gain)
Generating and Testing
Hypotheses
(Yields a 23 percentile gain)
Blooms Taxonomy
Higher Order Thinking
Student Developed
 Rubric
 Level 6 questions=100
 Level 5 questions=90
 Level 4 questions=80
 Level 3 questions=70
 Level 2 questions=60
 Level 1 questions=50
 Grading System
 Individual quiz grade 1/3, Group quiz grade 1/3, Group
question and answer 1/3
 Example: Student gets an 80 on individual quiz, 100 on group
quiz, and a 90 on group question and answer=recorded quiz is
a 90 in the gradebook
Process
Students take quiz individually and submit to teacher
Students collaborate in groups to retake quiz the
identical quiz
3. Groups develop questions and answers incorporating
assessment material using Blooms taxonomy levels
4. Teacher reads aloud group questions and answers while
making corrections
5. Whole class determines grades for group questions and
answers according to rubric and errors
6. Teacher averages 3 grades together and records in
gradebook
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Note for Educators
 We retain 90% of what we teach others
 Teachers CANNOT help students create questions and answers
 Need to model as a class before first trying
 Students have never heard of Blooms
 Have not practiced creative freedom to design own questions and
answers and assess higher order thinking
 Complexity of questions and answers have increased throughout
course
 Differentiate instruction (ESL and GT students)
 Students of all levels are participating and demonstrating
understanding while explaining to other group members
 The process is more important than the product
 Using Blooms gives deeper understanding because requires an
explanation vs. simple summative quiz/test score
Benefits for Students
 Collaboration skill
 21st century skill for career and higher education
 Fosters communication
 Develop leadership
 Create structure
 Creative thinking practice
 Self-assessment
 Metacognition-level of higher thinking (Blooms)
Higher Order Thinking Must Be Taught!
 Students did not have much experience
explaining how or why an answer was
correct
 Accustomed to quickly guessing or recall
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rather than explanations
Engaged in an evaluation process
Think-aloud strategy implemented on paper
Technology has allowed students to use less
face to face communication (or hand written)
Information or answers given without much
of a filter or thought process
Keep in Mind
 Students test grades have improved based on collaborative
assessments because they are not only taught by teacher but by
classmates
 Even assessments can be an instructional tool
 Most difficult aspect for educators is giving up control to
students
 Step back and let them learn to use Blooms and develop questions
using higher order thinking
 Students better prepared for quizzes and tests
 Know the standard/expectation of higher order thinking will be
required
 Does not replace review before assessments (Wong)
 Use warm up and play quizdom or other review games before
quizzes and tests
 Assess what was taught and how it was taught in classroom
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Specification and difficulty should increase-conjugate verbs→ sentences
TIP chart should increase in difficulty as year progresses
More Student Thoughts
“Quizzes are educational and not just to see what we
know.”-Shydecea
“Since there is an activity to do with the quiz I learn
more with each one.” -Hunter
“Group quizzes let Hispanics get to know other students
in the class because we can help explain it to them. It
helps me learn to work with others.”-Brenda
“They help with social skills with everybody, because you
have to work together no matter if they’re friends or
not.”-Sabrina
Rubric/Blooms List Used
IR Verb Quiz
Time Quiz
Saber vs Conocer Quiz
“Shoe Verbs” Quiz
Ser vs Estar Quiz
ER Verb Quiz
Thank you…questions?