UEN/USOE 6th Grade
“Intel QX3” Microscope Training
A Little Microscope Humor
Robert Marzano
“We
educators stand at a
special point in time…it is
because the ‘art’ of teaching
is rapidly becoming the
‘science’ of teaching…”
(Marzano, Pickering & Pollack, Classroom
Instruction That Works)
A Brief History of Educational
Philosophies and Attitudes

Coleman Report (1966) showed that only 10%
of student achievement was directly affected
by the schools. Student success seemed to be
90% dependent upon natural ability or
aptitude, socioeconomic status, and a student’s
home environment. These are all factors
schools have no control over. This leaves
schools, educators and administrators with a
fairly hopeless and pessimistic view.
Traditional View of Intelligence
For the past 100 years, intelligence, (based on
the research of Binet and others,) has been
thought of as a general characteristic.
That is, an IQ of 140 is indicative of an
all-around smart person.
Intelligence has been taught as a general
capacity which every human possesses to a
greater or lesser extent which, for the most
part, is set at birth by genetics.
NOT TRUE!!!
Multiple Intelligences
Verbal / Linguistic
 Logical / Mathematical
 Spatial / Mechanical
 Bodily / Kinesthetic
 Musical
 Interpersonal
 Intrapersonal
 Naturalist

How Do We Create Powerful Learning?
In order to create the rich environment
needed to stimulate powerful learning
for all students, current research shows
that all 19 senses need to be stimulated.
YES, 19 Senses (not 5)
Sight
Taste
Vestibular
Temperature
Infrared
Proximal
Hearing
Smell
Pain
Magnetic
Ionic
Electrical
Barometric
Touch
Balance
Eidetic imagery
Ultraviolet
Vomeronasal
Geogravimetric
Lesson Planning
 “When
teachers plan lessons,
they often do not consciously
consider activities or strategies
they might use to help students
develop productive habits of
mind. They focus instead on
content and on the need to cover
the curriculum.” (Marzano, Pickering
& McTighe, Assessing Student Outcomes,
p.3)
The Role of an Effective Teacher

“…more can be done to improve
education by improving the
effectiveness of teachers than by any
other single factor. Effective teachers
appear to be effective with students of
all achievement levels, regardless of the
level of heterogeneity in their
classroom.”
(William Sanders)
Aligning Assessment Tools
& Achievement Targets
Traditional
Quizzes & Tests
Worth being
familiar with
Important to
know & do
Wiggins &
McTighe
Understanding
by Design
Enduring
Understanding
Performance
Tasks & Projects
Instructional Strategies That Affect
Student Achievement (Robert Marzano)
Category
Identifying similarities & differences
Summarizing & note taking
Reinforcing effort & providing recognition
Homework & practice
Nonlinguistic representation
Cooperative learning
Setting objectives & providing feedback
Generating & testing hypotheses
Questions, cues & advance organizers
% Gain
45
34
29
28
27
27
23
23
22
Four Levels of Science Education
Powerful Learning
“Real-world”
Integrated Science
•Students see that
science does not
exist in isolation.
Science is taught in
•Students have the
conjunction with
opportunity
to
conduct
“Hands-on” Science
English, history, art,
real experiments with
math, technology,
•Teachers demonstrate no known outcome.
music, reading, etc.
(Students are the
(Science becomes
Textbook Science or students do labs with scientists. Involves
known outcomes.
part of the students
multiple
senses
and
Students read the chapter (“gee-whiz science”
other school work
Involves a few more
intelligences)
and their everyday
answer the questions
world. Involves
and do a worksheet. senses and intelligences)
multiple senses and
(Involves the fewest
intelligences)
senses and intelligences,)
“Real-world”
Practical Science