Learning Sciences International
iObservation
Leaders of Learning Program
Day 1: Introduction to the Art and Science of
Teaching Framework
Peggy Schooling, Ed.D.
Welcome and Introduction
• Introduction
• Materials and Resources You Should Have:
– Participant Notebooks
– Highlighter Pens
– Placemat
Opening Activity: Just Like Me
Directions: Each time you hear a statement that pertains to
you raise your hand or say “Just Like Me” You may raise
your hand more than once!
3
Learning Goals
• To gain knowledge about The Art and
Science of Teaching as an instructional
framework
• To become familiar with three types of
lesson segments
• To learn and practice the use of strategies
in lesson segments addressing content
Key Vocabulary
• Lesson Segment
• Instructional Framework
• Common Language
Hopes for Our Work Today…
• What are your personal learning goals for
today’s session?
Organizing Groups for Processing
Information
•Clock Partners
Working Agreement
•
•
•
•
•
Be present: minds and hands-on all day.
Use electronics respectfully.
Respect time boundaries.
Recognize the need for quiet while working.
Complete the survey at the end of the
session.
8
Working Agreement
Observation and walkthrough feedback must
accurately reflect the complexity of the
teaching/learning process.
A System of Feedback
Self
Observation
• Teachers analyze their own teaching through videotapes
Self
Reflection
• Teachers reflect upon their practice
Instructional Rounds
• Teacher and administrator teams engage
collectively in examining a model or language
of instruction
Observations
• Observation of an entire lesson
Walkthroughs
Common and Comprehensive
Model of Instruction
• Identify trends and patterns across
classrooms, grade levels, schools
and district
“While the reasoned use of specific
instructional strategies is certainly a
necessary ingredient of expertise, the
ultimate criterion for expert performance in
the classroom is student achievement.
Anything else misses the point.”
Dr. Robert Marzano, On Excellence in Teaching (2009)
Elbow Partners
I agree………
This makes me
wonder about…….
The implications for
the classroom are…
Setting the Record Straight
• Read the article Setting the Record Straight on HighYield Strategies.
• Highlight what stands out for you.
• Individually reflect on the following:
3-2-1
•In your notebook, record the following
3
Recalls from the
Text
2
Insights Gained
1
Burning
Question
•Share with your group
•Identify one burning question that the group
would like to have answered
• Record on a post it and place on the chart
paper.
Research shows that district leadership that
focuses on student achievement and
instruction can increase student achievement
gains by almost 10 percentile points across
the district.
--District Leadership That Works: Striking the Right Balance (Marzano and
Waters, 2009)
1.
2.
3.
4.
MY GOALS:
Our goal is to
bridge this gap
and move toward
shared practices.
The Art & Science of Teaching is designed as a
comprehensive framework that puts together other
works into a unified whole.
The Art and Science of Teaching
involves 10 “design questions” teachers ask
of themselves as they plan a unit of
instruction.
Design Questions
1.
What will I do to establish and communicate learning goals, track student
progress, and celebrate success?
2.
What will I do to help students effectively interact with new knowledge?
3.
What will I do to help students practice and deepen their understanding of
new knowledge?
4.
What will I do to help students generate and test new hypotheses about new
knowledge?
5.
What will I do to engage students?
6.
What will I do to establish or maintain classroom rules and procedures?
7.
What will I do to recognize and acknowledge adherence to or lack of
adherence to rules and procedures?
8.
What will I do to establish and maintain effective relationships with students?
9.
What will I do to communicate high expectations for all students?
10. What will I do to develop effective lessons organized into a cohesive unit?
Design Questions
• Form 3 groups: Elementary, Middle, and High School.
Convene • In your group, count off by 3’s:
– 1’s consider questions 2, 3, and 4
– 2’s consider questions 1 and 6
– 3’s consider questions 5 ,7, 8, and 9
• Consider a set of design questions and respond to the
following prompt:
Convene
– What have you seen teachers do to address each of
your questions in their classrooms?
The Marzano Protocol organizes design questions
into three types of lesson segments:
Lesson Segments
Involving Routine Events
Lesson Segments
Addressing Content
Lesson Segments
Enacted on the Spot
Design Question 1: What will I do
to establish and communicate
learning goals, track student
progress, and celebrate success?
Design Question 2: What will I do
to help students effectively interact
with the new knowledge?
Design Question 5: What will I do
to engage students?
Design Question 6: What will I do
to establish or maintain classroom
rules and procedures?
Design Question 3: What will I do
to help students practice and
deepen their understanding of new
knowledge?
Design Question 7: What will I do
to recognize and acknowledge
adherence to or lack of adherence
to rules and procedures?
Design Question 4: What will I do
to help students generate and test
hypotheses about new knowledge?
Design Question 8: What will I do
to establish and maintain effective
relationships with students?
Design Question 9: What will I do
to communicate high expectations
for all students?
The Marzano Protocol organizes design questions
into three types of lesson segments:
CONTENT-SPECIFIC SEGMENTS
Interacting
with New
Knowledge
Practicing and
Deepening
Generating
/Testing
Hypotheses
The Marzano Protocol organizes design questions
into three types of lesson segments:
ROUTINE SEGMENTS
Learning Goals and Feedback Rules
and Procedures
CONTENT-SPECIFIC SEGMENTS
Interacting
with New
Knowledge
Practicing and
Deepening
Generating
/Testing
Hypotheses
The Marzano Protocol organizes design questions
into three types of lesson segments:
SEGMENTS ENACTED ON THE SPOT
Teacher/ Student Relationships
ROUTINE SEGMENTS
Learning Goals and Feedback Rules
and Procedures
CONTENT-SPECIFIC SEGMENTS
Interacting
with New
Knowledge
Practicing and
Deepening
High Expectations
Generating
/Testing
Hypotheses
Adherence to Rules and Procedures
Student Engagement
The Marzano Protocol organizes design questions
into three types of lesson segments:
Lesson Segments
Addressing Content
Design Question 2: What will I do
to help students effectively
interact with the new knowledge?
Design Question 3: What will I do
to help students practice and
deepen their understanding of
new knowledge?
Design Question 4: What will I do
to help students generate and test
hypotheses about new
knowledge?
Design Question 2: What will I do to help students
effectively interact with the new knowledge?
• Identifying Critical Information
• Organizing Students to Interact with New Knowledge
• Previewing New Content
• Chunking Content into “Digestible Bites”
• Processing New Information
• Elaborating on New Information
• Recording and Representing Knowledge
• Reflecting on Learning
Learning requires multiple
exposures to and complex
interactions with knowledge.
•Identifying Critical Information
— A unit with two learning goals might have four to six
critical input experiences.
— Adequate time must be given to ensure students
process the content deeply.
Examples:
• Read a specific passage of text.
• Watch a video.
• Listen to a mini-lecture.
• Watch a demonstration.
• Participate in a simulation.
• Organizing Students to Interact with New
Knowledge
—
—
—
—
—
—
Provides multiple reference points
Challenges students to articulate their thinking
Allows students to see how others process information
Allows students to react to how others process information
Groups of two to five
Teach norms in advance.
• Be willing to add your perspective to any discussion.
• Respect opinions of other people.
• Make sure you understand the contributions of others by
asking questions.
• Be willing to answer questions that others ask about your
ideas.
• Previewing New Content
Examples:
• What do you think you know? (KWL)
• Overt linkages (cues)
• Preview questions (questions)
• Teacher summary (advance organizer)
• Skimming (advance organizer)
• Teacher-prepared notes (notes)
Classroom Instruction that Works (2004)
Clock Partner 12:00
What steps do your teachers take to:
• identify critical information
•preview new content?
• Chunking Content into “Digestible Bites”
“Learning proceeds more efficiently if students
receive information in small chunks that are
processed immediately. The more students
know about the content, the larger the chunks
can be.”
The Art and Science of Teaching (2007)
•Chunking Content (cont’d)
Examples:
• Identifying strategic stopping points during a demonstration
• Asking students to briefly summarize information after
each small chunk.
• Eliciting predictions about what might be presented next
• Think Alouds
• Reciprocal Teaching
• Jigsaws
• Concept Attainment
Clock Partner 3:00
How do you teachers “chunk” new content into
digestible bites for students?
How are they designing opportunities to process
these chunks?
• Elaborating on New Information
Elaborative questions can be organized into two broad
categories: Inferential Questions and Elaborative
Interrogations
Inferential Questions
Elaborative Interrogations
•Beginning with simple
inferential questions, then
asking the students to
justify their thinking.
•Asking students questions
that require them to go
beyond what was presented.
The Art and Science of Teaching (2007)
• Recording and Representing Knowledge
Students record their solutions in linguistic and
nonlinguistic formats.
Examples:
• Notes
• Graphic Organizers
• Dramatic Enactments
• Mnemonic Devices Employing Imagery
• Academic Notebooks
Mental Pictures
Link Strategy
Familiar Place Framework
Number/key word
Physical Representations
Dioramas
Mobiles
Models
Manipulative
3-D maps
Kinesthetic Representations
Language-based hand signals
Using body to create images
Role Plays
Five Finger Retell
Using sand
Musical movement
Reader’s theatre
Charades
Skywriting
Graphic Organizers
Time sequence
Descriptive pattern
Cause/effect pattern
Generalization pattern
Concept pattern
Episode pattern
Problem Solution Pattern
Web
Fishbone
Sorting Tree
Tree Map
Box and Whisker Graph
Circle Map
Time Line
Continuum
Story Map
Venn Diagram
Stem and Leaf
KWL Chart
Two or Three Column Chart
Analogy chart
Main idea/Supporting Details
Flow Chart
Combination Notes
Notes
Symbol, Picture
or Graphic
Summary
Plant Reproduction
Plants and animals have life cycles—
growth, reproduction, and death.
Reproduction can happen with seeds
or without; when there are no seeds,
there are spores. With seeds—conifers
and flowering plants.
Plant Reproduction
Conifers
Conifers have two cones; male
contains pollen, female has ovules.
When the pollen fertilizes the ovules,
they become seeds.
Seeds have a new plant embryo.
Flowering plants
Pollen
pollen
Male Cone
Summary:
Without seeds; with
spores
With seeds
ovule
Female Cone
Seed
Notes for Younger Children
My Notes
Pictures
Questions
Concept Map
What is it like?
What is it?
A place where animals
can thrive.
There is enough space
for survival.
There is protection from
the weather.
HABITAT
The animal fits within the
natural food chain.
Forest
Lake
Cave
What are some examples?
Clock Partners 6:00
What opportunities do your teachers provide their
students to represent their understanding of new
content?
• Reflecting on Learning
The final step to actively processing information is to
have students reflect on their experiences at the end of
a critical input experience.
Examples:
•
•
•
•
What was I right about?
What was I wrong about?
How confident am I about what I have learned?
What did I do well during the experience and what
could I have done better?
Clock Partner 9:00
How have you seen teachers ask students to reflect
on their learning?
What do they do with the data collected from these
reflections?
Design Question 2: What will I do to help students
effectively interact with the new knowledge?
• Identifying Critical Information
• Organizing Students to Interact with New Knowledge
• Previewing New Content
• Chunking Content into “Digestible Bites”
• Processing New Information
• Elaborating on New Information
• Recording and Representing Knowledge
• Reflecting on Learning
Strategy Review
Convene
Individually
Table
• Form a group of four.
• Choose a facilitator.
• Review two categories of strategies on the
strategy document.
• Summarize your findings.
• Share summaries and examples from practice
in your group.
Final Reflection of Design Question #2: What will I do to help
students effectively interact with new knowledge?
Individually
• Reflect on your learning.
— How could you encourage students to elaborate on new
content?
— When should students begin to take notes?
— How can students demonstrate content understanding in
their notes?
— How do you give students opportunities to reflect on their
learning in your setting?
Table
• Share your thoughts with your table group.
The Marzano Protocol organizes design questions
into three types of lesson segments:
Lesson Segments
Addressing Content
Design Question 2: What will I do
to help students effectively
interact with the new knowledge?
Design Question 3: What will I do
to help students practice and
deepen their understanding of
new knowledge?
Design Question 4: What will I do
to help students generate and test
hypotheses about new
knowledge?
Practice and Deepen New
Knowledge
• New learning is forged through repeated
exposures to knowledge.
• Exposure involves practice and knowledge
deepening activities
Design Question 3: What will I do to help students practice
and deepen their understanding of new knowledge?
• Reviewing Content
• Examining Similarities and Differences
• Examining Errors in Reasoning
• Practicing Skills, Strategies, and Processes
• Organizing Students to Practice and Deepen Knowledge
• Using Homework
• Revising Knowledge
Design Question 3:
What will I do to help students practice and deepen
their understanding of new knowledge?
Knowledge can be categorized as Declarative or Procedural.
Declarative
Knowledge
•Information
Procedural
Knowledge
•Skills/Processes
Design Question 3:
What will I do to help students practice and deepen
their understanding of new knowledge?
Declarative
Multiple
Exposures
Deepening
Understanding
Procedural
Practice &
Feedback
Fluency
Concept Attainment
Declarative
Procedural
•
Understands that words and pictures
convey ideas or meaning in a text
•
•
Understands that animals have
characteristics that help them adapt
to their environment
•
Knows the causes and effects of the
American Revolution
•
•
Knows the rules that govern various
sports
•
•
Understands the concept of
mutation
•
Knows vocabulary terms: tourism,
urban, rural, plateau
•
•
•
Solves multi-step problems involving
fractions, decimals, and basic
percents.
Use prewriting strategies to plan
written work.
Predicts possible results of scientific
investigations.
Summarizes information found in
texts.
Prepares a slide for biology.
Follows steps in a recipe
Table Talk
Why is it important to distinguish between
declarative and procedural information?
• Examining Similarities and Differences
There are four basic types of tasks that focus on
identifying similarities and differences.
Examples:
• Comparing
• Classifying
• Creating metaphors
• Creating analogies
Comparison Matrix
Characteristics
Three Little
Pigs
Characters
Little Red
Riding Hood
Jack and the
Bean Stalk
Comparisons
Similarities
Differences
Setting
Similarities
Differences
Plot
Similarities
Differences
Theme
Similarities
Differences
What did you discover?
Fractions and Decimals are similar because they both:
________________.
________________.
________________.
Fractions and Decimals are different because:
Fractions ______, but Decimals ________.
Fractions ______, but Decimals ________.
Fractions ______, but Decimals ________.
A monarchy and a dictatorship are similar because they
both: ________________.
________________.
________________.
A monarchy and a dictatorship are different because:
a monarchy____, but a dictatorship____.
a monarchy____, but a dictatorship____.
a monarchy____, but a dictatorship____.
Table Talk
How do teachers in your setting provide
opportunities for students to:
•Compare
•Classify
•Create metaphors
•Create analogies
• Examining Errors in Thinking
Analyzing errors is a powerful way to deepen student
understanding of declarative knowledge.
Examples:
• Faulty logic
• Attacks
• Weak reference
• Misinformation
Questions that Help Students Identify Errors in Thinking
Analyzing
Errors
Analyzing
Perspectives
Constructing
Support
• What are the errors in reasoning in this information?
• How is this information misleading?
• How could it be corrected or improved?
• Why would someone consider this to be good, bad or neutral?
• What is the reasoning behind his or her perspective?
• What is an alternative perspective and the reasoning behind it?
• What is an argument that would support the following claim?
• What are some of the limitations of this argument or the
assumptions underlying it?
Classroom Instruction that Works (2004)
Framework for Supporting a Claim
Grounds
• Once a claim is made, it should be supported with
grounds (e.g., matters of common knowledge,
expert opinion, experimental evidence, other
information considered factual).
Backing
• Establish the validity of the grounds and elaborate
on them.
Qualifiers
• Express the degree of certainty and/or exceptions
to the claim.
Table Talk
Describe how you have seen teachers provide
opportunity to identify errors in thinking in your
setting?
How does this practice effect student learning?
• Practicing Skills, Strategies, and Processes
Effective practice transforms mechanical procedural
knowledge to fluent procedural knowledge.
Examples:
• Solves multistep problems involving fractions,
decimals, and basic percents
• Uses prewriting strategies to plan written work
• Predicts possible results of scientific
investigations
• Summarizes information found in texts
• Prepares a slide for biology
• Follows steps in a recipe
Progression of Practice
• Initially provide structured practice sessions spaced
close together.
• Provide practice sessions that are gradually less
structured and more varied.
• When appropriate, provide practice sessions that
help develop fluency.
Massed vs. Distributed Practice
Massed Practice
Distributed Practice
Find someone you have not talked with
today
Describe the ways teachers design practice
opportunities for students in your setting?
Do you see more massed or distributed practices?
• Organizing Students to Practice and Deepen
Knowledge
Cooperative learning techniques can be used in a wide
variety of instructional situations.
— Small groups can work with declarative knowledge at
any time (e.g., comparison, classification, metaphors
and analogies, and identifying errors).
— For procedural knowledge, independent practice
should occur first. Small groups focus on checking
accuracy and sharing each learner’s approach.
Table Talk
How do teachers use cooperative structures in your
setting?
What is the impact on student understanding when
cooperative structures are used effectively? Why?
• Using Homework
“When seven classes worth of homework is piled
on us nightly, we’re up ‘til 12 studying for things
that, at that hour, don’t even make sense. In the
morning, we stumble into class, sometimes
unshowered, and then the teacher complains.
Let’s think about this: We do homework but get
nothing out of it - then we get into trouble, plus we
stink. To me, there’s no benefit here.”
Katie Marland (age 15) Prairie Village, Kansas
The Homework
Ate My Family
KIDS ARE DAZED,
PARENTS ARE
STRESSED
BY ROMESH RATNESAR
Purposeful Homework
• Homework that helps students deepen their
knowledge (declarative)
• Homework that enhances students’ fluency
with procedural knowledge
• Homework that introduces new content
Example of Homework that Helps
Prepare for New Learning
Mr. Berken wanted his biology class to understand
that ecosystems are interdependent. Before he
began the unit, he asked students to create a
graphic organizer for homework that depicted the
knowledge they already had about various
ecosystems and their relationships to each other.
He then used these organizers as a means to help
inform him as to what additional information
students would need to learn.
Find someone who you haven’t
spoken with today
Do you have a homework policy in your school or
district?
If so is the focus on time spent or quality of task?
Reflection Activity: Deepening Understanding
and Practice
What was new?
What am I sure about?
What do I still have questions about?
Design Question 3: What will I do to help students practice
and deepen their understanding of new knowledge?
• Reviewing Content
• Examining Similarities and Differences
• Examining Errors in Reasoning
• Practicing Skills, Strategies, and Processes
• Organizing Students to Practice and Deepen Knowledge
• Using Homework
• Revising Knowledge
The Marzano Protocol organizes design questions
into three types of lesson segments:
Lesson Segments
Addressing Content
Design Question 2: What will I do
to help students effectively
interact with the new knowledge?
Design Question 3: What will I do
to help students practice and
deepen their understanding of
new knowledge?
Design Question 4: What will I do
to help students generate and test
hypotheses about new
knowledge?
Generating and Testing Hypothesis
about New Knowledge
• Tasks that require students to question
their knowledge
• Tasks in which students are required to
experiment with new knowledge
What happens when you’re not prepared
to apply new knowledge?
Video Clip
Design Question 4: What will I do to help students generate
and test hypotheses about new knowledge?
• Organizing Students for Cognitively Complex
Tasks
• Engaging Students in Cognitively Complex Tasks
Involving Hypothesis Generation and Testing
• Providing Resources and Guidance
• Organizing Students for Cognitively Complex
Tasks
Grouping students for cognitively complex tasks is
not a random act, it must be intentional to be
effective. Students can be grouped in a variety of
ways, the intent is to maximize the learning potential
by grouping students for success.
For example:
• Interest
• Learning Style
• Presentation Choice
• Ability/Skill Level
• Engaging Students in Cognitively Complex Tasks
Involving Hypothesis Generation and Testing
Problem
Solving
• The process of overcoming constraints or limiting
Decision
Making
• The process of generating and applying criteria to select
Historical
Investigation
Experimental
Inquiry
conditions that are in the way of pursuing goals.
from among seemingly equal alternatives.
• The process of identifying and resolving issues about
past events about which there are confusions or
contradictions.
• The process of generating and testing explanations of
observed phenomena.
Problem Solving
1. Identify the goal you are trying to accomplish.
2. Describe the barriers or constraints that are preventing you
from achieving your goal—that are creating the problem.
3. Identify different solutions for overcoming the barriers or
constraints and hypothesize which solution is likely to be the
most effective.
4. Try your solution —either in reality or through a simulation.
5. Explain whether your hypothesis was correct. Determine if you
want to test another hypothesis, using a different solution.
Decision Making
1.
2.
3.
4.
5.
6.
Describe the decision you are making and the alternatives you are
considering.
Identify the criteria that will influence the selection, and indicate the
relative importance of the criteria by assigning an importance score
from a designated scale (e.g., 1-4). Identify different solutions for
overcoming the barriers or constraints and hypothesize which solution
is likely to be the most effective.
Rate each alternative on a designated scale (e.g., 1-4) to indicate the
extent to which each alternative meets each criterion.
For each alternative, multiply the importance score and the rating and
then add the products to assign a score for the alternative.
Examine the score to determine the alternative with the highest score.
Based on your reaction to the selected alternative, determine if you
need to change any importance scores or add or drop criteria.
Decision Making
1. Identify a decision you wish to make and the alternatives you
are considering.
2. Identify the criteria you consider important.
3. Assign each criterion an importance score.
4. Determine the extent to which each alternative possesses each
criterion.
5. Multiply the criterion scores by the alternative scores to
determine which alternative has the highest total points.
6. Based on your reaction to the selected alternative, determine if
you want to change importance scores or add or drop criteria.
Criteri
a
Importance Scores
Decision-Making Matrix
Alternatives
Used Honda
Cost
MPG
Roomy
Safety
Style
4
2
2
4
1
Jetta
Durango
Lexus 350
4x
4x
4x
4x
2x
2x
2x
2x
2x
2x
2x
2x
4x
4x
4x
4x
1x
1x
1x
1x
Decision Making (cont’d)
• 2010--you are on the board of Time magazine. For the cover of
the December issue, your want to select a “Person of the
Decade.” Your job is to decide which person should be
selected and then justify your decision to the publishers by
listing the people who were considered, the criteria you used,
and how each person was rated under each criterion.
Report on…
•The criteria you used and the importance you placed on each.
•The individuals you considered and the extent to which they met
your criteria.
•Your final selection.
Table Talk
Describe a decision making activity you have seen
implemented in your setting.
How did this task enable students to generate and
test hypotheses about new content?
How did this learning experience effect students’
depth of understanding of content?
Historical Investigation
• Select a major movement from the 60s that involved civil
disobedience. Consider what would have happened if there
had been no civil disobedience as part of the movement.
Identify a different method of seeking change.
Report on…
• How the movement during the decade might have played out
differently.
• How the present would be different.
• If there had been no civil disobedience and, instead, the
method of change you identify had been used exclusively.
Turn & Talk
Describe an historical investigation that impacted
student learning in your setting.
• Be very specific so your partner can picture the
learning experience you are describing.
Experimental Inquiry
1. Observe something that interests you and describe what has
occurred.
2. Explain what you have observed. What theories or rules
could explain what you have observed?
3. Based on your explanation- make a prediction.
4. Set up an experiment or activity to test your prediction.
5. Explain the results of your experiment in light of your
explanation. If necessary, revise your explanation or
prediction or conduct another experiment.
Experimental Inquiry
WOODSTOCK
• People who were in high school and college during the
1960s are now in their 50s and 60s. Consider this
population. Some would say that it is interesting that
there seems to be no lasting effect of the 60s on these
people. One possible explanation for this is that the
effect is there, but it is very subtle. Try to determine
what effects the experiences of the 60s are having on
the lives of these people now. Test your hypothesis and
report on…
Experimental Inquiry
• Fluffy Eggs
– You are a young chef charged with preparing a birthday
breakfast for a family member
– You are wondering how to create the fluffiest eggs for this
meal.
– Design an experiment that will help you compare the
fluffiness of eggs using 3 different preparation methods
(low fat milk, water, cream).
Report on…
• Your hypothesis and how you tested your hypothesis.
• Your findings.
• Your conclusions.
• Providing Resources and Guidance
– Design questions 2,3, and 4 represent a progression
from teacher centered to student centered learning
experiences.
– In deciding how to help students generate and test
hypotheses about new content, teachers need to
design a coaching role for themselves and working
role for students.
– Resources needed for students to be successful on
tasks need to be carefully considered ahead of
time.
Key Points
• Don’t just expect the thinking, teach the thinking.
• Students are more likely to deepen understanding
when engaged in thinking beyond recall.
• Just asking high level questions is not enough.
• Teach specific processes and then help students
apply those to content knowledge.
• Aim for long term retention and use of
knowledge
Reflection Activity: Key Points
• What are the implications of the key
points to creating effective learning
experiences for students in your setting?
Design Question 4: What will I do to help students generate
and test hypotheses about new knowledge?
• Organizing Students for Cognitively Complex
Tasks
• Engaging Students in Cognitively Complex Tasks
Involving Hypothesis Generation and Testing
• Providing Resources and Guidance
Final Reflection of Design Question #4: What will I do to help
students generate and test hypotheses about new knowledge?
• Individually respond to the following reflection questions, then share
your responses with your table group.
— How often are students in your school offered the opportunity to
generate and test hypotheses?
— In what curricular areas do students regularly have the opportunity
to generate and test hypotheses about new information?
— Describe a teacher who has become a great facilitator of learning,
someone who has mastered the roles of resource provider and
guide.
The Marzano Protocol organizes design questions
into three types of lesson segments:
Lesson Segments
Addressing Content
Design Question 2: What will I do
to help students effectively
interact with the new knowledge?
Design Question 3: What will I do
to help students practice and
deepen their understanding of
new knowledge?
Design Question 4: What will I do
to help students generate and test
hypotheses about new
knowledge?
The Marzano Protocol organizes design questions
into three types of lesson segments:
Lesson Segments
Involving Routine Events
Lesson Segments
Addressing Content
Lesson Segments
Enacted on the Spot
Design Question 1: What will I do
to establish and communicate
learning goals, track student
progress, and celebrate success?
Design Question 2: What will I do
to help students effectively interact
with the new knowledge?
Design Question 5: What will I do
to engage students?
Design Question 6: What will I do
to establish or maintain classroom
rules and procedures?
Design Question 3: What will I do
to help students practice and
deepen their understanding of new
knowledge?
Design Question 7: What will I do
to recognize and acknowledge
adherence to or lack of adherence
to rules and procedures?
Design Question 4: What will I do
to help students generate and test
hypotheses about new knowledge?
Design Question 8: What will I do
to establish and maintain effective
relationships with students?
Design Question 9: What will I do
to communicate high expectations
for all students?
The Marzano Protocol organizes design questions
into three types of lesson segments:
CONTENT-SPECIFIC SEGMENTS
Interacting
with New
Knowledge
Practicing and
Deepening
Generating
/Testing
Hypotheses
The Marzano Protocol organizes design questions
into three types of lesson segments:
ROUTINE SEGMENTS
Learning Goals and Feedback Rules
and Procedures
CONTENT-SPECIFIC SEGMENTS
Interacting
with New
Knowledge
Practicing and
Deepening
Generating
/Testing
Hypotheses
The Marzano Protocol organizes design questions
into three types of lesson segments:
SEGMENTS ENACTED ON THE SPOT
Teacher/ Student Relationships
ROUTINE SEGMENTS
Learning Goals and Feedback Rules
and Procedures
CONTENT-SPECIFIC SEGMENTS
Interacting
with New
Knowledge
Practicing and
Deepening
High Expectations
Generating
/Testing
Hypotheses
Adherence to Rules and Procedures
Student Engagement
3-2-1 Synthesis
• Identify three ideas that were brand new to
you today.
• Identify two concepts you want to explore
further with your colleagues. Be intentional
about who, how, and when.
• Choose one new idea you can and will
implement immediately on your own.
Walk About Interview
Name
Why is it important
to develop a shared
professional
language?
Why is a level of
specificity critical
to the
development of
expert teachers?
How can you make
a model real?
This is a lot of work . . .
Why Try?
Figure 1: Relationship between Teacher Competence and Student Achievement
Percentile Rank in
Teacher’s Skill
Expected Percentile Gain
in Achievement for a
Student Starting at the
50th Percentile
Predicted Percentile
Rank for a Student
Starting at the 50th
Percentile
50th
0
50th
70th
8
58th
90th
18
68th
98th
27
77th
What are you ready to try?
• Revisit your 3-2-1.
• Share with your neighbor about the new
learning you will implement right away.
What’s Next?
• Next training: Leaders of Learning Day 2
• What should I bring next time?
117
What happens when
we don’t have a common language?
Final Video