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Marzano

Framework

CPA Meeting Norms


1. Observe and respect time
2. Share, collaborate and work as a team
3. Engage in active listening, avoiding sidebar
conversations and distractions
4. Share, collaborate, and work as a team for
student growth

Learning scale
4.0

Participants will be able to assess progress and adjust their plan based
upon evidence and results

3.0

Participants will be able to design and implement a plan to develop a


classroom culture of rigorous and student-centered learning

2.0

Staff will recognize and recall specific vocabulary including: rigor, the
growth mindset, learning scales, teaching map, depth of knowledge
Participants will be able to:
Define conditions of rigorous instruction
Summarize skills required to facilitate change to student learning
Articulate the purpose and need for a school-wide model of instruction

1.0

With help, partial success at 2.0 content and 3.0 content

Marzano Framework
Hinged upon research from Marzano Research
and his 25+ books
Revamped in 2013 to promote self-reflection and
address rigor of CCSS

I. Current State of
Education

Millennials and the Future

Organization for Economic Co-Operation and Development

NCLB
"Each State shall establish a timeline for adequate
yearly progress. The timeline shall ensure that not
later than 12 years after the end of the 2001-2002
school year, all students ... will meet or exceed the
State's proficient level of academic achievements
on the State assessments ..."

Experts worry that evidence suggests a widening achievement gap!

At your tables discuss:


1. How does our student data relate to national & state
concerns about proficiency?
2. How do we as educators adjust to improve student
learning?

Weekly Time Spent

Social Media

10

Watching TV

Homework

5
0

10

Hours

87% have internet access


at home

II. Growing Teacher Expertise

Impact of Teachers
Percentile Rank

2 Years Later

Average Teacher
Average School

50%

50%

H. Ineffective School
H. Ineffective Teacher

50%

3%

H. Effective School
H. Ineffective Teacher

50%

37%

H. Ineffective School
H. Effective Teacher

50%

63%

H. Effective School
H. Effective Teacher

50%

96%

Discuss at your tables the missing percentages

The Growth Mindset


The key isnt ability; its
whether you look at
ability as something
inherent that needs to
be demonstrated or as
something that can be
developed

Fixed vs. Growth Mindset


Fixed Mindset

Growth Mindset

Intelligence is static

Intelligence can be developed

Avoids challenges

Embraces challenges

Gives up easily to obstacles

Persists through obstacles

Sees effort as fruitless or worse Sees effort as the path to


mastery
Ignores useful criticism

Learns from criticism

Feels threatened by the


success of others

Finds lessons and inspiration


in the success of others

Individually, circle the characteristics you possess. Are you of a


fixed mindset, growth mindset, or somewhere in between?
Where are we collectively?

The Right
Instructional
Framework

With
Coaching,
Feedback,
Tools, and
Resources

Increases
Student
Achievement

Consistency During a Disruptive Time In Education


2012

2015

Future

Written

HSCE

CCSS

???

Taught

District
Frameworks

Marzano

Marzano

Tested

ACT, MME

SAT, MSTEP

???

Classroom #1
https://www.youtube.com/watch?v=zxTuPVtayOI

Classroom #2
https://www.youtube.com/watch?v=bdOrUFowH2I

At your tables discuss in what levels lesson #1 and lesson #2 fall?

Teacher Strategy Use (Percent)

10

12

Individually, label each as Teacher-Centered (TC) or Student-Centered (SC)

14

High Yield Strategies


Identifying Similarities and Differences

45%

Summarizing and Note-taking

34%

Reinforcing effort and providing recognition

29%

Homework and practice

28%

Non-linguistic representations

27%

Cooperative Learning

27%

Setting Objectives and providing feedback

23%

Generating and Testing Hypothesis

23%

Questions, cues, and advanced organizers

22%

Instructional shifts are required to help


students process information, be more
thoughtful and analytic about their
conclusions, and apply their knowledge

III. Marzano Instructional Model

What is a model of instruction?


Common language of instruction
Organizes our understanding of how to plan,
teach, and reflect on instruction
Support system for teachers to deeply implement
academic standards

Instructional Vision
My instructional vision is
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________

Why Rigor?

65% of todays grade schoolers will have jobs that dont yet exist!

How do you define rigor?

______________ + ___________ = Rigor

Complexity

Rigor

Autonomy

Ex: Standards Based Scale


Level Students will be able to:
4.0

Probe into various resources to resolve contradictions or confusions


among resources

*3.0

Compare and contrast first hand and second hand accounts of events
Explain how an author uses reasons to support points in a text
Explain how an author uses evidence to support points in a text

2.0

Recognize or recall specific vocabulary, including: analyze


perspectives, assess, firsthand account, secondhand account,
narrator, speaker, point of view
Describe differences in focus of firsthand and secondhand
Describe differences in information provided of firsthand and
secondhand

1.0

With help, partial success at level 2.0 content and level 3.0 content
Scale Measuring standard, Rubric Assessing a student

Reflecting on Learning
Within a Lesson

Across Lessons

End of Unit

Formative
Authentic
Assessments
Quizzes/Tests

End of Unit
Assessment

Adaptions

Instructional
Decisions

RTI

Monitor Learning
Toward Target

Track Student Progress


to Scale

Track Student Progress


Across Scales

Formative
During Instruction
Minute-to-minute
Evidence of Learning

Teaching Foundations: January 2016

Identifying Critical Content


Previewing New Content
Organizing Students to Interact with New Content
Helping Students Process Content
Helping students record and represent knowledge