Addressing Content Elements 1-3 Part #1 Robert Marzano, The Art
and Science of Teaching, 2007 Martha Gough, PHS Reading Coach
Professional Development Center Staff Slide 2 Participants will be
able to understand and apply research-based characteristics related
to Addressing Content (elements 1-3) as they pertain to the Teacher
Observation/Evaluation Rubric. Robert Marzano, The Art and Science
of Teaching, 2007 Martha Gough, PHS Reading Coach Professional
Development Center Staff Slide 3 Begins Lessons by Reviewing
Announces Importance of Upcoming Information Students State Why
Content is Important Robert Marzano, The Art and Science of
Teaching, 2007 Martha Gough, PHS Reading Coach Professional
Development Center Staff Slide 4 Learning experiences that are
critical to understanding new content should be identified and
highlighted by teachers (Nuthall, 1999). The more involved students
become in their learning, the more likely they are to retain the
content over extended periods of time and be able to transfer
knowledge. Examples include: previewing, chunking content for
learning, summarizing and note taking, nonlinguistic
representations, questioning, reflection, and cooperative learning.
Robert Marzano, The Art and Science of Teaching Martha Gough, PHS
Reading Coach Professional Development Center Staff Slide 5 To
effectively help students interact with knowledge, teachers should
continually provide input on new content. When students experience
content related activities, they are more likely to accomplish the
learning goal. Activities might include: engaging students in
reading a section of the textbook, listening to a lecture,
observing a demonstration, participate in a demonstration, or
watching a video. Robert Marzano, The Art and Science of Teaching
Martha Gough, PHS Reading Coach Professional Development Center
Staff Slide 6 Highly Effective Signals to students which content is
critical versus noncritical, engages students in a brief review of
content that highlights the critical information, and monitors the
extent to which students can recall and describe the previous
content. Effective Signals to students which content is critical
versus noncritical and engages students in a brief review of
content that highlights the critical information. Developing Uses
strategy incorrectly or with parts missing. Unsatisfactory Strategy
was called for but not exhibited. Robert Marzano, The Art and
Science of Teaching Martha Gough, PHS Reading Coach Professional
Development Center Staff Slide 7 Established Routines for Student
Grouping Organizes Students Into Small Groups Established Area for
Small Group Instruction Robert Marzano, The Art and Science of
Teaching Martha Gough, PHS Reading Coach Professional Development
Center Staff Slide 8 Effectively grouping students for learning is
a very deliberate, organized, and planned activity that provides an
opportunity for students to practice and deepen knowledge. Without
this processing, students may initially understand the content, but
may lose the skill over time. Robert Marzano, The Art and Science
of Teaching, 2007 Martha Gough, PHS Reading Coach Professional
Development Center Staff Slide 9 Considerations: Planned or
structured activities that provide opportunities for students to
reflect and apply content. (content should always be a part of the
group activity) Organized practice or exploratory opportunities to
deepen or expand knowledge. Reflective opportunities to apply to
real world events for students to experiment with new knowledge and
solve problems. Engagement of students to achieve a higher level of
fluency in the new knowledge and make predictions related to their
work. Robert Marzano, The Art and Science of Teaching, 2007 Martha
Gough, PHS Reading Coach Professional Development Center Staff
Slide 10 Is not.. Unorganized, undefined groups of students who do
not have an identified purpose for the activity. Delivery of
content (unless the activity leads to further expansion of the
learning). Unrehearsed activities. Unrelated to content being
learned. Robert Marzano, The Art and Science of Teaching, 2007
Martha Gough, PHS Reading Coach Professional Development Center
Staff Slide 11 How do you group students for learning? There is no
set way to group students for learning as long as there is a
deliberate means to the grouping. Students should be grouped in a
manner that most efficiently accomplishes the outcome of the
activity. Heterogeneously Homogeneously Randomly Ability Grouping
(reading or achievement levels) Robert Marzano, The Art and Science
of Teaching, 2007 Martha Gough, PHS Reading Coach Professional
Development Center Staff Slide 12 How can I get started with
grouping? Provide and practice routines for grouping with your
students (including behavior). Start small as you implement small
groups into your instruction. Establish and model areas for small
group instruction. Relate content to all group activities. Ensure
that students know how the activity relates to content learned.
Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough,
PHS Reading Coach Professional Development Center Staff Slide 13 3
Types of Grouping Informalactivities that last a few minutes (i.e.
turn to your partner and .) Formalactivities designed to last for
several days or weeks (i.e. projects, writing processes) Baselong
term activities that usually lasts a semester or year long. Robert
Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS
Reading Coach Professional Development Center Staff Slide 14
Routine Events for Grouping: Students demonstrate appropriate
behavior. Students demonstrate grouping tasks and routines.
Students demonstrate understanding of grouping expectations.
Students can relate what they are doing and why they are doing it.
Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough,
PHS Reading Coach Professional Development Center Staff Slide 15
Highly Effective Organizes students into groups to practice and
deepen their knowledge and Monitors the extent to which students
assess their learning Effective Organizes students into groups to
practice and deepen their knowledge. Robert Marzano, The Art and
Science of Teaching Martha Gough, PHS Reading Coach Professional
Development Center Staff Slide 16 Developing/Needs Improvement Uses
strategy incorrectly or with parts missing Unsatisfactory Strategy
was called for but not exhibited Robert Marzano, The Art and
Science of Teaching Martha Gough, PHS Reading Coach Professional
Development Center Staff Slide 17 Organizes Students to Practice
Knowledge Students Interact to Deepen Knowledge Robert Marzano, The
Art and Science of Teaching Martha Gough, PHS Reading Coach
Professional Development Center Staff Slide 18 Students must have
opportunities to practice new skills and deepen their understanding
of new information. Without this type of extended processing,
knowledge that students initially understand might fade and be lost
over time. (Marzano, 2007) Robert Marzano, The Art and Science of
Teaching Martha Gough, PHS Reading Coach Professional Development
Center Staff Slide 19 Actively processing information is the
beginning point of learning. (Marzano, 2007). Repeated exposure
involving practice and activities to deepen content knowledge
enhances the learning process. Robert Marzano, The Art and Science
of Teaching Martha Gough, PHS Reading Coach Professional
Development Center Staff Slide 20 Research theory for practicing
and deepening knowledge: Schema Developmentgradual integration of
new knowledge, assimilating new and old knowledge. Procedural
Knowledgeskills, strategies, or processes (i.e. performing long
division, reading a map, sounding out a word, shooting a free
throw) Robert Marzano, The Art and Science of Teaching Martha
Gough, PHS Reading Coach Professional Development Center Staff
Slide 21 Development of Declarative Knowledgereviewing or
revisiting (4 exposures are required before students can integrate
new knowledge; exposures should be within a close timeframe).
Strategies include: revision, error analysis, similarities and
differences. Homeworkassignments made for out of class work to
extend learning beyond the school day. Research has shown homework
positively impacts student achievement when administered per the
research. (Marzano, 2007) Robert Marzano, The Art and Science of
Teaching Martha Gough, PHS Reading Coach Professional Development
Center Staff Slide 22 Highly Effective Organizes students in ways
that facilitate working on cognitively complex tasks and monitors
the processes that facilitate generating and testing hypothesis.
Effective Organizes students in ways that facilitate working on
cognitively complex tasks. Robert Marzano, The Art and Science of
Teaching Martha Gough, PHS Reading Coach Professional Development
Center Staff Slide 23 Developing/Needs Improvement Uses strategy
incorrectly or with parts missing Unsatisfactory Strategy was
called for but not exhibited Robert Marzano, The Art and Science of
Teaching Martha Gough, PHS Reading Coach Professional Development
Center Staff Slide 24 Group Dynamics in 3 rd Grade Math Group
Dynamics in 3 rd Grade Math Teaching Difficult Lessons Teaching
Difficult Lessons Pre-K Math Lesson Pre-K Math Lesson Building
Classroom Community Building Classroom Community Robert Marzano,
The Art and Science of Teaching Martha Gough, PHS Reading Coach
Professional Development Center Staff Slide 25 Passing Notes
Teaching Strategy Passing Notes Teaching Strategy Preparing
Students for Exams Preparing Students for Exams Teaching Economics
with Debating Teaching Economics with Debating Teaching French
Revolution Teaching French Revolution Student Goal Setting Student
Goal Setting Making Science Engaging Making Science Engaging
Think-Pair-Share Lesson Idea Think-Pair-Share Lesson Idea Snowball
Technique Teaching Snowball Technique Teaching Build Student
Vocabulary Build Student Vocabulary Analyzing Text as a Group
Analyzing Text as a Group Robert Marzano, The Art and Science of
Teaching Martha Gough, PHS Reading Coach Professional Development
Center Staff Slide 26 Elementary GBE Cibula 3-min (wmv) GBE Cibula
part 2 3-min (wmv) (Please note: wmv will not open on an iPad.)
Middle/High GBH Parker Addressing Content 2-min (wmv) WBM Stevens
ESE Addressing Content A 2-min (wmv) WBM Stevens ESE Addressing
Content A 2-min (wmv) WBM Stevens ESE Addressing Content B 2-min
(wmv) WBM Stevens ESE Addressing Content B 2-min (wmv) Robert
Marzano, The Art and Science of Teaching Martha Gough, PHS Reading
Coach Professional Development Center Staff Slide 27 Additional
information may be found in The Art and Science of Teaching,
Marzano, 2007. Good Luck! Robert Marzano, The Art and Science of
Teaching, 2007 Martha Gough, PHS Reading Coach Professional
Development Center Staff
