Organizing Students in Small Groups to Practice and Deepen Knowledge

Part #11.Reflecting on Learning2.Organizing Students to Practice and Deepen Knowledge3.Organizing Students for Cognitively Complex TasksAddressing ContentElements 1-3Part #1Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

Learning GoalParticipants 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 Element 1: Identifying Critical Information and Reviewing ContentBegins Lessons by ReviewingAnnounces Importance of Upcoming InformationStudents State Why Content is ImportantRobert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff What does the research say?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 What does the research say?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 CoachProfessional Development Center Staff Identifying Critical Information and Reviewing ContentRubricHighly EffectiveSignals 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.

EffectiveSignals to students which content is critical versus noncritical and engages students in a brief review of content that highlights the critical information.

DevelopingUses strategy incorrectly or with parts missing.

UnsatisfactoryStrategy was called for but not exhibited.Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff Element 2: Organizing Students to Practice and Deepen KnowledgeEstablished Routines for Student GroupingOrganizes Students Into Small GroupsEstablished Area for Small Group InstructionRobert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading CoachProfessional Development Center Staff What does the research say?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 What does the research say?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 Grouping Students for LearningIs 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 Grouping Students for LearningHow 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.HeterogeneouslyHomogeneouslyRandomlyAbility Grouping (reading or achievement levels)

Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff Grouping Students for LearningHow 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 Grouping Students for Learning3 Types of GroupingInformalactivities 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 Grouping Students for LearningRoutine 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 , 2007Martha Gough, PHS Reading Coach Professional Development Center Staff Organizing Students to Practice and Deepen KnowledgeRubricHighly EffectiveOrganizes students into groups to practice and deepen their knowledge andMonitors the extent to which students assess their learning

EffectiveOrganizes students into groups to practice and deepen their knowledge.

Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading CoachProfessional Development Center Staff Organizing Students to Practice and Deepen KnowledgeRubricDeveloping/Needs ImprovementUses strategy incorrectly or with parts missing

UnsatisfactoryStrategy was called for but not exhibitedRobert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading CoachProfessional Development Center Staff Element 3: Organizing Students for Cognitively Complex TasksOrganizes Students to Practice Knowledge

Students Interact to Deepen KnowledgeRobert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading CoachProfessional Development Center Staff What does the research say? 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 CoachProfessional Development Center Staff What does the research say?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 CoachProfessional Development Center Staff What does the research say?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 CoachProfessional Development Center Staff What does the research say?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 Organizing Students for Cognitively Complex TasksRubricHighly EffectiveOrganizes students in ways that facilitate working on cognitively complex tasks and monitors the processes that facilitate generating and testing hypothesis.

EffectiveOrganizes students in ways that facilitate working on cognitively complex tasks.

Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading CoachProfessional Development Center Staff Organizing Students for Cognitively Complex TasksRubricDeveloping/Needs ImprovementUses strategy incorrectly or with parts missing

UnsatisfactoryStrategy was called for but not exhibitedRobert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading CoachProfessional Development Center Staff ElementaryTeaching Channel video resourcesGroup Dynamics in 3rd Grade MathTeaching Difficult Lessons Pre-K Math Lesson Building Classroom Community

Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff Middle/HighTeaching Channel Video ResourcesPassing Notes Teaching Strategy Preparing Students for Exams Teaching Economics with DebatingTeaching French Revolution Student Goal Setting Making Science Engaging Think-Pair-Share Lesson Idea Snowball Technique Teaching Build Student Vocabulary Analyzing Text as a Group

Robert Marzano, The Art and Science of Teaching Martha Gough, PHS Reading Coach Professional Development Center Staff

Santa RosaVideo Resource Links

ElementaryGBE Cibula 3-min (wmv)GBE Cibula part 2 3-min (wmv)(Please note: wmv will not open on an iPad.)Middle/HighGBH Parker Addressing Content 2-min (wmv)WBM Stevens ESE Addressing Content A 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 StaffAdditional 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