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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
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
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
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
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
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
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
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
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
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
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
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
3 Types of Grouping
Informal—activities that last a few minutes (i.e. turn to your partner and ….)
Formal—activities designed to last for several days or weeks (i.e. projects, writing processes)
Base—long 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
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
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
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
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
“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
“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
Research theory for practicing and deepening knowledge:
Schema Development—gradual integration of new knowledge, assimilating new and old knowledge.
Procedural Knowledge—skills, 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
Development of Declarative Knowledge—reviewing 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.
Homework—assignments 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
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
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
Group Dynamics in 3rd Grade Math
Teaching 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
Passing Notes Teaching Strategy
Preparing Students for Exams
Teaching Economics with Debating
Teaching 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
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 B 2-min
(wmv) Robert Marzano, The Art and Science of Teaching
Martha Gough, PHS Reading Coach
Professional Development Center Staff
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
