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ConsensogramAs you refill your coffee…
grab a small stack of sticky squares…
After reading the Consensogram prompt,place one sticky on each chart
somewhere between
“0” and “100” (not so much) (lots)
We are making bar graphs
Good Morning
PLC1.25.11
Objectives
• Explore shared understanding of good instruction
To what extent do you believe…
• all kids can learn?
• all kids are learning at their highest possible level?
• all educators can learn?
• all educators are learning at their highest possible level?
• educators will need the support of colleagues in order to meet the needs of future educational changes?
Hypothesize, how would students answer these
questions?
What elements of good instruction are
incorporated in the Consensogram strategy?
classroom
How could you use this in your work?
Meta-Analysis
Identify those instructional strategies that have a high probability of enhancing student achievement for all students in all subject areas at all grade levels.
McREL’s Findings on classroom instructional strategies – 9 categories of classroom instructional strategies that correlate to student achievement.
Category Percentile Gain
Identifying similarities and differences 45
Summarizing and note taking 34
Reinforcing effort and providing recognition 29
Homework and practice 28
Nonlinguistic representations 27
Cooperative learning 27
Setting objectives and providing feedback 23
Generating and testing hypotheses 23
Questions, cues, and advance organizers 22
Instructional Strategies That Affect Student Achievement
Researcher’s Note
The inference that should be drawn…is that no instructional strategy works equally well in all situations. We strongly recommend that you keep this in mind as you review the strategies presented in this book and apply them in classrooms. Instructional strategies are tools only. Although the strategies presented in this book are certainly good tools, they should not be expected to work equally well in all situations.
-Marzano, R., Pickering, D., & Pollock, J. Classroom Instruction That Works, ASCD (2001)
Identifying Similarities & Differences
• Comparing
• Classifying
• Re-classifying creating metaphors and analogies
• Examples and non-examples (Frayer)
• Venn diagrams and other graphic organizers
Summarizing and Note Taking
• Students analyze information to determine important points (Reciprocal Teaching)
• Become aware of how information is structured and organized
• Teacher guided examples - summary frames or graphic organizers will help visual learners
• Underlining, highlighting, outlining
Reinforcing Effort & Providing Recognition
• Some students don’t have internal motivation for expending effort and need to learn the value of effort
• Contrary to popular belief, external rewards, if carefully chosen, do not necessarily have a negative impact on internal motivation.
• Rewards are most impactful when they are dependent upon reaching a given level or standard.
• For many students, symbolic recognition means more than a tangible reward. As students grow and mature, motivation becomes more and more intrinsic.
Homework and Practice
• 10 minutes per grade level.• Minimize parent involvement – the student
should know how to do the work!• Be careful about assigning projects where
supplies are needed. You may need to provide materials – remember, many kids don’t have the needed materials!
• Students should know the purpose of the homework
• Have a specific homework policy – how to head papers, due dates/times, place/procedure for submitting work, etc.
• ALWAYS PROVIDE FEEDBACK!!!
Non-Linguistic Representations
• Non-linguistic representations should be incorporated into a varied classroom activities and content areas
• These include:• Graphic representations• Physical models• Pictures• Kinesthetic activities
• Involve more learning styles, and therefore involve more learners
Cooperative Learning
• Group students carefully – heterogeneous are most beneficial.
• Keep groups to around 3-4 students in size.
• Not meant for every activity. Some independent practice is vital.
• Insure that tasks assigned to groups are well thought out and enable all students to be successful if effort is expended.
Setting Objectives & Providing Feedback
• Help to narrow student focus, and enables kids to put more thought into the specified area
• On the other hand, the focus needs to be sufficiently broad to allow for student individuality
• Personalize goals by considering individual student needs and interests
• Feedback should be corrective
• Students cannot direct their efforts without correction
Generating & Testing Hypotheses
• Uses both inductive and deductive reasoning skills
• What do you think will happen?• Why do you think that happened?• Insure that students clearly explain
both hypotheses and conclusions• Identify problem solving situations
and use inquiry methods of learning
Cues, Questions & Advance Organizers
• Enable students to think at higher thought levels, which results in deeper learning
• Should focus on what is important versus what is unusual
• Help students organize information and their own thinking
Venn DiagramsContent FramesGallery Walk
illustration Pictorial Map puzzling
Daily targets What if Q’s consensogram
Marzano 3 x 3
• Find a colleague who is not sitting at your table
• Pick one of the strategies and share what you had put in the top (1.) box
• Fill in what they shared in your 2. box
• Repeat with 9 different people until your sheet is full
8:50
What elements of good instruction
are contained in the 3x3 strategy?
9:05
How could you use it in your work?
Which of the Essential 9 have we experience?
1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Cues, questions, and advance organizers
When next we meet3.23.11
Final session
