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Warm up:1. Who is Dr. Robert J. Marzano?2. What are the 9 Marzano strategies?3. What does TIP stand for?4. What are the 4 categories of the TIP Chart?5. What is Higher Order Thinking (Blooms
Taxonomy)?6. What are the 6 Blooms Categories?
Answers:1. Robert J. Marzano, PhD, is cofounder and CEO of Marzano Research
Laboratory in Englewood, Colorado. Throughout his years in the field of education, he has become a speaker, trainer, and author of more than 30 books and 150 articles
2. Similarities and differences, Summarize and Notetaking, Reinforcing effort and providing recognition, Homework and Practice, Nonlinguistic presentations, Cooperative learning, Setting objectives and providing feedback, Generating and Testing Hypotheses, and Cues, Questions and Advanced Organizers
3. The Teaching Innovation Progression Chart helps provide teachers with a structure for self-reflection and growth to encourage 21st Century learning
4. Research and information, communication and collaboration, critical thinking and problem solving, creativity and innovation
5. Benjamin Bloom (1956) developed a classification of levels of intellectual behavior in learning. This taxonomy contained three overlapping domains: the cognitive, psychomotor, and affective.
6. Knowledge, comprehension, application, analysis, synthesis, and evaluation.
Collaborative Quizzes using Higher Order Thinking
JoAna M. J. SmithNottoway Middle School
Student Thoughts…“Group quizzes challenge us. Because you have to use your own knowledge to explain and we have to work together.” –Ryann“They help shy people because they would rather talk in groups than to the whole class.”-Jacob“We are not just memorizing the material, we have to understand it because we have to make questions and explain to people in group.”-Delana“It helps the kids who do not understand because we can see what we got wrong and correct it to study for the next test.”-Timmy
Teacher Innovation Progression
TIP Chart
TIP Chart
Marzano Strategies
Generating and Testing Hypotheses
(Yields a 23 percentile gain)
Cues, Questions, and Advanced
Organizers(Yields a 22 percentile
gain)
Blooms TaxonomyHigher Order Thinking
Student DevelopedRubric
Level 6 questions=100Level 5 questions=90Level 4 questions=80Level 3 questions=70Level 2 questions=60Level 1 questions=50
Grading SystemIndividual quiz grade 1/3, Group quiz grade 1/3,
Group question and answer 1/3Example: Student gets an 80 on individual quiz,
100 on group quiz, and a 90 on group question and answer=recorded quiz is a 90 in the gradebook
Process1. Students take quiz individually and submit to teacher2. Students collaborate in groups to retake quiz the
identical quiz3. Groups develop questions and answers incorporating
assessment material using Blooms taxonomy levels4. Teacher reads aloud group questions and answers
while making corrections5. Whole class determines grades for group questions
and answers according to rubric and errors6. Teacher averages 3 grades together and records in
gradebook
Note for EducatorsWe retain 90% of what we teach othersTeachers CANNOT help students create questions and
answersNeed to model as a class before first trying
Students have never heard of BloomsHave not practiced creative freedom to design own questions
and answers and assess higher order thinkingComplexity of questions and answers have increased
throughout courseDifferentiate instruction (ESL and GT students)
Students of all levels are participating and demonstrating understanding while explaining to other group members
The process is more important than the productUsing Blooms gives deeper understanding because requires
an explanation vs. simple summative quiz/test score
Benefits for StudentsCollaboration skill
21st century skill for career and higher education
Fosters communicationDevelop leadershipCreate structureCreative thinking practiceSelf-assessmentMetacognition-level of higher thinking
(Blooms)
Higher Order Thinking Must Be Taught!Students did not have much
experience explaining how or why an answer was correctAccustomed to quickly guessing or
recall rather than explanationsEngaged in an evaluation processThink-aloud strategy implemented on
paperTechnology has allowed students to
use less face to face communication (or hand written)
Information or answers given without much of a filter or thought process
Keep in MindStudents test grades have improved based on collaborative
assessments because they are not only taught by teacher but by classmates
Even assessments can be an instructional toolMost difficult aspect for educators is giving up control to
studentsStep back and let them learn to use Blooms and develop
questions using higher order thinkingStudents better prepared for quizzes and tests
Know the standard/expectation of higher order thinking will be required
Does not replace review before assessments (Wong)Use warm up and play quizdom or other review games before
quizzes and testsAssess what was taught and how it was taught in classroom
Specification and difficulty should increase-conjugate verbs→ sentences TIP chart should increase in difficulty as year progresses
More Student Thoughts“Quizzes are educational and not just to see what we know.”-Shydecea“Since there is an activity to do with the quiz I learn more with each one.” -Hunter“Group quizzes let Hispanics get to know other students in the class because we can help explain it to them. It helps me learn to work with others.”-Brenda“They help with social skills with everybody, because you have to work together no matter if they’re friends or not.”-Sabrina
Rubric/Blooms List Used
IR Verb Quiz
Time Quiz
Saber vs Conocer Quiz
“Shoe Verbs” Quiz
Ser vs Estar Quiz
ER Verb Quiz
Thank you…questions?