Transcript A Teacher`s Guide through Marzano`s Ten Design Questions

A Teacher’s
Guide through
Marzano’s
Ten Design
Questions
The Art and Science…
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Welcome to A Teacher’s Guide through
Marzano’s Ten Design Questions
This PowerPoint presentation is designed to
provide classroom teachers with action steps
to master the Art and Science of Teaching.
The strategies and research-findings
presented are retrieved from The Art and
Science of Teaching: A Comprehensive
Framework for Effective Instruction by Robert
J. Marzano.
Effective Teachers = Effective Schools
Marzano states “among elements such
as a well-articulated curriculum and a
safe orderly environment, the one factor
that surfaced as the single most
influential component of an effective
school is the individual teachers within
that school” (2007).
Effective Teaching Research
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Research findings by Nye, Konstantopoulos, and Hedges
support Marzano’s statement on effective teaching.
According to Marzano, the trio’s research study “dramatically
answers the question of how much influence the individual
classroom teacher has on student achievement” (2007).
Nye and colleagues research indicates that students who
have a teacher at the 75th percentile in terms of pedagogical
competence will outgain students who have a teacher at the
25th percentile by 14 percentile points in reading and 18
percentile points in mathematics.
The trio’s research also indicates that students who have a 90th
percentile teacher will outgain students who have a 50th
percentile teacher by 13 percentile points in reading and 18
percentile points in mathematics.
DQ #1: What will I do to establish and
communicate learning goals, track student
progress, and celebrate success?
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Action Step #1: Make a Distinction Between
Learning Goals and Learning Activities or
Assignments
Action Step #2: Write a Rubric or Scale for Each
Learning Goal
Action Step #3: Have Students Identify Their
Own Learning Goals
Action Step #4: Assess Students Using a
Formative Approach
Action Step #5: Have Students Chart Their
Progress on Each Learning Goal
Action Step #6: Recognize and Celebrate
Growth
DQ #2: What will I do to help students
effectively interact with new knowledge?
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Action Step #1: Identify Critical-Input Experiences
Action Step #2: Preview the Content Prior to a Critical-Input
Experience
Action Step #3: Organize Students into Groups to Enhance
the Active Processing of Information
Action Step #4: Present New Information in Small Chunks
and Ask for Descriptions, Discussions, and Predictions
Action Step #5: Ask Questions That Require Students to
Elaborate on Information
Action Step #6: Have Students Write Out Their Conclusions
or Represent Their Learning Nonlinguistically
Action Step #7: Have Students Reflect on Their Learning
DQ #3: What will I do to help students
practice and deepen their understanding of
new knowledge?
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Action Step #1: Provide Students with Tasks that Require
Them to Examine Similarities and Differences
Action Step #2: Help Students Identify Errors in Thinking
Action Step #3: Provide Opportunities for Students to
Practice Skills, Strategies, and Processes
Action Step #4: Determine the Extent to Which
Cooperative Groups Will Be Used
Action Step #5: Assign Purposeful Homework That
Involves Appropriate Participation from the Home
Action Step #6: Have Students Systematically Revise and
Make Corrections in Their Academic Notebooks
DQ#4: What will I do to help students
generate and test hypothesis about new
knowledge?
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Action Step #1: Teach Students About Effective Support
Action Step #2: Engage Students in Experimental Inquiry
Tasks That Require Them to Generate and Test Hypothesis
Action Step #3: Engage Students in Problem-Solving Tasks
That Require Them to Generate and Test Hypothesis
Action Step #4: Engage Students in Decision-Making Tasks
that Require Them to Generate and Test Hypothesis
Action Step #5: Engage Students in Investigation Tasks that
Require Them to Generate and Test Hypothesis
Action Step #6: Have Students Design Their Own Tasks
Action Step #7: Consider the Extent to Which Cooperative
Learning Structures Will Be Used
DQ #5: What will I do to engage students?
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Action Step #1: Use Games That Focus on Academic Content
Action Step #2: Use Inconsequential Competition
Action Step #3: Manage Questions and Response Rates
Action Step #4: Use Physical Movement
Action Step #5: Use Appropriate Pacing
Action Step #6: Demonstrate Intensity and Enthusiasm for
Content
Action Step #7: Engage Students in Friendly Controversy
Action Step #8: Provide Opportunities for Students to Talk
About Themselves
Action Step #9: Provide Unusual Information
DQ #6: What will I do to establish or
maintain classroom rules and procedures?
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Action Step #1: Organize the Classroom
Effective Teaching and Learning
Action Step #2: Establish a Small Set of Rules
and Procedures
Action Step #3: Interact with Students About
Classroom Rules and Procedures
Action Step #4: Periodically Review Rules and
Procedures, Making Changes as Necessary
Action Step #5: Use Classroom Meetings
DQ #7: What will I do to recognize and
acknowledge adherence and lack of adherence
to classroom rules and procedures?
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Action Step #1: Use Simple Verbal and Nonverbal
Acknowledgement
Action Step #2: Use Tangible Recognition When
Appropriate
Action Step #3: Involve the Home in Recognition of
Positive Student Behavior
Action Step #4: Be With-It
Action Step #5: Use Direct-Cost Consequences
Action Step #6: Use Group Contingency
Action Step #7: Use Home Contingency
Action Step #8: Have a Strategy for High-Intensity
Situations
Action Step #9: Design an overall Plan for Disciplinary
Problems
DQ #8: What will I do to establish and
maintain effective relationships with students?
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Action Step #1: Know Something About Each
Student
Action Step #2: Engage in Behaviors That Indicate
Affection for Each Student
Action Step #3: Bring Student Interests into the
Content and Personalize Learning Activities
Action Step #4: Engage in Physical Behaviors That
Communicate Interest in Students
Action Step #5: Use Humor When Appropriate
Action Step #6: Consistently Enforce Positive and
Negative Consequences
Action Step #7: Project a Sense of Emotional
Objectivity
Action Step #8: Maintain a Cool Exterior
DQ #9: What will I do to communicate high
expectations for all students?
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Action Step #1: Identify Your Expectation Levels
for Students
Action Step #2: Identify Differential Treatment of
Low-Expectancy Students
Action Step #3: Make Sure Low-Expectancy
Students Receive Verbal and Nonverbal
Indications That They Are Valued and Expected
Action Step #4: Ask Questions of Low-Expectancy
Students
Action Step #5: When Low-Expectancy Students
Do Not Answer a Question Correctly or
Completely, Stay with Them
DQ #10: What will I do to develop effective
lessons organized into a cohesive unit?
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Action Step #1: Identify the Focus of a Unit of
Instruction
Action Step #2: Plan for Lesson Segments That Will
Be Routine Components of Every Lesson
Action Step #3: Plan of Content-Specific Lesson
Segments
Action Step #4: Plan for Actions That Must Be
Taken on the Spot
Action Step #5: Develop a Flexible Draft of Daily
Activities for a Unit
Action Step #6: Review the Critical Aspects of
Effective Teaching Daily
Reference
 Marzano,
R. J. (2007). The art and science
of teaching: A comprehensive framework
for effective instruction. Alexandria, VA:
Association for Supervision and Curriculum
Development.