Carefully observe the following slide:

1
Carefully observe the following slide

• Identify the skills that students need in order
  to respond successfully to the task

2
From the Connecticut State Science Exam Fifth
Grade

• Science Standard 5B12 Explain how organisms are
  adapted to environmental conditions in
  different biomes. (LIB2)
• Study the picture of the imaginary animal below.
  Based on its features, make scientific inferences
  about the animals habitat and about its niche. In
  other words, tell about the kind of area it might
  live in, what it might eat, and what role it
  might play in its community. Be sure to explain
  your reasoning.

3
Hidden Skills of Academic Literacy

4
Hidden Skills of Academic Literacy

• Reading Skills
• Ability to collect and organize ideas and
  information through note-taking
• Ability to manage and control abstract vocabulary
• Ability to read and interpret visual data

5
Hidden Skills of Academic Literacy

• Thinking Skills
• Ability to make reasonable inferences, form
  hypotheses, and test them
• Ability to analyze and respond to a variety of
  higher order thinking questions
• Ability to conduct a comparative analysis and
  draw conclusions with evidence

6
Hidden Skills of Academic Literacy

• Reflective Skills
• Ability to plan effectively
• Ability to critique performance against a set
  standard
• Ability to persevere when work becomes complex or
  difficult

7
Hidden Skills of Academic Literacy

• Communication Skills
• Ability to construct well-formed explanations in
  all content areas
• Ability to write effectively in the following
  genre personal narrative, comparison, problem
  solving, and argument
• Ability to write effectively about two or more
  different texts

8
Why Hidden?
9
Academic Literacy SurveyWhat Are You Paying
Attention To?

• Rate each skill twice
• 1. For importance for success in your classroom
  from 1 - 5 (not important to very important)
• 2. For the degree of your average students
  mastery of the skill
  from 5 - 1 (very weak to very strong)

10

• What role does this skill currently play in your
  classroom?
• What are some signs of your students weaknesses
  in this area?
• What steps might you take to improve students
  abilities in this area?
• What would you and your colleagues take as signs
  that you were making progress in this area?
• What would be the first three steps you and your
  team members might make in a plan for improvement?

11
School and Teacher Effectiveness Scenario
Students enter at the 50ile Rank order as
to student achievement at the end of about two
years
12
School and Teacher Effectiveness What the
Research Shows
Teacher
School
Exit Percentile
Highly effective
Highly effective
96 ile
Highly effective
Highly ineffective
63 ile
Average
Average
50 ile
Highly ineffective
Highly effective
37 ile
Highly ineffective
Highly ineffective
3 ile
13
However, not everyone can be a Highly Effective
Teacher, at least not all the time, everyday!

• The most important data in Marzanos research is
  not on our previous chart

Teacher
School
Exit ile
73ile
Average
Highly Effective
14
Schools that are highly effective produce results
that almost entirely overcome the effects of
student background.--Marzano
15
What are the characteristics of a Highly
Effective School?
16
Highly Effective Schools
Factor
Example
School

• Guaranteed and viable curriculum
• Challenging goals and effective feedback
• Parent and community involvement
• Collegiality and professionalism

Teacher

• Instructional strategies
• Classroom management
• Classroom instructional design

Student

• Home atmosphere
• Learned intelligence and background knowledge
• Motivation

17
Guaranteed and Viable Curriculum
(OTC) Opportunity to Learn
(TL) Time to Learn
18
3 Types of Curriculum
Intended Curriculum
Implemented Curriculum
Attained Curriculum
19
A Problem to Ponder

• Kendall and Marzano analyzed Standards and
  Benchmarks in National and State Level documents
  in 14 different subject areas.
• They estimated that there were 200
  Standards and 3,093 Benchmarks
  to be taught.

20
Question

• Can the Standards and Benchmarks be taught in
  the actual time available for instruction?

21
Do the Math

• On average, students spend 5.6 hours per day in
  classrooms for 180 days. How many
  hours are available for instruction each year?
• ANSWER 1,008
• How many hours are available for instruction, K -
  12?
• ANSWER 13,104

22
Estimates on classroom disruptions, socializing,
informal breaks, and other non-instructional
activities range from 31 to 79 of classroom
time.
If we take the BEST case scenario, how much time
(in hours) is devoted to instruction in a typical
year?
1008 x .69
695.52
23
And, if we take the BEST case scenario, how
much time (in hours) is devoted to instruction K
- 12?
695.52 x 13
9041.76
24
Teachers estimate that to adequately address the
content articulated in the Standards documents,
it would take 5 hours per Benchmark, or 15,465
hours.

• Can the Standards and Benchmarks be taught in the
  actual time available for instruction?

NO!
25
To adequately address all of the standards

• Students would have to attend school an
  additional 5 1/2 YEARS!

26
Therefore, a viable curriculum is one that
discriminates among the Standards, identifying
those that are essential for meaningful learning.
27
Action Steps

• Identify Communicate the content considered
  essential for all students vs. that considered
  supplemental or necessary only for those seeking
  postsecondary education.
• Ensure that the essential content can be
  addressed in the amount of time available for
  instruction.
• Sequence and organize the essential content in
  such a way that students have ample opportunity
  to learn it.
• Ensure that teachers address the essential
  content.
• Protect the instructional time that is available.

28
Instructional Practices and Strategies

• ___Generating Testing Hypotheses
• ___Summarizing Note-taking
• ___Identifying Similarities Differences
• ___Questions, Cues, and Advance Organizers
• ___Reinforcing Effort Providing Recognition
• ___Cooperative Learning
• ___Vocabulary Linguistic Non-Linguistic
  Representation
• ___Setting Objectives Providing Feedback
• ___Homework Practice

29
Research clearly indicates the impact of each of
these on student learning

• Category Percentile Gain
• Identifying Similarities Differences
  45
• Summarizing Notetaking 34
• Reinforcing Effort Providing Recognition 29
• Homework Practice 28
• Non-Linguistic Representation 27
• Cooperative Learning 27
• Setting Objectives Providing Feedback 23
• Generating Testing Hypotheses 23
• Questions, Cues, and Advance Organizers 22

30
Compare and Contrast the Hidden Skills and
Marzanos Nine
Similarities
How are you and your students doing in how you
address and work to master these things?
31
A pledge
An assurance
Something to look forward to
A contract

promise
Can bring hope
Cross my heart
Can be broken
An expectation
32
Our MORES
____ makes me proud in my classroom
____ makes me proud in our school
In my classroom and our school, I want MORE _____
33
Teachers, like Coaches, are annoying people

• They always want MORE from their students and
  their players.
• What are some things that you would like MORE of
  from your students that would make a difference
  in their learning?

34

• Our lives are nothing more and nothing less than
  our habits of ATTENTION.
• --William James

35
What is the word that most often precedes the
word ATTENTION?

• PAY ATTENTION

36
The ECONOMICS of attention

• It COSTS to give attention
• It is an investment of time thought, and
• It pays dividends in learning

37
What would be the impact if we could increase our
students attention by 10?
38
How do you Hook and Hold your students
attention?
39
Learners have 3 switches

• ON
• OFF
• DISRUPT

40
Our ATTENTION is determined by the answers to 3
questions
41

• Is this of value to ME?
• Do I have the necessary information and skills to
  learn this?
• Is there an emotional climate that supports my
  learning?

42
What are you paying attention to

• As a teacher?
• As a school?

43

• A synonym for attention is NOTICE
• To NOTICE means to take a second look.

44
The following slide is picture of a famous
painting, Guernica, by Pablo Picasso.

• Pay attention to the picture.
• As you pay attention to the picture, jot down
  some notes about what is going on in your head.
• You might note a detail, a feeling, a connection,
  or a question.

45
Guernica by Pablo Picasso
46
Review your notes

• Share with two or three others.
• What similarities and differences do you see in
  the kinds of things you each noticed?

47
Draw a large box, and divide it into four
quadrants. Label as follows
Feelings

• Facts

Ideas
Questions
Classify your notes into these categories.
48
How many notes do you have in each category?

• Compare with a friend. What do these similarities
  and differences mean?
• If your notes were a window into your mind,
  what do they say about how you pay attention to
  your world?

49
What we see from this experiment is that people
tend to lean toward one of the following
Feeling Watchers

• Fact Finders

Idea Makers
Question Seekers
Which style of attention seems to be your
preference?
50
Rana catesbeiana
51
We call this Note-Making tool Window Notes.

• Why have Window Notes played a valuable role in
  improving student performance on test tasks that
  involve thinking?

52
(No Transcript)
53
High Achievers

• Make FIVE times as many notes as Average
  Achievers
• Make notes in all four boxes
• AVERAGE ACHIEVERS make notes in predominately
  ONE box FACTS AND DETAILS
• Why do you think this is so?

54
What IF.

• We taught students how to make notes in all four
  boxes?
• What would be the impact of their notes on their
  comprehension, their retention, their
  communication (speaking and writing)?

55
Review the tool, Window Notes
F
ind a text you need to think about.
Facts
Feelings
O
rganize your notes in the shape of a window.
U
se notes to collect facts, feelings, questions,
and/or ideas.
Questions
Ideas
R
ead your notes and discuss or write about what
you have noticed.