RAPIDES PARISH SYSTEMIC INITIATIVE

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RAPIDES PARISH SYSTEMIC INITIATIVE 2007-2008 BOO
K STUDY CLASSROOM INSTRUCTION THAT
WORKS BY Robert J. Marzano, Debra J. Pickering,
Jane E. Pollock
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SO FAR IN OUR BOOK STUDY, WE HAVE 1. Discussed
the research behind research based
strategies. 2. Studied identifying
similarities and differences among student
learning styles. 3. The strategy of
summarizing and note taking. 4. Providing
recognition to students to reinforce effort. 5.
The benefit of homework and practice within the
curriculum.
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Today, we will finish our book study by looking
at the following strategies 1. Nonlinguistic
Representations 2. Cooperative Learning 3.
Setting Objectives and Providing Feedback 4.
Generating and Testing Hypotheses 5. Cues,
Questions, Advanced Organizers
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NONLINGUISTIC REPRESENTATIONS
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NON LADDA LIP STICK WADDA? REPRESENTATIONS?
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Knowledge is stored in two forms in the human
brain and thereby recalled from it as needed. The
two forms are 1. Linguistic - containing actual
statements in long-term memory. 2. Imagery
Form - memory maintained via pictures, taste,
smell, touch, kinesthetic association, sound.
(NONLINGUISTIC REPRESENTATION) Research has
shown that when teachers help their students form
this type of knowledge in the memory, it
stimulates and increases brain activity.
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• HOW CAN TEACHERS HELP THEIR STUDENTS IN THIS TYPE
  OF LEARNING?
• Varied activities
• Creating graphic representations/graphic
  organizers
• Making physical models
• Generating mental pictures
• Drawing pictures and pictographs
• Engaging in kinesthetic activity
• Time-sequence patterns
• Process/cause-effect patterns
• Episode patterns (info regarding specific events,
  I.e. setting, people, duration etc.

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How do you or could you use nonlinguistic
representation in your class room to enhance
student learning and recall?
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COOPERATIVE LEARNING
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• The act of grouping students NOT according to
  homogenous abilities, but rather in a
  heterogeneous abilities.
• There are five defining elements of cooperative
  learning
• 1.Positive independence (sense of sink or swim
  together)
• 2.Face- to- face promotive interaction (helping
  each other)

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• Individual and group accountability, (each of us
  has to contribute to the group to achieve its
  goal).
• Interpersonal and small group skills,
  (communication, trust, leadership, decision
  making, and conflict resolution).
• Group processing, (reflecting on how well the
  team is functioning and to function even better)
  NOTE WE SEE THIS IN OUR COMPREHENSIVE
  CURRICULUM CONSISTENTLY!

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• THREE GENERALIZATIONS TO BE USED AS
• A GUIDE TO TEACHERS WHEN UTILIZING
• COOPERATIVE LEARNING GROUPS
• Organize groups based on ability, (homogenous),
  sparingly. Mix the ability levels up within each
  team.
• Keep groups rather small in size, (three to four
  members in each team)
• Cooperative learning should be applied
  consistently and systematically, but NOT
  overused.

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SETTING OBJECTIVES AND PROVIDING FEEDBACK
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• GOAL SETTING establishing a direction for
  learning.
• THREE GENERALIZATIONS
• Instructional goals narrow what students focus
  on.
• Instructional goals should not be too specific.
• Students should be encouraged to personalize the
  teachers goals.
• SUGGESTION Contract with students for the
  attainment of the goals. Gives them control

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• PROVIDE FEEDBACK!
• Three Generalizations regarding feedback
• Should be corrective in nature
• Should be timely
• Should be specific to a criterion.
• For feedback to be useful, it should
  reference a specific skill or level of knowledge.
• 4. Let students provide some of their own
  feedback peer tutoring, self-evaluation.

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RUBRICS FOR PROVIDING FEEDBACK. EXAMPLES 8.5 AND
8.6
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GENERATING AND TESTING HYPOTHESES
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• TWO GENERALIZATIONS FOR GENERATING AND TESTING
  HYPOTHESES
• Can be approached inductively or deductively.
• deductive using a general rule to make a
  prediction about a future action or event.
• inductive process of drawing new conclusions
  based on information we know or are presented
  with.
• 2. Ask students to clearly explain their
  hypotheses and their conclusions.

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• How to do this in the classroom?
• System Analysis - explain the purpose, parts and
  function of each part
• Problem Solving
• Historical Investigation
• Experimental Inquiry - the effects of literary
  devices in literature.

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• Invention
• Decision Making - have students describe the
  decisions they are making and the alternatives
  they are considering identify the criteria that
  will influence the decision rate the
  alternatives on a scale.
• HIGHER ORDER THINKING SKILLS!!!!!!!!!!!!!

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CUES, QUESTIONS, ADVANCED ORGANIZERS
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ARE WE DONE YET?
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• CUES AND QUESTIONS ARE WAYS THAT A
• TEACHER HELPS STUDENTS USE WHAT
• THEY ALREADY KNOW ABOUT A TOPIC.
• FOUR GENERALIZATIONS
• Focus on what is important opposed to what is
  unusual.
• Higher level questions produce deeper learning
  than lower level questions DUH!

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• Waiting briefly before accepting responses from
  the students has the effect of increasing the
  depth of students answers. Give students time
  to think.
• Questions are effective learning tools even when
  asked before a learning experience.

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• ADVANCED ORGANIZERS
• Advanced organizers are closely related to cues
  and questions. Research indicates that the
  utilization of advanced organizers enhances
  student learning and recall. The students in
  some cases must hear, see, write, and practice
  knowledge through the use of such devices.
• Advanced Organizers should
• Focus on what is important, NOT what is unusual.

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• Advanced organizers are MOST useful with
  information that is NOT well orgainized.
• Different types of advanced organizers produce
  different results.
• TYPES OF
• Expository - describes new content to which
  students are exposed.
• Narrative - presents info to students in story
  format
• Skimming Information is a form of.

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HANDOUTS
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GO HOME ALREADY! SHEEEEESHHH!