Elyse Whitt's List: Marzano

• Identifying similarities and differences
• Summarizing and note taking
• Reinforcing effort and providing recognition
• Homework and practice
• Nonlinguistic representations
• Cooperative learning
• Setting objectives and providing feedback
• Generating and testing hypotheses
• Cues, questions, and advance organizers
• Differences
• Identifying
• Similarities
• The ability to break a concept into its similar and dissimilar characteristics allows students to understand (and often solve) complex problems by analyzing them in a more simple way
• Research also notes that graphic forms are a good way to represent similarities and differences.
• Applications:
• Applications:
   * Use Venn diagrams or charts to compare and classify items.
   * Engage students in comparing, classifying, and creating metaphors and analogies.
• Taking
• Summarizing
• promote greater comprehension by asking students to analyze a subject to expose what's essential and then put it in their own words.
• research, this requires substituting, deleting, and keeping some things and having an awareness of the basic structure of the information presented.
• Applications
• Provide a set of rules for creating a summary.
   * When summarizing, ask students to question what is unclear, clarify those questions, and then predict what will happen next in the text.
• Research shows that taking more notes is better than fewer notes,
• though verbatim note taking is ineffective because it does not allow time to process the information
• Applications:
   * Use teacher-prepared notes.
   * Stick to a consistent format for notes, although students can refine the notes as necessary.
• Reinforcing Effort and Providing Recognition
• Research shows that although not all students realize the importance of effort, they can learn to change their beliefs to emphasize effort.
• Effort and recognition speak to the attitudes and beliefs of students, and teachers must show the connection between effort and achievemen
• Applications:
   * Share stories about people who succeeded by not giving up.
   * Have students keep a log of their weekly efforts and achievements, reflect on it periodically, and even mathematically analyze the data.
• research, recognition is most effective if it is contingent on the achievement of a certain standard
• symbolic recognition works better than tangible rewards.
• Applications:
   * Find ways to personalize recognition. Give awards for individual accomplishments.
   * "Pause, Prompt, Praise." If a student is struggling, pause to discuss the problem, then prompt with specific suggestions to help her improve. If the student's performance improves as a result, offer praise.
• However, research shows that the amount of homework assigned should vary by grade level and that parent involvement should be minimal
• Homework provides students with the opportunity to extend their learning outside the classroo
• Applications:
   * Establish a homework policy with advice-such as keeping a consistent schedule, setting, and time limit-that parents and students may not have considered.
   * Tell students if homework is for practice or preparation for upcoming units.
   * Maximize the effectiveness of feedback by varying the way it is delivered.
• Research shows that students should adapt skills while they're learning them
• Speed and accuracy are key indicators of the effectiveness of practice.
• Applications:
   * Assign timed quizzes for homework and have students report on their speed and accuracy.
   * Focus practice on difficult concepts and set aside time to accommodate practice periods.
• more students use both forms in the classroom, the more opportunity they have to achieve
• se of nonlinguistic representation has proven to not only stimulate but also increase brain activity.
• research, knowledge is stored in two forms: linguistic and visual.
• Applications:
   * Incorporate words and images using symbols to represent relationships.
   * Use physical models and physical movement to represent information.
• Research shows that organizing students into cooperative groups yields a positive effect on overall learning
• Applications:
   * When grouping students, consider a variety of criteria, such as common experiences or interests.
   * Vary group sizes and objectives.
   * Design group work around the core components of cooperative learning-positive interdependence, group processing, appropriate use of social skills, face-to-face interaction, and individual and group accountability.
• Applications:
   * Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them. Questions like "I want to know" and "I want to know more about . . ." get students thinking about their interests and actively involved in the goal-setting process.
   * Use contracts to outline the specific goals that students must attain and the grade they will receive if they meet those goals.
• Research shows that feedback generally produces positive results
• Applications:
   * Make sure feedback is corrective in nature; tell students how they did in relation to specific levels of knowledge. Rubrics are a great way to do this.
   * Keep feedback timely and specific.
   * Encourage students to lead feedback sessions.
• Research shows that a deductive approach (using a general rule to make a prediction) to this strategy works best
• Applications:
   * Ask students to predict what would happen if an aspect of a familiar system, such as the government or transportation, were changed.
   * Ask students to build something using limited resources. This task generates questions and hypotheses about what may or may not work.
• Research shows that these tools should be highly analytical, should focus on what is important, and are most effective when presented before a learning experience.
• Applications:
   * Pause briefly after asking a question. Doing so will increase the depth of your students' answers.
   * Vary the style of advance organizer used: Tell a story, skim a text, or create a graphic image. There are many ways to expose students to information before they "learn" it.

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• • Presenting students with explicit guidance in identifying   similarities and differences
   
  • Asking students to independently identify similarities and   differences.
   
  • Representing similarities and differences in graphic or symbolic   form enhances students’ understanding of and ability to   use knowledge
• • Inspiration and Kidspiration.
   
  • Word   processing program “call-out” shapes such as Microsoft   Word's “speak shape” or “thought shape.”
   
  • Presentation   software to fade back and forth (teacher presentation).
   
  • Students   graph numerical data with spreadsheet or graphing calculator   emulator. The Graph Club
   
  • Core   curriculum—compare animal similarities.
   
  • Bar   graph of similar traits.
   
  • Fingerprint   graph—how many have swirls, etc.
   
  • Table   creation in Microsoft Word for comparison.
   
  • Telecollaborative   projects.  
     
    • Templates:  
       
      • Venn   Diagram (p.18)
       
      • Comparison   Matrix (p.19)
       
      • Categories   (p.22)
       
      • Metaphors   (p.25)
       
      • Analogies   (p.28)
• • Summarizing   and Note Taking  
     
    1. Students   must delete some information, substitute some information,   and keep some information.
     
    2. To   effectively to this, students must analyze the information   at a fairly deep level.
     
    3. Knowledge   of the form or structure a piece of information will take   is an aid, i.e., typical science chapter organization.
     
     
   
  • Note   Taking  
     
    1. Verbatim   note taking is the least effective way to take notes.
     
    2. Notes   should be considered a work in progress.
     
    3. Notes   should be used as study guides for tests.
     
    4. The   more notes that are taken, the better.

• Technology Applications

   
   
  • Webbing.
   
  • Graphic   organizers.
   
  • Inspiration—brainstorming,   then use Outline option.
   
  • Kidspiration—brainstorming,   then use Outline option.
   
  • Outlining   in Microsoft Word, AppleWorks, or Corel WordPerfect
   
  • Handheld   computers (Palm.).
   
  • World   Book (online)—notepad
   
  • Put   PowerPoints online for student access.  
     
    • Templates  
       
      • Student   Notes: Combination Technique (p.48)
• • Effort—Keep   track of effort and achievement.
   
  • Recognition  
     
    1. Personalize   recognition.
     
    2. Pause,   prompt, and praise.
     
    3. Concrete   symbolic recognition.
• • Certificate   templates using word processors.
   
  • Posters   or Other Projects
   
  • Create   rubrics.
   
  • Tracking   charts using Tables in word processor or spreadsheet.
   
  • Create   a book.
   
  • Web   page sharing student work.
   
  • Online   portfolios.
   
  • Burn   CD of portfolio.
   
  • Email   to student.
   
  • Email   to student’s home.
   
  • Multimedia   presentation.
   
  • SIS
   
  • Desktop   wallpaper—insert pictures for birthdays.
   
  • Use   iMovie to create   student presentation for recognition.
   
  • Create   a student-produced newscast of notable events.  
     
    • Templates  
       
      • Effort   Rubric   (p.52)
       
      • Achievement   Rubric (p.53)
• • Establish   and communicate a homework policy.
   
  • Design   homework assignments that clearly articulate the purpose and   outcome.
   
  • Vary   the approaches to providing feedback.
• • Teacher   webpages.
   
  • Multimedia   presentations.
   
  • Rubrics.
   
  • Email   completed assignments to teachers.
   
  • TIPS.
   
  • Use   UEN Lesson Plan Tool   to give or upload homework files.
   
  • Games—PowerPoint   Jeopardy.
   
  • Use   My Edesk and speed dial   folders with hotlinks and file.
   
  • SIS.  
     
    • Template:  
       
      • Homework   Assignment Form (p.65)
• The   “dual-coding” theory of information storage postulates   that knowledge is stored in two forms—linguistic (words)   and imagery (mental pictures).
• • Create   graphic organizers  
     
    1. Descriptive   Patterns
     
    2. Time-Sequence   Patterns
     
    3. Process/Cause-Effect   Patterns
     
    4. Episode   Patterns
     
    5. Generalization/Principle   Patterns
     
    6. Concept   Patterns
     
     
   
  • Using   other nonlinguistic representations  
     
    1. Making   physical models
     
    2. Generating   mental pictures
     
    3. Drawing   pictures and pictographs
     
    4. Engaging   in kinesthetic activity
• • Tom   Snyder TimeLiner
   
  • Multimedia   projects using PowerPoint, Corel Presentations, KidPix,
   
  • HyperStudio.
   
  • Web   pages.
   
  • Webbing   software in Inspiration/Kidspiration.   Graphic   Organizer templates
   
  • UEN
   
  • Weather   Project
   
  • Pond   Project
   
  • Swan   Project
   
  • Tesselations   software.
   
   
  • Templates:  
     
    • Time   Sequence Pattern Organizer (p.76)
     
    • Process/Cause-Effect   Pattern Organizer (p.76)
     
    • Generalization/Principle   Pattern Organizer (p.77)
     
     

     

     

     

     
   
   
   
   
   

   

  
    Technology Applications for other nonlinguistic representations

   

   
   
   
   
  • Simulation   software models—CAD, bridge building
   
  • Flash
   
  • Any   paint program.
   
  • Graphing   calculator.
   
  • KidPix.
   
  • Digital   cameras/video.
   
  • Inspiration/Kidspiration
   
   
   
   
• • Five   defining elements  
     
    1. Positive   interdependence
     
    2. Face-to-face   interaction
     
    3. Individual   and group accountability
     
    4. Interpersonal   and small group skills
     
    5. Group   processing
     
     
   
  • Generalizations  
     
    1. Use   a variety of criteria for grouping students.
     
    2. Use   a variety of grouping patterns  
        
       1. Informal   or ad hoc (last from a few minutes to a class period)
        
       2. Formal   (long enough to complete an academic project—several   days to several weeks)
        
       3. Long   term (semester or year—provide students with long-term   support)
        
        
     
    3. Keep   groups small
• • George   Lucas Foundation Instructional Module
      http://www.glef.org/PBL/index.html
   
  • Tom   Snyder software.
   
  • WebQuests.
   
  • Project-Based   Learning.
   
  • Interactive   software.
   
  • Arcview   (GIS)
   
  • Adaptations   – KidPix.
   
  • Group   multimedia projects.
   
  • E-Pals.
   
  • ThinkQuest.
   
  • Progressive   stories with word processors.
   
  • Peer   editing using Notes function with Microsoft Office.
• • Goal   setting  
     
    1. Be   specific but flexible.
     
    2. Contracts.
     
     
   
  • Feedback  
     
    1. Corrective—provide   a correct answer or an explanation of what is accurate
         and what is inaccurate.
     
    2. Timely.
     
    3. Feedback   should be criterion-referenced as opposed to norm-referenced.
     
    4. Students   can provide some of their own feedback.
• • Online   rubrics (student/class/teacher –developed)
      UEN RubricTool
      Rubistar
   
  • Templates:  
     
    • Components   of a General Rubric for Information (p.100)
     
    • Components   of a Generic Rubric for Process and Skills (p.100)
     
     
   
  • Advanced   organizers.
   
  • Reflective   notes with Microsoft Office, etc.
   
  • TIPS.
   
  • Electronic   portfolios.
   
  • Inspiration/Kidspiration   for brainstorming goals.
   
  • George   Lucas Foundation Instructional Module:
      http://www.glef.org/Assessment/index.html
• • Use   computer version of “Mastermind.”
   
  • Tom   Snyder Decisions, Decisions.
   
  • Simulation   software.
   
  • Interactive   websites.
   
  • Graphs.
   
  • Use   PowerPoint or another presentation program to introduce hypothesis.
   
  • UEN   science projects: Swans; Ponds; Streams; Weather.
   
  • ARC   GIS to work with real data (earthquake, volcano, etc.)
   
  • Template:  
     
    • Decision   Making Grid (Worcester,p.62)
• • Cues   (hints) and Questions  
     
    1. Should   focus on what is important as opposed to what is unusual.
     
    2. “Higher   level” questions produce deeper learning than “lower   level
         questions.”
     
    3. “Wait   time”
     
    4. Use   questions before a learning experience.
     
     
   
  • Advance   Organizers  
     
    1. Expository
     
    2. Narrative
     
    3. Skimming
     
    4. Graphic   advance organizers (see Graphic Organizers, above).
• • With   PDAs use Picomap.
   
  • With   computers use Inspiration/Kidspiration.
   
  • Higher-level   questioning—PowerPoint with images.
   
  • UEN—WWW.Activities   to ask questions.
   
  • Post   to MyEDesk or to shared   site for student acc

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