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Marzano Training

Marzano Training. May 24, 2013. Who Moved My Cheese?. http://www.youtube.com/watch?v=fEH6fvU8i7o. Marzano Learning Map. Overview. Domain 1: We are only focusing on Domain 1. Design Questions 1-9 Lesson Segments: Routine, Addressing Content, Enacted on the Spot Key Definitions:

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Marzano Training

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  1. Marzano Training May 24, 2013

  2. Who Moved My Cheese? • http://www.youtube.com/watch?v=fEH6fvU8i7o

  3. Marzano Learning Map

  4. Overview • Domain 1: We are only focusing on Domain 1. • Design Questions 1-9 • Lesson Segments: Routine, Addressing Content, Enacted on the Spot • Key Definitions: • Design Questions are questions that teachers ask themselves when planning instruction. • What is the desired effect? The desired effect is what we want the student to come out of the lesson knowing. • Teacher monitors for evidence (the desired effect).

  5. Segment 1 • Routine Events: • Design Questions 1 & 6 • DQ 1 will not be rated until formal training takes place. Narrative feedback may be given.

  6. TAT Drilling Down Into Design Question 1

  7. Segment 2 • Addressing Content (Gradual Release of Teacher Directed Lessons): • DQ 2: Introducing New Knowledge • DQ 3: Deepening New Knowledge • DQ 4: Hypothesizing and Testing New Learning Most teaching will take place in DQ 2 or 3.

  8. Drilling Down Into DQ 2

  9. Drilling Down Into DQ 3

  10. Segment 3 Enacted on the Spot: • Focuses on student engagement • Rules and procedures • Maintaining effective relationships with students • Set high expectations for all students *Focus on DQ 5

  11. Elements • Within each design question there are elements, and each element is a category of strategies. • P. 89- 178 has suggested strategies for each element. • Example DQ 3 – Element 14: Reviewing Content • Give a quiz • Summarize • Cloze Activities

  12. Desired Effect • Each element has a desired effect. • The desired effect is what the student will be able to demonstrate after a lesson.

  13. TAT Let’s Link Desired Effect Back to the Developmental Scale Not Using Beginning Developing Applying Innovating Desired Effect

  14. Monitoring for the Desired Effect • Monitoring is Key: • Teachers must plan for monitoring techniques. • Monitoring is specific to the element. • Monitoring students for the desired effect provides the information needed to make adjustments. • Example: DQ 3 – Element 14 (Reviewing Content) • summaries, graphic organizers, questioning, present students with a problem and have them solve it with the new information, turn and talk

  15. Design Question 4 • Higher Level Thinking: • What will I do to help students generate and test hypotheses? • Student directed • Project based learning • Long term or Short term investigations • Students apply knowledge to real world situations • Student questioning to make meaning

  16. Design Question 5 • Student Engagement: • It is important to distinguish between compliant behavior and cognitive engagement.

  17. TAT The Protocol This is the roadmap using the common language of instruction that allows us to easily navigate through the model. • Each element has its own protocol • Provides clear criteria for success • Drives the feedback for growth

  18. TAT Navigating the Protocol page186

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