Hello Bloggers! I have so enjoyed reading and getting to know you all! For the perpetual teachers who are craving parameters and boundaries, the basic outline of this workshop consists of discussing the book chapter by chapter. Begin here with your initial reaction to Marzano's Chapter 1. Marzano spent years collecting and crunching data. However, his work only became of note when the accountability model in education emerged. What practices in this book do you identify with????? And yes, blogging can be frustrating and I do not pretend to be an expert by any means. This is a learning stretch for me to even attempt to host the blog so I beg for your patience as we learn together. One of my goals for this course is that each of you will create your own blog using www.blogger.com.
So blog away: Chapter 1
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Marzano's work indicates that a constructivist philosophy is the best framework for learning. A blog is an excellent example of constructivism. Reading back over your initial postings, I noted the "struggle" to find paramters, or structure on which to hang your knowledge. Out of that struggle "knowledge blooms." Is it plausible to have students step out of their comfort zone? ALL THE TIME?
ReplyDeleteBecome a Follower! Click the Become a Follower link and if you're brave enough~ post a photo
ReplyDeleteIn this first chapter, the phrase “the art of teaching is rapidly becoming the science of teaching” immediately caught my attention. It captures the essence behind data driven instruction. It bolsters the notion that individual teachers can make a difference in a child’s life when he or she takes seriously the value of educational research allowing data to influence his or her approach to teaching.
ReplyDeleteThis chapter impresses upon me that data driven instruction is twofold: 1) progress monitoring (using ongoing assessment of student performance to evaluate the effectiveness of instruction) and 2) research-based instruction (utilizing instructional strategies that are proven to be effective in increasing student productivity).
In reviewing the categories of instructional strategies, I gave some thought to the Homework and Practice Category. Often times, parents get discouraged with the homework routine- particularly parents of children who are working below grade level. One of the reasons for their disillusionment, I believe, is the fact that tasks sent home are not “practice” activities based on skills that are developmentally appropriate for the child, but rather assignments that the child was unable to grasp in the classroom. As we study this particular strategy for increasing student achievement, I hope to verify this hypothesis.
P.S.: Homework- Although I often hear from parents who are disillusioned with homework routines, I have also seen homework routines that have been extremely successful! One of my favorite homework strategies is the TIC TAC TOE Homework Chart-
ReplyDeletehttp://mysite.cherokee.k12.ga.us/personal/laurie_carroll/site/Homework/1/space%20pup%20%20tic%20tac%20toe.pdf
http://www.wellsville-usd289.org/pages/uploaded_files/tictactoe%20homework%20mar%2031.pdf
http://teachers.net/gazette/OCT02/images/tictactoe.pdf
http://teachers.wcs.edu/hes/annmaries/TicTacToe%20Homework/Forms/AllItems.aspx
I want to see the list of the strategies with a negative effect. I bet we could name most of them ourselves. My mind went on a tangent and got around the idea that there are some things teachers do that make it better for the students to just stay home. Does that mean that they were worse off for coming to school?
ReplyDeleteI, like Cindy, like the data driven instruction and the fact that using it makes it more likely for a single teacher to make a difference. I am a big believer in research based instruction based on real research. These are strategies we can use but we can also share them with others in our school as we go through this month. I want to be the positive effect on my students.
One point that stood out to me was that effective teachers are effective with all students and an ineffective teacher harms everyone. If you consider this point when a teacher says, “High students can’t show growth in my room,” it probably means other students at other levels don’t show growth, either. It also points out that improving effectiveness of teachers is the single best way to improve education. Makes me wonder why more teachers aren’t on our blog and appreciate all who are joining.
Good Morning. I echo what Cindy and Renee P have stated about the data driven instruction.
ReplyDeleteResearch says that a person must be exposed to the same subject matter at least three times before they can start to really grasp it. I have seen that often a different approach to the same subject matter can make a significant difference in their level of comprehension. Instead of having students step out of their comfort zones all the time, we must teach them that it is OK to expand it.
One thing that stood out for me in this first chapter is on page 8 of the book. About two-thirds down the first column, it states that "The inference that should be drawn....is that no instructional strategy works equally well in all situations." I am constantly searching for a better way to reach the students. If you look at my lesson plans, you will find that they are not static. They are constantly changing in hopes of reaching that one student who may not be fully grasping a concept. I may have one thing written on paper, but as soon as I get the inkling that it isn't working, I simply change boats in mid-stream and try a different approach. If this works better, then I make note of it so I have more to pull from the next time the subject comes up. If it doesn’t work I keep trying different approaches until I hit upon something that does work.
As a media coordinator the students do not typically have 'homework' but get ideas to explore a subject further if this is something they want to do. The teachers who choose to collaborate on specific subjects get extra reinforcement through specific subject research, questioning, video, book suggestions, etc., a win-win situation in my opinion. I love research and helping students turn on that 'AHA' light, when everything starts to come together. I am very big into collaboration and only wish more folks would look at flex scheduling and get on board....it would make everyone's job so much easier.
I believe for the resource, BEP, RAP or (whatever title is currently being used) teacher it is about team-teaching, collaboration, and reinforcement of the subject matter being explored in the classroom. But I will admit that at the elementary level this is somewhat of a challenge because of fixed scheduling. In a :30 to :40 minute block there just isn't time to give each student the kind of individual attention they deserve.
It is refreshing to hear Renee D’s suggestion that BEP teachers collaborate with the general education teachers. Over the years, I have encountered a few teachers who do this amazingly well with very positive outcomes! Common planning is sometimes a barrier, though, so teachers who really want to work in partnership with other teachers are driven to find creative ways to interact- dinner engagements, early- morning coffee conferences, weekend rendezvous’, etc.
ReplyDeleteRenee's quote that no instructional strategy works equally well in all situations could really be any TWO situations! Every student, year, class, day and time is a bit different. That is part of what makes teaching such a challenging and rewarding job. We must always be assessing the situation and making a decision for the next moment.
ReplyDeleteCommon planning is indeed an issue, Cindy. Elementary just does not lend itself to that. Schools need to work on that issue. It seems like it is getting worse, not better.
Thanks, Renee P. I agree...it should be any TWO situations.
ReplyDeleteYou are correct in saying that teaching is challenging as well as rewarding. When I review and decide on a lesson to do (after consulting the SCS of course) I take into account the audience. Being at two schools makes this even more challenging because I just can't take a pre-made lesson from one school to the other.
I appreciate your insight in pointing this out.
So sorry I didn't get my post up this weekend. After reading chapter one I agree with homework and practice strategies. With the varying home experiences the children have if I don't attempt to provide them opportunities to practice skills I have taught throughout the week some of them will not have the opporutnity to practice this skill at all. Also I am really implementing cooperative learning strategies in the classroom this year. At first I was skeptical being in kindergarten if the children would really understand "cooperative" learning skills and roles but I have been surprised at how easily they haven taken over their roles and are even taking pride and ownership in their own learning. I was also really interested in learning about the "art" and "science" of teaching. When I graduated in 1992 from Brenau Women's College I graduated with a "Bachelor of Science" degree in education. My classes looked at the science perspective of teaching and the data and research driven teaching. I learned so many theories and studies I thought my brain would explode. It seems in the past couple of years that educational institutes have changed the school of education to an art. I would really like to know if there is a difference in the preparation a teacher receives. That preparation could explain the reasoning for the different strategies a teacher chooses to use in their respective classrooms. I would also like to echo from the other blogs that we always need to remember no strategy works the same all the time. That often is one of the hardest things to accept as a teacher. We often get "set" in our routines and expectations and I for one don't handle change well myself. So we must always be ready to adapt and change to seek the results we are looking for.
ReplyDeleteI am in total agreement that no (2) situations are the same.
ReplyDeleteI like Renee D. look at my lesson plans and review what worked and what didn't. I have grown alot from this review. I have found that with my high school students - that I have to keep them on their toes. Or they will be bored. My classroom is a very hands-on experience and although each student learns the same lessons - I have to be very creative in how I get to each one! I also make the students work toegther - which in high school, is another task in itself. But, I have learned that cooperative learning for them turns the classroom into a friendly environment. The students are not afraid to address issues or give their opinion. They have learned to respect each other!
In chapter 1 - I thought it was a good overview about the science of teaching -- I do think that the student-centered instruction, critical thinking skills, and hands-on activities are a good representation of my classes as a whole. Although I don't teach science, I feel that media is a science in its own.
I also feel that in the classroom feedback is very important. Students want to know they are on the right track or how to get on the right one. I use setting objectives and providing feedback in very project. The students learn to correct themselves - which shows me that they are learning.
I enjoyed reading each of your comments. After reading this first chapter, the statistical data seems to be discouraging. If 90% of our students are effected by natural aptitude, socioeconomic status, and home environment, our school systems would not be doing very well. The socioeconomic status and home environment are both factors in our communities that are struggling to encourage positive reinforcement. However, the studies did indicate that individual teachers have a powerful influence on students. This is very encouraging, and a challenge to each of us to be that teacher in the lives of our students. Each of our situattions are different from class to class, and school to school. This book is going to challenge me to grow in areas such as critical thinking and literacy, which tend to be hard to incorporate into the physical education class.
ReplyDeletehello
ReplyDeleteOMG...it worked...now to gather my thoughts and be coherent...BBL
ReplyDeleteI've enjoyed the comments and observations others have made! Teaching is a rapidly changing field! In college, I had a professor tell us that more than half of us would teach the way we were taught. On one hand, I thought, that's not so bad...I learned a lot; however, on the other hand, I realized I had a great many "sage on the stage" kind of teachers, and I certainly didn't want to spend the majority of my time lecturing...that isn't my definition of teaching. Effective teaching employs critical thinking skills, cooperative learning opportunities, data driven instruction, knowledge and HEART. It's an intangible, but two people could teach the same lesson to the same kids and get different results based in part on how much of themselves they put into the lesson. I guess I'm addressing the idea that the art of teaching is becoming the science of teaching. It has to be both art and science. Use the data to inform instruction, but use all the talents you have to instruct. IMHO
ReplyDeleteRenee is SO correct about no one strategy works all the time or even the very next time! Though many reasons may apply, at least one is the fact that the students are different from situation to situation! Learning styles is well reseached and well documented for a reason: IT WORKS! The notion that a student needs to be exposed to a concept three times before it is grasped might be well enhanced if we highlighted a different learning style with each reexposure. If I "lecture" on a concept, model the concept on the board, and provide manipulatives to go along with the lesson, I've hit auditory learners, visual learners, and kinesthetic learners...surely I'll have greater success than if I just lectured alone.
Homework...research shows the positive impact of homework on student performance, but as someone above mentioned, our students are hampered by mitigating circumstances in many cases. Parent involvement is CRUCIAL to the homework/student performance coorelation, especially at the primary and elementary level. Socioeconomics do play a role in the learning process. Many or our "advantaged" students are blessed with a stay at home parent who has exposed the child to many, many experiences the child of a econimcally disadvantaged has not had. Advantaged kids have books, tapes, DVDs, crayons, paper, educational games, etc that may be scarce in the home of a family that struggles to put food on the table. We see it in our classrooms daily, a child who went to bed hungry last night may be a poor student today through no fault of his own.
I am posting from school today so it is finally working here as well as home. Thanks Jeana for keeping on that tech staff.
ReplyDeleteI agree with all of you that said no two situations are the same and that students can get information in different ways from different teachers, lessons, etc. When you look at education there are so many variables that are involved in a students success. Like Ronda said you have "advantaged" kids and then those that don't have all the advantages that others do. However, when you look at a lesson you have to not only focus on the content of the lesson, but the way you teach it. The way you implement the lesson, the activities that go along with it. You have to look at your students and how they learn. Take into account what help your students get at home. Whether a student is successful depends on many variables, each of which has to be considered when reflecting on the effectiveness of a lesson.
I am rambling on and on...I teach PK and have always taught PK so homework and many of the other things that I read so far in this book are challenging for me. We don't necessarily do "homework". My students take a book home each night that there parents read to them. Occasionally, we send home a family project. While it is good preparation for Kindergarten (reading each night) we don't really institute homework.
Everything is the curriculum we use is very hands on and active. Although the curriculum has been researched and it is data driven we do not test or use assessments that would be quantitative. Therefore we don't have data driven instruction as far as saying this is how my students performed on this test, we need to do this to improve the scores, etc.
I don't know what I'm saying. I guess I am rambling to say that I am excited to see the flip side of the coin. I want to hear more about all of this type of instruction and testing and data driven decision making. Up to this point I have had no hands on experience with testing or any of the above so it will be enlightening for me to hear your thoughts, complaints, suggestions, etc. I want to know more!!! TTYL
Brandy, after reading your post, I did a little research on age-appropriate and fun “homework” activities that both adults and children will enjoy. I found a website- http://www.michigan.gov/mde/0,1607,7-140-5233-69358--,00.html that contains files that may be printed, copied and given to parents as you choose. Here is a list of the Family FUNdamentals PDF Documents found on this website.
ReplyDelete• Executive Summary
• Introduction (Read First)
• PreKindergarten Literacy Activities
• PreKindergarten Math Activities
• Kindergarten Literacy Activities
• Kindergarten Math Activities
• First Grade Literacy Activities
• 1st Grade Math Activities
• 2nd Grade Literacy Activities
• 2nd Grade Math Activities
Have fun!
Another resource for pre-K family activities
ReplyDeletehttp://www.justreadfamilies.org/greatideas/K5Activities.asp?style=print
Wow!! I'm glad I waited a bit before I blogged again so that I could read everyone's comments! Lots of good insight...
ReplyDeleteLike Shanna and others, I was a little discouraged by the beginning of Chapter 1, which points out discouraging statistics at first (i.e. THE COLEMAN REPORT 1966). "If most of what influences student achievement is out of the control of schools, why even try?" was a quote that caught my eye on pg. 2. However, the chapter begins to paint a little more positive picture of our impact as teachers. I look around at teachers today, and it is clear to me that instructional strategies make a difference. Common sense tells me that. Like Ronda, I agree that HEART plays an integral role. A teacher who truly cares will employ various methods in order to try to reach every student possible. And students can tell whether the teacher really cares!!
I have always known that parental involvement plays a role in student achievement, but we all know we as teachers often spend more time w/the children than the parents do. We can make a world of difference. The instructional strategies chart on pg. 7 helps a lot.
Truly, the teachers I learned the most from are the ones who cared enough to connect w/me on an emotional level all the while employing different strategies. They cared enough about me to get to know me, find out what I needed and how I learned. I will never forget THOSE teachers.
Thanks for the great resources and ideas! There was a wealth of interaction in this page. I am so glad I came back ro see it again! Everyone certainly put thier own heart into the thought about this chapter.
ReplyDeleteYesterday I was in the interviews for some of the applicants who are finalists for the teaching fellows scholarship and one thing stood out to me. Many of them said that the one teacher that stood out to them is the one who cared enough to push and get the best out of them. I agree with Jenny, those who care are remembered!
Cindy thanks for the websites! I will definitely take a look at them. I appreciate your help.
ReplyDeleteI too like Brandy am having some success with this blogging. I am getting cooperation at school and home.
ReplyDeleteI have really enjoyed this section very much! The students figure out very quickly which teachers really care about them. They are usually very vocal about it too.