Heflebower - Hawker Brownlow Education

Transcription

Dr Tammy
Heflebower
Session Handouts
ASOT Institute
(The Art and Science of Teaching)
Sunday 15 May 2016
BRISBANE
HILTON HOTEL BRISBANE
www.hbconf.com.au
03 8558 2444
03 8558 2400
[email protected]
Conference Schedule
Presenters
Gavin Grift
DAY ONE – Saturday 14 May
CONFERENCE
OPENING
SESSION ONE
8.15 a.m.
8.30 a.m. – 10.30 a.m.
MORNING TEA
10.30 a.m. – 11.00 a.m.
SESSION TWO
11.00 a.m. – 1.00 p.m.
LUNCH
1.00 p.m. – 2.00 p.m.
SESSION THREE
2.00 p.m. – 4.00 p.m.
DAY TWO – Sunday 15 May
SESSION ONE
8.30 a.m. – 10.30 a.m.
MORNING TEA
10.30 a.m. – 11.00 a.m.
SESSION TWO
11.00 a.m. – 1.00 p.m.
LUNCH
1.00 p.m. – 2.00 p.m.
SESSION THREE
2.00 p.m. – 4.00 p.m.
Gavin Grift is executive director of Hawker Brownlow
Professional Learning Solutions. With experience as a
teacher, assistant principal and educational coach, Gavin’s
passion, commitment and style have made him an indemand presenter of keynotes, seminars and in-school
support days. As a speaker, Gavin connects with national
and international audiences on topics ranging from
Cognitive Coaching and quality teacher practice to professionall
learning communities and learning-centred leadership.
Dr Tammy Heflebower
Tammy EdD, is the senior scholar at Marzano Research.
She is a highly sought-after school leader and consultant
with vast experiences in urban, rural and suburban
districts throughout the United States, Canada, Europe
and Australia. Dr Heflebower has served as an awardwinning classroom teacher, building leader, district
leader, regional professional development director, adjunct
professor, and national and international trainer.
Tom Hierck
Tom Hierck has been an educator since 1983, in a career
that has spanned all year levels and included many roles
in public education. His experiences as a teacher, school
leader, department of education project leader and
executive director have provided a unique context for
his education philosophy. Tom is a compelling presenter,
infusing his message of hope with strategies pulled from
the real world.
Eric Sheninger
Eric Sheninger is a senior fellow and thought leader
on digital leadership with the International Center for
Leadership in Education. Prior to this, he was the awardwinning principal of New Milford High School in New
Jersey. As an innovative educator, bestselling author
and sought-after speaker, Eric’s work focuses on leading
and learning in the digital age as a model for moving
schools forward. This has led to the formation of the Pillars of Digital
Leadership, a framework for all educators to initiate sustainable
change that transforms school culture.
Dr Janelle Wills
Published in Australia by
Janelle (PhD) is the director of Marzano Institute Australia.
She is the lead training associate for High Reliability
Schools, The Art & Science of Teaching and other Marzano
topics. Personally trained by Dr Robert Marzano, Janelle
specialises in long-term school improvement. With over
30 years of teaching and leadership experience across
all sectors of schooling, she has a strong commitment to continued
learning that enables her to remain both informed and innovative in
her approach.
This handout was created by Hawker Brownlow Education for the proceedings of the Hawker Brownlow 13th Annual Thinking & Learning
Conference. All rights are reserved by Hawker Brownlow Education. It is a violation of copyright law to duplicate or distribute copies of this
handout by any means for any purposes without prior permission in writing from Hawker Brownlow Education. Professors and workshop
presenters must first secure written permission for any duplication rights. For copyright questions, permission requests, or information regarding
professional development contact:
Hawker Brownlow Education
P.O. Box 580, Moorabbin, Victoria 3189, Australia
Phone: (03) 8558 2444 Fax: (03) 8558 2400
Toll Free Ph: 1800 334 603 Fax: 1800 150 445
Website: www.hbe.com.au
Email: [email protected]
© 2016 Hawker Brownlow Education
Printed in Australia
CODE: BRITHB0201
0516ii
A message from Hawker Brownlow Education
We hope that you have found these conference papers and the accompanying
sessions useful. Please be aware that the contents of these papers are the intellectual
property of the speaker and no reproduction for any purpose is authorised. We urge
you to take care of this booklet. Replacement copies will not be made available either
during or after this conference.
CONTENTS
SUNDAY 15 MAY
The Art and Science of Teaching Institute
SESSIONS 1 TO 3
(All Day)
SESSION 1
(8.30am–10.30am)
SESSION 2
(11.00am–1.00pm)
SESSION 3
(2.00pm–4.00pm)
Session 1–3
The Art & Science of Teaching
Great teachers are made, not born. National and international research shows unequivocally that quality
teaching has the greatest in-school impact on student learning than any other factor.
Quality teaching is a key tenet of Dr Robert J. Marzano’s best-selling book The Art & Science of Teaching,
which is based on four decades of educational research.
Through the Art & Science of Teachers teachers are provided with clear guidelines as to what constitutes
effective practice.
When introduced as a school-wide instructional framework, the Art & Science of Teaching framework
provides a common language of instruction for teachers from F–12 enabling collegial dialogue and reflective
practices. It provides school leaders with an effective tool for giving precise feedback and coaching support
to teachers.
1
TAMMY HEFLEBOWER
SUNDAY 15 MAY 2016
SESSIONS 1–3
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© 2016 Hawker Brownlow Education. All rights reserved. BRITHB0201
Proceedings of the Hawker Brownlow 13th Annual Thinking and Learning Conference, 14–15 May 2016
TAMMY HEFLEBOWER
SUNDAY 15 MAY 2016
SESSIONS 1–3
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TAMMY HEFLEBOWER
SUNDAY 15 MAY 2016
SESSIONS 1–3
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Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content
With help, partial success at score 2.0 content but not at score 3.0 content
Even with help, no success
Score 0.5
With help, partial success at score 2.0 content and score 3.0 content
Score 1.5
Procedures: The student will match the times with the
correct clock, trying to beat the egg timer.
Materials: cards with different times to the five minutes;
cards with digital clocks showing different times to the five
minutes; egg timer
The student will perform basic processes, such as:
tell and write time from digital clocks to the nearest five minutes (2.MD.7)
identify the hands on an analog clock
count by 5s to 60
tell time to the hour, half-hour, and quarter-hour
Beat the Timer Center Activity:
• nearest, analog, clock, digital, minute, time, a.m., p.m.
•
•
•
•
Sample Activities:
No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content
Procedures: Periodically during the day, the student will tell
and/or write the time, also indicating what he/she is doing at
particular time of the school day.
The student will recognize or recall specific vocabulary, such as:
Score 2.5
What Time Is It?
• tell and write time from analog clocks to the nearest five minutes (2.MD.7)
Materials: analog clock in the classroom
Sample Activity:
The student will:
In addition to score 3.0 performance, partial success at score 4.0 content
solve real-world problems involving elapsed time
write correct digital time from an analog clock and the reverse
Score 3.5
•
•
The student will:
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go
beyond what was taught.
SUNDAY 15 MAY 2016
Score 1.0
Score 2.0
Score 3.0
Score 4.0
Grade 2
Time
MEASUREMENT, DATA, STATISTICS, AND PROBABILITY
TAMMY HEFLEBOWER
SESSIONS 1–3
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SUNDAY 15 MAY 2016
SESSIONS 1–3
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SUNDAY 15 MAY 2016
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SUNDAY 15 MAY 2016
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SUNDAY 15 MAY 2016
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SUNDAY 15 MAY 2016
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SUNDAY 15 MAY 2016
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SUNDAY 15 MAY 2016
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TAMMY HEFLEBOWER
SUNDAY 15 MAY 2016
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TAMMY HEFLEBOWER
SUNDAY 15 MAY 2016
206
SESSIONS 1–3
REPRODUCIBLE
Design Question: What will I do to help students generate and test hypotheses about new knowledge?
21. What do I typically do to organize students for cognitively complex tasks?
The teacher organizes the class in such a way as to facilitate students working on complex tasks that require them
to generate and test hypotheses.
Student Evidence
Teacher Evidence
T Teacher establishes the need to generate and test
hypotheses.
T When asked, students describe the importance of
generating and testing hypotheses about content.
T Teacher organizes students into groups to generate and test hypotheses.
T When asked, students explain how groups support their learning.
T Students use group activities to help them generate and test hypotheses.
How Am I Doing?
Organizing
students for
cognitively
complex tasks
4
Innovating
3
Applying
2
Developing
1
Beginning
I adapt and
create new
strategies for
unique student
needs and
situations.
I organize
students into
groups to facilitate working
on cognitively
complex tasks,
and I monitor
the extent to
which group
processes
facilitate
generating
and testing
hypotheses.
I organize
students into
groups to facilitate working
on cognitively
complex tasks,
but I do so in
a somewhat
mechanistic
way.
I use the strategy incorrectly
or with parts
missing.
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Not Using
I should use
the strategy,
but I don’t.
LJ
21
TAMMY HEFLEBOWER
SUNDAY 15 MAY 2016
SESSIONS 1–3
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TAMMY HEFLEBOWER
SUNDAY 15 MAY 2016
SESSIONS 1–3
Generating and Defending Claims
Introducing the Concept of Claims and Support
Even though people make claims and provide support quite naturally, it is important to introduce
the concept of claims and support to students so that they might engage in this actively more consciously and rigorously. At first, it is enough to introduce the idea that a claim is simply something one
believes to be true. Students should be able to provide reasons for their beliefs and be able to provide
evidence for those reasons. Reasons and evidence for claims are referred to as support.
Teacher Actions
• Explaining and exemplifying claims or beliefs
• Explaining the relationship between claims, reasons, and evidence
• Exemplifying reasons and evidence
Desired Student Responses
• Being able to explain and exemplify claims
• Being able to explain and exemplify reasons and evidence
• Generating claims with accompanying reasons and evidence
Extra Support
• Providing students with practice exercises in which they identify claims, reasons, and
evidence
Extension
• Asking students to find examples of claims with reasons and evidence in the media
Frames for Claims and Support
One of the easiest ways to help students generate claims and support is to provide them with sentence prompts like the following.
Claim: I believe that
.
Reasons: I believe this because
.
Evidence: My evidence for this is
.
Students can complete these sentence stems and share them with the whole class or in small groups.
At the primary level, students might use versions of the prompts such as the following.
Claim: My new idea is
.
Reasons: I think this because
.
Evidence: What I actually saw was
.
These stems are designed to be used with things students can actually observe, such as what happens to a plant growing in the classroom, the behavior of ants in an ant colony, or the habits of
birds nesting in a tree outside the classroom.
LL
MARZ ANO COMPENDIUM OF INSTRUCTIONAL STRATEGIES
5
23
TAMMY HEFLEBOWER
SUNDAY 15 MAY 2016
SESSIONS 1–3
Generating and Defending Claims
Presenting the Formal Structure of Claims and Support
When students are familiar with the general concept of claims and support, the teacher can provide them with the more formal distinctions. Specifically, at a formal level, support for a claim should
include grounds, backing, and qualifiers.
• Grounds—initial reasons for a claim. Students should provide grounds that answer the
question, Why do you think your claim is true?
• Backing—additional information about grounds that helps establish their validity. Backing
is more specific, in-depth evidence, such as research-based data, expert opinions, and facts.
• Qualifiers—exceptions to claims. The number of qualifiers needed for a claim can help
determine the certainty of a claim.
Teacher Actions
• Explaining grounds, backing, and qualifiers to students
• Asking students to provide grounds, backing, and qualifiers for their claims
• Asking students to explain why their claims are valid
Desired Student Responses
• Providing grounds, backing, and qualifiers for their claims
• Explaining why their claims are valid
Extra Support
• Telling stories about famous claims and labeling the different kinds of support presented for
them as grounds, backing, or qualifiers
Extension
• Asking students to find other people who have made claims similar to their own and having
them compare their support with other support given for that claim
Technology Tips
• Have students use Internet search tools to locate reputable online resources to back their
claims.
24
TAMMY HEFLEBOWER
SUNDAY 15 MAY 2016
SESSIONS 1–3
7
REPRODUCIBLE
Diagramming an Argument
Name:
Date:
Class:
Claim:
Grounds:
Grounds:
Grounds:
Backing:
Backing:
Backing:
Backing:
Backing:
Backing:
Qualifier(s):
Qualifier(s):
Qualifier(s):
LN
Marzano Compendium of Instructional Strategies © 2016 Marzano Research
25
TAMMY HEFLEBOWER
SUNDAY 15 MAY 2016
SESSIONS 1–3
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SUNDAY 15 MAY 2016
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TAMMY HEFLEBOWER
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33
TAMMY HEFLEBOWER
SUNDAY 15 MAY 2016
SESSIONS 1–3
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34
TAMMY HEFLEBOWER
SUNDAY 15 MAY 2016
SESSIONS 1–3
35
TAMMY HEFLEBOWER
36
SUNDAY 15 MAY 2016
SESSIONS 1–3
Proceedings of the Hawker Brownlow 13th Annual Thinking and Learning Conference,14–15 May 2016
TAMMY HEFLEBOWER
SUNDAY 15 MAY 2016
SESSIONS 1–3
37
DR TAMMY HEFLEBOWER
RESOURCES
Dr Tammy Heflebower is senior scholar at Marzano Research in Colorado. Previously, Dr Heflebower
has served as a classroom teacher, building-level leader, district leader, regional professional development
director and national trainer. She has also been an adjunct professor of curriculum, instruction and
assessment at several universities. A prominent member of numerous educational organisations, Dr
Heflebower has been president of the Nebraska Association for Supervision and Curriculum Development and
president-elect for the Professional Development Organization for Nebraska Educational Service Units.
Coaching Classroom Instruction
Robert J. Marzano, Julia Simms • 9781743306741
This book includes 280 research-based classroom
strategies, organised under 41 elements of
effective teaching, to help coaches move teachers
through the five levels of Marzano’s teacher
progress scale. Contains additional resources
for the text, including reproducible copies of the
comprehension questions from the guide, 41 web-only resources
taken from Marzano’s website that supplement the lessons found
in the text, and a list of additional resources for reflective practice.
MRL6741 • $39.95
Robert J. Marzano, Tammy Heflebower • 9781743305249
Becoming a Reflective Teacher demonstrates the
importance of reflective practice – an essential
component in developing expertise in teaching. Robert J. Marzano and his colleagues present researchand theory-based strategies that combine a model
of effective instruction with goal setting, focused
practice, focused feedback, and observations and discussions of
teaching to improve the instructional practices of all P–12 educators.
MRL5249 • $39.95
Collaborative Teams That Transform
Schools: The Next Step in PLCs
Robert Marzano, Tammy Heflebower, Jan Hoegh, Phil Warrick,
Gavin Grift, Laurel Hecker, Janelle Wills • 9781760017484
Collaborative Teams That Transform Schools:
The Next Step in PLCs is groundbreaking. It
offers teachers and school leaders a practical,
comprehensive model for building successful
professional learning communities (PLCs), drawing from the
extensive research and experience of its authors to present a clear
and compelling look at the future of PLCs. Beginning with essential
theory, the authors then detail the practical steps that collaborative
teams can take to transform their schools. If you are an educator
in the process of developing your school as a PLC, this book is an
invaluable resource.
MRL7484 • $35.95
The Classroom Strategies Series:
Complete Library (Set of 8)
This series offers in-depth research-based
instructional strategies that can be used in the
classroom to enhance student achievement.
Classroom teachers as well as building- and
district-level administrators will benefit from
sharing the knowledge in this library and building capacity as a
staff to implement strategies for school improvement.
38
Robert J. Marzano, Tammy Heflebower • 9781742392325
As the 21st century unfolds, P–12 teachers
and administrators must lead the cultural shift
required to ensure their students can survive and
thrive in the changing world. Teaching & Assessing
21st Century Skills presents a model of instruction
and assessment based on a combination of cognitive skills (to succeed academically) and conative skills (to succeed interpersonally)
– necessary skills for living and working in the highly varied and
quickly changing knowledge economy of the 21st century.
MRL2325 • $39.95
Becoming a Reflective Teacher
MRL7000 • $250.00
Teaching & Assessing 21st Century
Skills
The Highly Engaged Classroom
Robert J. Marzano, Debra Pickering • 9781742397634
Student engagement is a central aspect of
effective teaching. This text offers an in depth
understanding of how to generate high levels of
student attention and engagement to maximize
learning potential. The Highly Engaged Classroom
includes real classroom examples and strategies
for achieving high engagement based on comprehensive research.
Strategies range from capturing attention by connecting lessons
to students’ interests, to incorporating physical movement to lift
energy or to further understanding.
MRL7634 • $35.95
Building Background Knowledge for
Academic Achievement
Robert Marzano • 9781741016888
In Building Background Knowledge for Academic
Achievement, Robert Marzano shows how
a carefully-structured combination of two
approaches - sustained silent reading and
instruction in subject-specific vocabulary terms - can help
overcome the deficiencies in background knowledge that hamper
the achievement of many children.
104017 • $29.95
A School Leaders Guide to StandardsBased Grading
Tammy Heflebower, Jan K. Hoegh, and Phil Warrick, Mitzi
Hoback, Margaret McInteer, Bev Clemens • 9781760012861
A reliable framework for analysing student learning
and providing students and stakeholders with
effective feedback on student progress. This guide
not only articulates significant research supporting standardsbased grading as an accurate, precise, and effective way to report
academic strengths and weaknesses but also shares applicable
anecdotes from educators implementing its components.
MRL2861 • $27.95
A Six-Step Process For Teaching
Vocabulary DVD
Robert J. Marzano • 9781743301814
This program demonstrates how teachers use a
six-step process recommended by Robert Marzano in his book Building Background Knowledge
for Academic Achievement: Research on What
Works in Schools to teach academic vocabulary in the primary
or secondary years. It also compliments the Building Academic
Vocabulary Teacher’s Manual. The DVD menu is split into primary
and secondary titles, with each of the six steps able to be navigated
individually or as a whole process.
605169 • $165.00
A Handbook for The Art &
Science of Teaching
Robert J. Marzano, John Brown • 9781742391472
Implementing the action steps from the The Art
and Science of Teaching is much easier when you
use this in-depth resource for workshops, professional learning communities, teacher training and
self-help. Hundreds of samples, guidelines, checklists and activities
help teachers in all year levels and subjects become instant experts
on Marzano’s breakthrough framework for effective instruction. A
series of 25 modules equips any teacher with a logical planning sequence to ensure you: establish learning goals and track progress,
help students interact with new knowledge and develop effective
relationships.
108049 • $27.95
A Handbook for High Reliability Schools
Robert J. Marzano, Phil Warrick, Julia Simms •
9781760012779
Usher in the new era of school reform with
A Handbook for High Reliability Schools.
In this invaluable manual for whole-school
improvement, Dr Robert J. Marzano and his
co-authors help you to transform your school
into an organisation that takes proactive steps to prevent failure
and ensure student success. Using a research-based five-level
hierarchy along with leading and lagging indicators, you’ll learn
to assess, monitor and confirm the effectiveness of your school.
This revised Australian edition of A Handbook for High Reliability
Schools has been adapted by Dr Janelle Wills, director of the
Marzano Institute Australia, to align with Australian educational
policies and practices.
MRL2779 • $29.95
Formative Assessment &
Standards-Based Grading
Learn everything you need to know to implement
an integrated system of assessment and grading
that will enhance your teaching and your students’
learning. Dr Robert J. Marzano details the specific
benefits of formative assessment – assessment that is used during
instruction rather than at the end of a course or unit. Marzano
explains how to design and interpret three different types of formative
assessments, how to track student progress, and how to assign
meaningful grades, even if a school or district continues to use a
traditional grading system.
MRL4916 • $35.95
The Art & Science of Teaching
Author Robert J. Marzano presents a model
for ensuring quality teaching that balances the
necessity of research-based data with the equally
vital need to understand the strengths and
weaknesses of individual students. Filled with
charts, rubrics and organisers, this methodical,
user-friendly guide will help teachers examine and develop their
knowledge and skills, so they can achieve that dynamic fusion
of art and science that results in exceptional teaching and
outstanding student achievement.
107001 • $23.95
Effective Supervision: Supporting the
Art and Science of Teaching
Tony Frontier, David Livingston, Robert Marzano
• 9781742391465
Find out what it takes to create a teacher
supervision and evaluation system that’s more apt
to lead to higher student achievement, including:
*Five school-level conditions that are essential to systematically
developing teacher expertise. *Four domains of teaching practice that
provide a focus for instructional improvement. *Five ways to provide
teacher feedback that avoids the pitfalls of a checklist approach.
110019 • $29.95
Proficiency Scales for English and
Mathematics Standards
David Yanoski, Jan Hoegh, Julia A Simms, Phil Warrick,
Robert Marzano, Tammy Heflebower • 9781760012878
Whether you are actively engaged in implementing a
Marzano Institute initiative in your school or simply
need guidance when it comes to measuring student
learning, this book can help. Designed to supplement your existing
practice, it contains over 110 proficiency scales that will bring new
rigour and focus to your teaching and assessment practice, as well as
aid in creating unique proficiency scales for the Australian Curriculum.
MRL2878 • $38.95
Vocabulary Games for the Classroom
Lindsay Carleton, Robert Marzano • 9781742396217
Get your students excited about vocabulary learning with these thirteen fun games designed for students at all levels. Puzzle stories, category creators,
word harvests and much more make learning easy
and fun. The step by step approach clearly explains
the design, set up, materials and directions for each game, and an
extensive appendix is filled with vocabulary terms that are considered critical based on educational research by the Marzano Institute.
This Revised Australian edition offers sample questions, suggestions
and examples to help you teach each game.
MRL6217 • $40.00
39
ORDER FORM
Qty
Code
Title
Price
MRL2779
A Handbook for High Reliability Schools
108049
A Handbook for The Art & Science of Teaching
Code
Title
$29.95
110019
Effective Supervision: Supporting the Art and Science of Teaching
$29.95
$27.95
MRL4916
Formative Assessment & Standards-Based Grading
$35.95
$27.95
MRL2878
Proficiency Scales for English and Mathematics Standards
$38.95
$165.00
MRL2325
Teaching and Assessing 21st Century Skills
$39.95
$39.95
107001
The Art & Science of Teaching: A Comprehensive Framework for
Effective Instruction
$23.95
MRL7000
The Classroom Strategies Series Complete Library
MRL7634
The Highly Engaged Classroom
MRL6217
Vocabulary Games for the Classroom
MRL2861
A School Leader's Guide to Standards-Based Grading
605169
A Six-Step Process For Teaching Vocabulary DVD
MRL5249
Becoming a Reflective Teacher
104017
Building Background Knowledge for Academic Achievement
$29.95
MRL6741
Coaching Classroom Instruction
$39.95
MRL7484
Collaborative Teams That Transform Schools: The Next Step
in PLCs
$35.95
Qty
Price
$300.00
$35.95
$40.00
Total (plus freight) $
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Looking for additional information and
nd resources?
reso
ources?
ces?
The Thinking & Learning Conferences website is full of
content for all five events.
Including:
The bookstore - where you can purchase books featured
at the conference
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Free resources and videos of our presenters

Heflebower - Hawker Brownlow Education

Transcription

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