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Marzano’s
Principles
Making Central Florida’s
Schools Successful
Hannah Gordon
(hannah_gordon@knights.ucf.edu)

Sharon Woods
(sharon.woods@knights.ucf.edu)
Who is Dr. Robert Marzano?
   A leading researcher in education
   He is a speaker, trainer, and author of
    more than 30 books and 150 articles on
    a variety of education topics
   His books include:
     Designing & Teaching Learning Goals
       & Objectives,
     The Highly Engaged
       Classroom, Formative Assessment &
       Standards-Based Grading
     On Excellence in Teaching
     District Leadership That Works
     The Art and Science of Teaching
Why are Marzano’s Principles
important to you?
   His practical translations of the most current
    research and theory into classroom strategies
    are internationally known and widely
    practiced by both teachers and
    administrators
   These practices have been adopted by both
    Orange and Seminole County Public Schools
    and possibly many other counties in Florida
       See www.fldoe.org/profdev/pa.asp
   Adoption of his principles are part of Race to
    the Top
Marzano’s Domains
Domain 1:
Communicating Learning
Goals & Feedback
Design Question 1: What will I do to establish and
communicate learning goals, track student
progress, and celebrate success?
Setting & Communicating
Learning Goals
 Teacher    provides a clearly stated learning
 goal.
     Students will be able to __________________.
     Students will understand _________________.
 Learning goals are not activity based.
 Learning goals state what students will
  understand or know.
     They are not measurable.
     They do not include specific activities.
Marzano’s principles (1)
Learning Goals Must be
Posted at ALL Times!
Example of Learning Goals
Group Activity 1: Identify
Learning Goals vs. Activities
1.   Students will be able to recognize the
     protagonist, theme, and voice of a
     piece of literature.
2.   Students will produce a book report on a
     book of their choice, including a table of
     contents, with proper pagination and
     format throughout.
3.   Given a set of coordinates, students will
     be able to graph the slope of a line.
Tracking Student Progress
 Scales   – Student Self Evaluations
  Must be highly visible
  Must be BIG
  Must be appropriate to the grade level
  Must be used in a manner in which
   student’s self evaluation remains
   anonymous
Student Self Evaluation Scale
Third Grade Example
Student Self Evaluation Scale
Second Grade Example
Student Self Evaluation Scale
Kindergarten Example
Individual Activity 1
   Learning Goal: You will be able to distinguish
    between learning goals and activities.
   Learning Goal Scale
       4 = I could teach someone the difference between
        learning goals and activities.
       3 = I can distinguish between learning goals and
        activities on my own.
       2 = I can almost distinguish between learning goals and
        activities on my own.
       1 = I am starting to understand the difference between
        learning goals and activities but I need a little help.
       0 = I can’t understand the difference between learning
        goals and activities without help.
Tracking Student Progress
 Scales/Rubrics:   Teachers Evaluate
 Students
  Students  must know what they are being
   evaluated on
  Can be applied to all content area topics
  Must incorporate the learning goal
  Students must be able to explain how the
   scale is used
Marzano’s principles (1)
Group Activity 2
   Learning Goal: You will be able to create a scale for a learning
    goal for a second grade class.
   Choose your topic:
      LG1: Students will be able to complete two-digit addition with
       regrouping.
     LG2: Students will be able to identify the stages of the water cycle.
   Create a rubric for your chosen topic.
   Assignment Rubric for Group Activity
       3 = The group provides in-depth learning scale over and beyond
        requirements.
       2 = The group exhibits no major errors or omissions when creating the
        learning scale: 4 levels, title, grade appropriate
       1 = With some help, the group was able to demonstrate partial
        understanding of creating a learning scale.
       0 = Even with help, group could not create a scale for the learning
        goal chosen.
Celebrating Student Success
 Use  formative assessment approach so
  students are able to see their own growth
 Students can plot their progress in a
  personalized folder
 Virtually every student will succeed in the
  sense that each student will increase his
  or her knowledge to specific learning
  goals
 Intrinsic motivation
Marzano’s principles (1)
Student Self-Tracking
Self-Tracking
Domain 1:
Establishing Classroom
Routines
Design Question 6: What will I do to establish or
maintain classroom rules and procedures?
Classroom Management
 Teacher    reviews expectations regarding
    rules and procedures to ensure their
    effective execution.
     Open to alteration
     Value student input
   More effective teachers spend a great deal
    of time establishing and reinforcing rules and
    procedures, whereas first year teachers
    typically spend little time.
Classroom Management
 Involves:
  1.   Organizing the classroom for effective
       teaching and learning
  2.   Establishing a small set of rules and
       procedures
  3.   Interacting with students about classroom
       rules and procedures
  4.   Periodically review rules and
       procedures, making changes as
       necessary
  5.   Use classroom meetings
Domain 2:
Planning and Preparing
Includes Planning, Preparation, Technology, and
Accommodations
Planning and Preparing
   Lesson plans include important content
    identified by the district (scope)
   Lesson/Unit plans include the appropriate
    manner in which materials should be taught
    as identified by the district (sequence)
   Use of Technology is mentioned and
    explained
   Accommodations/adaptations for SWD and
    ELLs are included in the lesson plans
Technology in the Classroom
      Reading                        Writing                       Math                    Science
Elmo/Projector: daily Elmo/Projector:                      Elmo/Projector:            Elmo/Projector:
   HW & reminders     daily                                daily                      daily
     One-to-one computers           HW & reminders              HW & reminders             HW & reminders
     for AR tests to                                            Examples for class
     increase comprehension.                                    discussion and
     HCQ question for                                           explanation of
     cooperative                                                concepts.
     learning/reference.
     Kagan timer cooperative
     groups for students to
     pace themselves.

1.   Vocabulary definitions    1.   Display examples of    1.   display manipulatives 1.   Interactive Think
     for whole class                work                   2.   websites with              Central website to
     participation.            2.   Model writing pieces        interactive games to       provide S with
2.   Paddock for whole class        or grammar skill            provide additional         virtual labs.
     preparation for FCAT.     3.   Kagan timer                 practice of skills    2.    Provide visual
3.   Provide visual cues for        cooperative groups     3.    Paddock for while         clues for
     increased                 4.   TSW edit or                 class preparation for      increased
     comprehension.                 complete examples           FCAT.                      comprehension.
                                    projected on board     4.   BrainPop for
                                                                increased             3.    BrainPop for
                                                                understanding of           increased
                                                                concepts                   understanding of
                                                                                           concepts.
Accommodations Example
                                     Poetry Unit: Poetry
T   SWD                      MEDIA   Book – Students will
H   Student Name                     receive rubric for
U         Extended Time              expectations of Poetry
R         Flexible Setting           Book.
S         Flexible                   Begin Concrete Poem-
D         Presentation               Students will be
A                                    introduced to
Y                                    Concrete poems.
                                     Students will pick a
                                     topic and begin
                                     drafting a concrete
                                     poem. #4.4.1.2
                                     Poetry Unit: Continue
F   504                       PE     Concrete Poem-
R   Student Name                     Students will peer edit
I         Extended Time              poems and write final
D         Flexible Setting           draft of Concrete poem.
A                                    #4.4.1.2
Y
Domains 3 and 4:
Reflection and
Professionalism
Reflective practice and Collegiality
Reflecting on Teaching
 Identifying   areas of strength and
  weakness
 Evaluating effectiveness of individual
  lessons and units
 Evaluating effectiveness of specific
  pedagogical strategies and behaviors
 Development of an effective growth plan
  with progress monitoring
Collegiality and
Professionalism
 Demonstrating   positive interactions with
  colleagues, students, and parents
 Seek mentorship for areas of need or
  interest or mentor other teachers
 Share ideas and strategies that are
  effective
 Adhere to district and school policies and
  procedures
 Participate in district and school initiatives
iObservation
What is iObservation and why is it important to you?
Evaluating Teachers
 iObservation
    The only system featuring frameworks of Dr.
     Marzano and other researchers to develop
     teacher and leadership effectiveness
    Used in both Orange and Seminole
     Counties
    Administrators do both formal and informal
     observations and evaluations using an iPad
     or computer
First Aid Sheet
 This   is your LIFE-SAVER!
 Thispaper included everything you should
  do immediately upon a visit from an
  administrator to your classroom.
References
   http://marzanoresearch.com/About/about_dr_m
    arzano.aspx
   http://www2.ed.gov/programs/racetothetop/inde
    x.html
   http://www.scps.k12.fl.us/employees/TeacherEval
    uationFeedback.aspx
   https://www.ocps.net/es/hr/PDS/assessment/Docu
    ments/Evaluation%20Manual%202011%20final%209
    %2029%2011%20revision%2010-16-11.pdf
   Marzano, R. (2007). The art and science of
    teaching. Alexandria, VA: ASCD.
   Internship Supervising Teachers

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Marzano’s principles (1)

  • 1. Marzano’s Principles Making Central Florida’s Schools Successful Hannah Gordon (hannah_gordon@knights.ucf.edu) Sharon Woods (sharon.woods@knights.ucf.edu)
  • 2. Who is Dr. Robert Marzano?  A leading researcher in education  He is a speaker, trainer, and author of more than 30 books and 150 articles on a variety of education topics  His books include:  Designing & Teaching Learning Goals & Objectives,  The Highly Engaged Classroom, Formative Assessment & Standards-Based Grading  On Excellence in Teaching  District Leadership That Works  The Art and Science of Teaching
  • 3. Why are Marzano’s Principles important to you?  His practical translations of the most current research and theory into classroom strategies are internationally known and widely practiced by both teachers and administrators  These practices have been adopted by both Orange and Seminole County Public Schools and possibly many other counties in Florida  See www.fldoe.org/profdev/pa.asp  Adoption of his principles are part of Race to the Top
  • 5. Domain 1: Communicating Learning Goals & Feedback Design Question 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
  • 6. Setting & Communicating Learning Goals  Teacher provides a clearly stated learning goal.  Students will be able to __________________.  Students will understand _________________.  Learning goals are not activity based.  Learning goals state what students will understand or know.  They are not measurable.  They do not include specific activities.
  • 8. Learning Goals Must be Posted at ALL Times!
  • 10. Group Activity 1: Identify Learning Goals vs. Activities 1. Students will be able to recognize the protagonist, theme, and voice of a piece of literature. 2. Students will produce a book report on a book of their choice, including a table of contents, with proper pagination and format throughout. 3. Given a set of coordinates, students will be able to graph the slope of a line.
  • 11. Tracking Student Progress  Scales – Student Self Evaluations  Must be highly visible  Must be BIG  Must be appropriate to the grade level  Must be used in a manner in which student’s self evaluation remains anonymous
  • 12. Student Self Evaluation Scale Third Grade Example
  • 13. Student Self Evaluation Scale Second Grade Example
  • 14. Student Self Evaluation Scale Kindergarten Example
  • 15. Individual Activity 1  Learning Goal: You will be able to distinguish between learning goals and activities.  Learning Goal Scale  4 = I could teach someone the difference between learning goals and activities.  3 = I can distinguish between learning goals and activities on my own.  2 = I can almost distinguish between learning goals and activities on my own.  1 = I am starting to understand the difference between learning goals and activities but I need a little help.  0 = I can’t understand the difference between learning goals and activities without help.
  • 16. Tracking Student Progress  Scales/Rubrics: Teachers Evaluate Students  Students must know what they are being evaluated on  Can be applied to all content area topics  Must incorporate the learning goal  Students must be able to explain how the scale is used
  • 18. Group Activity 2  Learning Goal: You will be able to create a scale for a learning goal for a second grade class.  Choose your topic:  LG1: Students will be able to complete two-digit addition with regrouping.  LG2: Students will be able to identify the stages of the water cycle.  Create a rubric for your chosen topic.  Assignment Rubric for Group Activity  3 = The group provides in-depth learning scale over and beyond requirements.  2 = The group exhibits no major errors or omissions when creating the learning scale: 4 levels, title, grade appropriate  1 = With some help, the group was able to demonstrate partial understanding of creating a learning scale.  0 = Even with help, group could not create a scale for the learning goal chosen.
  • 19. Celebrating Student Success  Use formative assessment approach so students are able to see their own growth  Students can plot their progress in a personalized folder  Virtually every student will succeed in the sense that each student will increase his or her knowledge to specific learning goals  Intrinsic motivation
  • 23. Domain 1: Establishing Classroom Routines Design Question 6: What will I do to establish or maintain classroom rules and procedures?
  • 24. Classroom Management  Teacher reviews expectations regarding rules and procedures to ensure their effective execution.  Open to alteration  Value student input  More effective teachers spend a great deal of time establishing and reinforcing rules and procedures, whereas first year teachers typically spend little time.
  • 25. Classroom Management  Involves: 1. Organizing the classroom for effective teaching and learning 2. Establishing a small set of rules and procedures 3. Interacting with students about classroom rules and procedures 4. Periodically review rules and procedures, making changes as necessary 5. Use classroom meetings
  • 26. Domain 2: Planning and Preparing Includes Planning, Preparation, Technology, and Accommodations
  • 27. Planning and Preparing  Lesson plans include important content identified by the district (scope)  Lesson/Unit plans include the appropriate manner in which materials should be taught as identified by the district (sequence)  Use of Technology is mentioned and explained  Accommodations/adaptations for SWD and ELLs are included in the lesson plans
  • 28. Technology in the Classroom Reading Writing Math Science Elmo/Projector: daily Elmo/Projector: Elmo/Projector: Elmo/Projector: HW & reminders daily daily daily One-to-one computers HW & reminders HW & reminders HW & reminders for AR tests to Examples for class increase comprehension. discussion and HCQ question for explanation of cooperative concepts. learning/reference. Kagan timer cooperative groups for students to pace themselves. 1. Vocabulary definitions 1. Display examples of 1. display manipulatives 1. Interactive Think for whole class work 2. websites with Central website to participation. 2. Model writing pieces interactive games to provide S with 2. Paddock for whole class or grammar skill provide additional virtual labs. preparation for FCAT. 3. Kagan timer practice of skills 2. Provide visual 3. Provide visual cues for cooperative groups 3. Paddock for while clues for increased 4. TSW edit or class preparation for increased comprehension. complete examples FCAT. comprehension. projected on board 4. BrainPop for increased 3. BrainPop for understanding of increased concepts understanding of concepts.
  • 29. Accommodations Example Poetry Unit: Poetry T SWD MEDIA Book – Students will H Student Name receive rubric for U Extended Time expectations of Poetry R Flexible Setting Book. S Flexible Begin Concrete Poem- D Presentation Students will be A introduced to Y Concrete poems. Students will pick a topic and begin drafting a concrete poem. #4.4.1.2 Poetry Unit: Continue F 504 PE Concrete Poem- R Student Name Students will peer edit I Extended Time poems and write final D Flexible Setting draft of Concrete poem. A #4.4.1.2 Y
  • 30. Domains 3 and 4: Reflection and Professionalism Reflective practice and Collegiality
  • 31. Reflecting on Teaching  Identifying areas of strength and weakness  Evaluating effectiveness of individual lessons and units  Evaluating effectiveness of specific pedagogical strategies and behaviors  Development of an effective growth plan with progress monitoring
  • 32. Collegiality and Professionalism  Demonstrating positive interactions with colleagues, students, and parents  Seek mentorship for areas of need or interest or mentor other teachers  Share ideas and strategies that are effective  Adhere to district and school policies and procedures  Participate in district and school initiatives
  • 33. iObservation What is iObservation and why is it important to you?
  • 34. Evaluating Teachers  iObservation  The only system featuring frameworks of Dr. Marzano and other researchers to develop teacher and leadership effectiveness  Used in both Orange and Seminole Counties  Administrators do both formal and informal observations and evaluations using an iPad or computer
  • 35. First Aid Sheet  This is your LIFE-SAVER!  Thispaper included everything you should do immediately upon a visit from an administrator to your classroom.
  • 36. References  http://marzanoresearch.com/About/about_dr_m arzano.aspx  http://www2.ed.gov/programs/racetothetop/inde x.html  http://www.scps.k12.fl.us/employees/TeacherEval uationFeedback.aspx  https://www.ocps.net/es/hr/PDS/assessment/Docu ments/Evaluation%20Manual%202011%20final%209 %2029%2011%20revision%2010-16-11.pdf  Marzano, R. (2007). The art and science of teaching. Alexandria, VA: ASCD.  Internship Supervising Teachers

Editor's Notes

  1. “Good afternoon!”Introduce ourselvesExplain what we see in internship regarding observationsAsk “How many of you have heard of Dr. Robert Marzano?”Transition to next slide – After this session, you should have a better understanding of Marzano, his significance, and his educational concepts.
  2. Topics of his research, articles, and books include:InstructionAssessmentWritingImplementing standardsCognitionEffective leadershipSchool intervention
  3. ***OPEN WEBSITE BEFORE PRESENTATION: www.fldoe.org/profdev/pa.aspSome counties have adopted Charlotte Danielson’s research model. However, most Central Florida counties have adopted Robert Marzano. You can find out which research a county has adopted by going to www.fldoe.org/profdev/pa.asp to view the matrix. The Race to the Top Fund provides competitive grants to encourage and reward States that are creating the conditions for education innovation and reform.
  4. Marzano’s principles are divided into teaching domains. There are four domains, each containing several design questions for evaluation. Today we will touch base on each of the four domains; however, we will spend the most time on domain 1 since it is the primary focus of Orange and Seminole County schools this year. The domains are being incorporated gradually throughout this year, with full adoption of all domains occurring in the 2012-2013 school year.
  5. Think about any time you have been in a classroom. Did the teacher provide you expectations for your lessons or assignments? *Allow wait time. As a pre-professional teacher, think about a time when you taught a lesson. Did you explicitly state your learning goals to your students?
  6. For example, our learning goals for today are: “You will be able to distinguish between learning goals and activities.”“You will be able to use scales to self evaluate your understanding.”Learning goals posted so students can see themLearning goals as a clear statement of knowledgeTeacher making reference to the learning goal throughout the lesson (every 10 minutes approximately – Marzano’s research states that teachers should direct teach for no more than 10 minutes at a given time. Then, students should apply the knowledge in an activity related to the learning goal.)Student can identify the learning goal and be able to relate it to the lesson and activities
  7. Example: Difference between learning goals and activitiesTable is from Marzano’sThe Art and Science of TeachingYou will notice the word “understand” is used in learning goals. This is okay! Learning goals are not lesson objectives.
  8. 1. Students will be able to recognize the protagonist, theme, and voice of a piece ofliterature.This is a learning goal. There is a desired outcome specified (recognizing theprotagonist, theme, and voice of a piece of literature).2. Students will produce a book report on a book of their choice, including a table ofcontents, with proper pagination and format throughout.This is primarily an activity. The cognitive or behavioral outcome is not clearlyspecified. There is no particular level of understanding or ability that is needed toproduce a book report with these specifications. There are no clear standards forjudging the quality of the product.3. Given a set of coordinates, students will be able to graph the slope of a line.This is a learning goal. There are clearly defined cognitive and psychomotor skillsthat students must demonstrate.
  9. Highly visible: in front of the classroom, on student desks, where administrators/visitors can see at all timesGrade level appropriate: might mean thumbs up, thumbs down for early primary, number scale for intermediateStudent’s self evaluations remain anonymous: heads down, eyes closed, hold fingers up or putting fingers to the heartTeacher has a scale or rubric that relates to the learning goalStudents can see the scale or rubric throughout the lessonTeacher makes reference to the scale or rubric throughout the lessonStudent can identify the scale and be able to relate it to the lesson and activitiesStudent can explain the meaning of the performance goals articulated in the scale
  10. Providing a scales/rubric is more than handing it out to students. The teacher must present the information on the rubric in a manner in which students are able to explain and describe how the rubric/scale is measuring their ability to complete the learning goal.
  11. Example of Rubric/Scale for teacher useDoes not have to look like this one. This is the example in Marzano’s book. The important thing is that a rubric is provided.It can be generic, but students must have a rubric and explanations for each point value prior to an assignment/assessment.
  12. Have one group share if there is time.
  13. Formative assessment approach is an ongoing evaluation system.Students are intrinsically motivated because they become aware that they are responsible for their academic success. Students who have a clear picture of where they are headed and understand what is required to get there are likely to be motivated to meet the learning goals. Focusing on knowledge gain also provides a legitimate way to recognize and celebrate – as opposed to reward – success. Focus on getting students away from tangible rewards (prizes, stickers, treasure box) and redirecting them to celebrate individual success. The goal is for students to self-regulate their own success and become intrinsically motivated.
  14. Example of student progress chart
  15. Expectations should be reviewed prior to student activities.This includes monitoring during student-led activities.
  16. The arrangement should provide for flexibility in organizing students. The 21st century classroom includes technology, learning centers, and other equipment that the teacher must consider when designing the classroom. Can the students reach materials? Is student safety a priority?Teachers should have 5-8 rules and procedures (whether elementary or secondary). The teacher should come up with the 3 most important and have the students help create the remainder. The terms “rules” and “procedures” are often used interchangeably because both refer to stated expectations in terms of student behaviors. However, rules generally identify general expectations or standards, and procedures communicate expectations for specific behaviors. For example, “treat others the way you would want them to treat you” would be a rule, and “when the bell rings for recess, line up on the left side of the door” would be a procedure. Classroom Meetings are required at least weekly in all schools in Orange and Seminole counties (on teacher evaluation). Should be 10-15 minutes in length. Discuss classroom issues, news, upcoming events, review procedures and rules.
  17. Lessons include effective scaffolding of informationThere are lessons within unitsAttention to established content standardsTechnology must be in the lesson plans including how it is used and how it enhances student learning.Accommodations and adaptations are only modified when changes are made on the student’s IEP.
  18. The observation format is broken into Marzano’s domains.iObservation allows the teacher to see the evaluation once it has been posted by the administrator.
  19. Any questions?Thank you all for attending our workshop.