Integrating Technology into Classroom Instruction That Works (Marzano, Pickering, Pollock, ASCD, 2001). By Jan Leonard Two Rivers Professional Development Center, Area III Learning Technology Center. [email protected] References.
Marzano, R., Pickering, D., Pollock, J. (2001). Classroom Instruction that Works. ASCD.
Reading Quest of the University of Virginia (www.readingquest.org)
Critical Thinking Skills Project developed by the Georgia Department of Education
Illinois School District #214 – Arlington Heights, IL
Jacobs. H. (2006). Active Literacy Across the Curriculum. Eye on Education.
Stiggins, R., Arter, J., Chappuis, J., Chappuis, S. (2004). Classroom Assessment for Student Learning. Assessment Training Institute.
Write the name of a famous person on an index
card. Place your card in a stack with the other
cards of your colleagues.
Classroom Instruction that Works
Let’s take a look at the matrix.
Technology tools: Internet/Research, Graphic Organizers – Inspiration, Kidspiration, Spreadsheets
“Before the Shot”
Tech Tools -
www.readwritethink.org (Student materials – timeline)
Text: Word processing
Example – Hurricane Katrina
Hurricane Katrina was the most destructive tropical cyclone to hit the United States in historic times. It caused extensive damage to the coastal regions of Louisiana, Mississippi, and Alabama on the August 29, 2005. By late morning of August 29, the storm caused several sections of the levee system in New Orleans, Louisiana to collapse. Subsequent flooding over most of the city, a greater part of which lies below sea level, resulted in widespread damage and many deaths. Later estimates placed the death toll in the thousands, and the damage was expected to surpass Hurricane Andrew as the costliest natural disaster in U.S. history. Over a million people were displaced — a humanitarian crisis on a scale unseen in the U.S. since the Great Depression.
As of 7pm September 1, more than 20,000 were still reported missing. Local mortuaries had been told to prepare for "up to 40,000 bodies" . New Orleans mayor Ray Nagin stated on August 31 that the death toll of Katrina may be "in the thousands", an estimate also provided through a statement by Louisiana Governor Kathleen Blanco on September 1. Accurate numbers were not known. Damage was reported in at least 12 states.
Federal disaster declarations blanketed 90,000 square miles (233,000 km²) of the United States, an area almost as large as the United Kingdom. The hurricane left an estimated five million people without power, and it may be up to two months before all power is restored. On September 3, Homeland Security Secretary Michael Chertoff described the aftermath of Hurricane Katrina as "probably the worst catastrophe, or set of catastrophes" in the country's history, referring to the hurricane itself plus the flooding of New Orleans.
Special Places to see:
Special Places to see:
Table showing differences, similarities and an answer to the question, Venn Diagram, Inspiration web, spreadsheet, word processing – Microsoft, Google Tools
Teacher Directed –
Student Directed -
Summarizing Rules (According to Classroom Instruction
Classroom Instruction that Works
What do I want my students to know and be able to do when summarizing this material?
Which frame should I have my students use?
How should my students display their information?
An example – Willow Web – let’s take a look first.
2. Go to http://www.enchantedlearning.com/inventors/
3. Select your interest category and read through the inventions.
4. Your task is to answer three questions.
You are to answer the questions with a powerpoint slide show, podcast or graphic organizer of your choice – see websites on the following slide:
“Pictures start dwindling as students get older, but many students still need images to help understanding.”
A first activity – Drawing game – Women versus men for this one. (Use of Paint program – projected on the wall.)
Combining the use of a nonlinguistic image with another strategy – summarizing (variation- making predictions) Activity #1: Sequence this event in images, then in text.
Source:www.rockwellprints.com, www.google.com, or www.art.com
http://educate.intel.com/education/ - Intel’s Education program – Visual Tools
Major points for setting objectives (Classroom Instruction that works)
Major Points (Classroom Instruction that Works)
Major points (Classroom Instruction that Works)
Overweight among American children has become a national health crisis. In the 20
Years between 1980 and 2000, the number of children and adolescents who were
Overweight or at risk of overweight more than doubled. From U.S. government data
available in 2000, it was estimated that approximately 30% of children were at risk of
overweight and more than 15% were overweight. More recent reports suggest these
numbers may actually be even higher, and there is every indication they will continue to
climb. Excess body weight places children at increased risk of developing a number of
Serious and chronic medical conditions. These include type 2 diabetes, hypertension
(high blood pressure), dyslipidemia (high cholesterol), heart disease, and adult obesity.
Although in the past many of these health problems were generally limited to older
people, they are now being seen in younger adults as well as in school age children.
Because of the staggering personal costs of overweight to our children’s physical and
mental health, both today and in their futures, and its costs to our healthcare system
and our society, widespread efforts are underway throughout the country to improve the
health of America’s youth. www.shapingamericasyouth.com
"This epidemic increase in childhood overweight is particularly prevalent among African American and Hispanic children, with more than 21% of these groups meeting the classification of overweight. It is estimated that about half of overweight school-agers and 70% of overweight teens will remain obese into adulthood." "While the CDC and other organizations recommend that children participate in physical activity a minimum of an hour daily, kids are actually engaging in less physical activity, particularly as they approach adolescence." "More than 75% of children ages 6-11 do not eat the minimum of 3 servings of vegetables or 2 servings of fruit daily."