1 / 31

Practicing and Deepening Knowledge

Practicing and Deepening Knowledge. Marzano Design Question 3. Design Question #3. What will I do to help students practice and deepen their understanding of new knowledge?. The Art and Science of Teaching. ENACTED ON THE SPOT. Student Engagement. INVOLVES ROUTINES.

gallia
Download Presentation

Practicing and Deepening Knowledge

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Practicing and Deepening Knowledge Marzano Design Question 3

  2. Design Question #3 • What will I do to help students practice and deepen their understanding of new knowledge?

  3. The Art and Science of Teaching ENACTED ON THE SPOT Student Engagement INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Teacher/Student Relationships Adherence to Rules and Procedures Interacting With New Knowledge Generating/ Testing Hypotheses Practicing and Deepening High Expectations

  4. If the segment involves knowledge practice and deepening activities, what do you expect to see?

  5. Practice • Practice doesn’t make perfect – it makes permanent • 12 of anything is enough for one episode • Two types • Mass Practice: many practices right at the point of learning • Distributed Practice: sprinkle some practices in on a regular basis

  6. Practicing and Deepening • Reviewing Content • Organizing Students into Groups to Practice • Examining Similarities and Differences

  7. Transfer • Apply learning to new situations not only in school, but also beyond it. • The point of school is to learn in school how to make sense of learnings in order to lead better lives out of school. • Learn now to apply lessons to later challenges.

  8. According To Recent Studies • What is the balance of teacher talk to student talk during a typical class period? • Studies show that teachers talk in a regular classroom between 80% and 90%of the time. • What effect does this have?

  9. What is the effect? Assuming a 50 minute class period Teacher talk = 40 minutes Student interaction with content/language = 10 minutes total for the class. 30 students in class • = 20 seconds (or less) per student

  10. Boosting Retention Average Retention Rate after 24 hours 5% Lecture 10% Reading 20% Audio-visual 30% Demonstration Discussion Groups 50% 75% Practice by doing 90% Teach others/immediate use of learning Adapted from David Sousa’s figure 3.8 in his text, How the Brain Learns

  11. Reviewing Content • What do you do to review content? • Think-pair-share • Elbow partners • Writing prompts • Questioning • others

  12. Challenge • Be ready to discuss • an effective strategy you already use • a strategy you might consider from another source such as the Craft Knowledge wiki

  13. Organizing Groups to Practice • Cooperative Learning • Small groups; pairs, triads .

  14. Cooperative Learning • Easy as PIES (Kagan) • Positive interdependence • Individual accountability • Equal participation • Simultaneous interaction

  15. PIES • Positive Interdependence • “I need you, you need me” • Individual Accountability • Students are responsible for their learning • Equal Participation • Students take turns or take on roles • Simultaneous Interaction • Students are continually on task

  16. Cooperative Learning • What are some cooperative learning strategies you use? • Remember how cooperative learning is most effective: • I need you and you need me • Individual accountability • Equal participation • Increased time on task with students Spencer Kagan

  17. Challenge • Be ready to discuss • an effective strategy you already use • a strategy you might consider from another source such as the Craft Knowledge wiki

  18. Identifying Similarities and Differences Learning is dependent on prior learning; therefore it is basic to ask, “How is this different from what I already know?”

  19. Identifying Similarities and Differences Effective tools include • Venn diagrams • Comparison matrix • Classifying activities • Concept maps • Graphic organizers • T charts • Pro and con grids • Metaphors and analogies

  20. Various Venn Diagrams

  21. Double-Bubble Diagrams

  22. Pro-Con Grid

  23. Concept Map Example

  24. Classification Chart

  25. T-Charts

  26. Solving Analogy Problems One or two terms are missing. Please think about statements below. Turn to your elbow partner and provide terms that will complete the following analogies. Boneis toskeletonaswordis to ______. Rhythm is to music as _____ is to _____. What is the relationship?_________________

  27. Challenge • Be ready to discuss • an effective strategy you already use • a strategy you might consider from another source such as the Craft Knowledge wiki

  28. Resources • Milford Instruction Wiki • MPSinstruction.wikspaces.com • Craft Knowledge Wiki • esu6craftknowledge.wikispaces.com

More Related