Topic2

= ﻿﻿Learning Topic 2: = = Marzano and Bloom =

Background/Rationale
Dr. Bob Marzano is the CEO of the Marzano Research Laboratory in Englewood, Colorado. He is a public speaker, educational researcher, and author. Marzano has written many books on various topics, such as:
 * Instruction
 * Assessment
 * Writing/implementing standards
 * Cognition
 * Effective leadership
 * School intervention

Perhaps one of his most well-known books in the education world is Classroom Instruction That Works. The book focuses on nine instructional strategies that have shown to have improved student learning. These nine strategies are:
 * Identifying similarities and differences
 * Summarizing and note taking
 * Reinforcing effort and providing recognition
 * Homework and practice
 * Nonlinguistic representations
 * Cooperative learning
 * Setting objectives and providing feedback
 * Generating and testing hypothesis
 * Questions, cues, and advance organizers

Another important name in education is Bloom, as in Bloom's taxonomy. Bloom's taxonomy is not a new idea, having been established in the mid-1900's by psychologist, Benjamin Bloom. The taxonomy is a classification system to categorize intellectual skills and behavior important to learning. The taxonomy has been revised slightly since it was first developed into the following levels (highest order of thinking at the top; lowest order of thinking at the bottom) of the cognitive domain: //Higher Order Thinking Skills// //Lower Order Thinking Skills//
 * Creating
 * Evaluating
 * Analyzing
 * Applying
 * Understanding
 * Remembering

Educators use Bloom's taxonomy to develop learning activities that promote all levels of thinking and include measureable objectives. A table of taxonomy verbs can be found at the following site: @http://www.teachervision.fen.com/tv/printables/misc07/BloomsTaxonomyVerbs.pdf. or

There has also been a Digital Bloom's Taxonomy created that addresses the integration of technology into the classroom and the 21st Century learner. There are a number of resources on the internet that detail the various iterations of Bloom’s taxonomy including @http://www.techlearning.com/printablearticle/8670.

For more detailed information about Bloom's Taxonomy, you can view the following Powerpoint by: Denise Tarlinton. This PowerPoint was found at: @http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm

Another PowerPoint presented by Janet Giesen provides a summary of //Bloom's// revised taxonomy. It discusses the systematic process of thinking & learning and assists assessment efforts with easy-to-use format: @http://www.niu.edu/facdev/programs/handouts/blooms_presentation.pptx or

Learner Outcomes

 * Summarize Marzano's strategies including information, research findings, and classroom applications.
 * Analyze each of Marzano's nine strategies.
 * Compare different variations of Bloom's taxonomy levels and their corresponding verbs.
 * Examine current practices and recognize ways to implement higher order thinking.
 * Design technology-based activities that align with Marzano strategies and Bloom's taxonomy.
 * Reflect on your teaching practices in regards to Marzano's research and Bloom's taxonomy.

Readings and Research

 * Books:**
 * Marzano, R.J., Pickering, D.J. & Pollock J.E. (2001). Classroom instruction that works. Alexandria, VA: Association For Supervision and Curriculum Development.


 * Optional Reading:**
 * Marzano, R. J. & Kendall, J. S. (2007). The new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press.


 * Library Resource:**
 * Books 24/7 - @http://libguides.regis.edu/atozdatabases


 * Online Magazines:**
 * Tech&Learning - @http://www.techlearning.com/
 * THE Journal - @http://thejournal.com/Home.aspx
 * Journal of Educational Technology & Society - @http://www.ifets.info/
 * Education Week: Digital Directions - @http://www.edweek.org/dd/
 * eLearn Magazine - @http://www.elearnmag.org/
 * Edutopia - @http://www.edutopia.org/


 * Digital Bloom's and Marzano's Resources:**
 * Northwest Regional Educational Laboratory. (2005). Research-based strategies. In //Focus on effectiveness//. Retrieved from @http://www.netc.org/focus/strategies/
 * Tech and Learning - @http://www.techlearning.com/printablearticle/8670
 * Bloom's Taxonomy Poster for Elementary Teachers - @http://blog.learningtoday.com/blog/bid/22740/Bloom-s-Taxonomy-Poster-for-Elementary-Teachers or [[file:BLOOM (one page poster).doc]]
 * Educational Origami - Bloom's DigitalTaxonomy: http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

Learning Activities
Please read chapter one of Classroom Instruction That Works before this week's class session.
 * Before Class Activity:**

2.1: Digging Into Classroom Instruction That Works
You will break into nine different groups. Each group will be assigned one of Marzano's nine strategies, for which you will read the corresponding chapter in Classroom Instruction That Works and write a one-page summary. Your team’s paper must include: Please copy and paste your summaries to Topic2_StudentPage under "Marzano's Nine Strategies, for you and your peers to reference later.
 * a summary paragraph detailing the nature of the strategy
 * information about the research findings
 * big ideas about classroom practice
 * learning activities incorporating your strategy that you are using/have used in your classroom

Your team’s paper includes:
 * 2.1 Assessment**
 * A summary paragraph detailing the nature of the strategy.
 * Information about the research findings.
 * Big ideas about classroom practice.
 * Learning activities incorporating your strategy that you are using/have used in your classroom.
 * Posted to the Topic2_StudentPage.

2.2: Sharing Your Findings and Discuss
You are going to share your summaries (one strategy group at a time) with your classmates. Make sure your documents are on the class wiki for peers to reference during your presentation.

After each presentation, discuss the following:
 * Additional learning activities that have been used by other classmates (whole group). These strategies should be added to each summary.
 * Discuss the questions provided below.Questions were provided by the ASCD (Association for Supervision and Curriculum Development) at the following site: http://www.ascd.org/publications/books/101010/chapters/An_ASCD_Study_Guide_for_Classroom_Instruction_That_Works@_Research-Based_Strategies_for_Increasing_Student_Achievement.aspx (alternate search terms: ASCD study guide classroom instruction)

//**Chapter 2: Identifying Similaritites and Differences**// The chapter explains that both teacher-directed and student-directed assignments can have a potential positive effect on student achievement. Consider how you would decide whether to use a more teacher-directed instead of a student-directed assignment.

//**Chapter 3: Summarizing and Note Taking**// This chapter describes "summarizing" as a process of deleting, substituting, and keeping information. Although these three aspects of the process are easy to understand and model, students often find it difficult to summarize effectively. Describe some reasons you think that summarizing is such a challenge for students.

//**Chapter 4: Reinforcing Effort and Providing Recognition**// This chapter recommends the use of rubrics to help students see the relationship between their effort and their achievement. Try to identify a specific long-term, challenging assignment that might be enhanced by using these rubrics.

//**Chapter 5: Homework and Practice**// Reviewing the research on homework emphasizes the importance of commenting on students' homework assignments. What strategies would your recommend to a teacher who wants to assign homework but claims that it is logistically impossible to comment on students' work?

//**Chapter 6: Nonlinguistic Representations**// This chapter explains that nonlinguistic representations are powerful ways to learn and recall information but that many classrooms are very linguistically oriented. Think of classroom experiences that are often effective but that are inherently linguistic (e.g., reading the textbook, engaging in a discussion, listening to an explanation). Suggest several specific ways that these linguistic experiences could be even more effective by guiding students to generate and use nonlinguistic representations, such as graphic organizers, multimedia, and role-plays.

//**Chapter 7: Cooperative Learning**// "I don't like cooperative learning because my child ends up doing all the work." How would you respond to this parent concern?

//**Chapter 8: Setting Objectives and Providing Feedback**// Identify ways that assignments could be constructed to take advantage of the potential positive effect of student-led feedback techniques. What are some reasons that it sometimes does not work to use student-led techniques?

//**Chapter 9: Generating and Testing Hypothesis**// One recommendation in this chapter is to make sure that students can explain their hypotheses. If they complete the experiments successfully, why do you think it is also so important they be asked to explain their hypotheses?

//**Chapter 10: Cues, Questions, and Advanced Organizers**// After reading the section on "Classroom Practice," think about how you might use these categories to improve the questions that you ask in the classroom?

There are various rubrics available online for assessment purposes. Many that we have used contain adjectives to describe your performance. This rubric is an example of how to use pictures/images for evaluation purposes. These are great to use with primary and ESL students. @https://www.msu.edu/user/negrocel/TE844%20Classroom%20Literacy%20Assessment.pdf (Alternate search terms/phrases: Student Centered Small Group Discussion Rubric) Each of you should evaluate your participation in your group’s discussion at the end of the activity.
 * 2.2 Assessment:**

2.3: Investigating Bloom's Taxonomy
You are going to research the different variations of Bloom’s taxonomy. Create a matrix or a comparison chart (using a technology tool) that illustrates the various versions. Submit to Topic2_StudentPage.
 * Part One – Researching Bloom**

Reflect on your teaching and educational experiences to provide suggestions for additional thinking skills and/or verbs that might be included in the Revised taxonomy, including digital Bloom’s verbs.
 * Part Two – Reflection**

Select a lesson that you teach and evaluate how the lesson integrates the Revised Blooms and Digital Blooms. Create a table to illustrate. Write a 200-400 word reflection on how your lesson can be improved to integrate the higher levels of Bloom’s Revised taxonomy as well as integrate Digital Bloom’s. You will include this table in your blog reflection for the week.
 * Part Three – Evaluate and Integrate**


 * 2.3 Assessment (60 points):**

2.4: Applying Bloom's Taxonomy to Marzano's Researched-Based Strategies
//**(Capstone Project Suggestion)**// Using the Marzano/Bloom Planning Page you are going to write activities that can be implemented into your classroom. You are required to create two activities for each level of the Digital Bloom’s taxonomy. Each activity should use a different verb from the taxonomy. You need to also list the Marzano strategy utilized in each activity (each of the nine strategies must be used at least once). Finally you’re required to identify the content area for each activity and the Bloom’s taxonomy verbs.

Your activities should be technology-based to help get you thinking about how technology can be integrated into the classroom. When you complete your activity, please post your document to Topic2_StudentPage.

**Applying Marzano/Bloom Planning Page**: [[file:Applying Bloom.docx]]
List the strategy integrated into the activity || Content Areas List the content area addressed in the activity || Generating new ideas, products, or ways of viewing things || designing, constructing, planning, producing, inventing, devising, making, programming, filming, animating, Blogging, Video blogging, mixing, remixing, wiki-ing, publishing, videocasting, podcasting, directing/producing, creating or building mash ups || 1.
 * Higher-Order Thinking || Taxonomy Levels: || Verbs: || Learning Activities (each activity should integrate a different taxonomy verb): || Marzano Strategies:
 * ^  || Creating

2. || 1.

2. || 1.

2. || Judging the value of ideas, materials, and methods by developing and applying standards and criteria || Checking, hypothesising, critiquing, experimenting, judging, testing, detecting, monitoring, (Blog/vlog) commenting, reviewing, posting, moderating, collaborating, networking, reflecting, (Alpha & beta) testing || 1.
 * ^  || Evaluating

2. || 1.

2. || 1.

2. || Breaking information into parts to explore understandings and relationships || Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating, Mashing, linking, reverse-engineering, cracking, mind-mapping, validating, tagging || 1.
 * ^  || Analyzing

2. || 1.

2. || 1.

2. || Using strategies, concepts, principles, and theories in new situations || Implementing, carrying out, using executing, running, loading, playing, operating, hacking, uploading, sharing, editing || 1.
 * Lower-Order Thinking || Applying

2. || 1.

2. || 1.

2. || Understanding ideas or concepts || Interpreting, Summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying, Advanced searching, Boolean searching, blog journaling, twittering, categorising and tagging, commenting, annotating, subscribing || 1.
 * ^  || Understanding

2. || 1.

2. || 1.

2. || Recalling information || Recognizing, listing, describing, identifying, retrieving, naming, locating, finding, Bullet pointing, highlighting, bookmarking, social networking, Social bookmarking, favorite-ing/local bookmarking, Searching, Googling || 1.
 * ^  || Remembering

2. || 1.

2. || 1.

2. || //**Example:**//
 * Taxonomy Levels: || Verbs: || Learning Activities (each activity should integrate a different taxonomy verb): || Marzano Strategies:

List the strategy integrated into the activity || Content Areas

List the content area addressed in the activity ||
 * Applying || //Implementing, carrying out, using, executing, running, loading, playing, operating, hacking, uploading, sharing, editing// || Share your essay by uploading the document to a wiki that others can access. || Homework and Practice || All ||


 * 2.4 Assessment: (75 points)**

** 2.5: Blogging about Bloom and Marzano **
It is obvious that both Bloom and Marzano have dramatically impacted the way teachers and students teach, learn, interact, etc. Insert the table you created during Activity 3 and then reflect on how Bloom and Marzano will impact or have impacted your teaching. Create a new blog post (400 word minimum) to share your reflective thoughts. Here are some things that you might want to reflect on during your post:
 * How will your knowledge about Bloom's taxonomy and Marzano's research affect your lesson planning?
 * Are you currently implementing these concepts? If so, how could you improve or change them to be more effective? If not, what is your plan to begin implementing them?
 * How could you share your new information with your colleagues to possibly enhance their teaching practice? What is the most important information you would want to share?


 * 2.5 Assessment (16 points):**

Back to the Top of the Page.

Homework
**//Due Friday, March 25th//** -
 * 2.3 Part 3: Investigating Bloom's Taxonomy //(40 points)// - Submit to your Reflection Blog.
 * Finish 2.4 Applying Bloom to Marzano //(80 points)// Submit to Topic2_StudentPage.
 * 2.5 Blogging about Marzano and Bloom //(16 points)// - Submit on your Reflection Blog.
 * Complete the Topic 3 Field Experience by next class - March 22nd.