Topic2_StudentPage

= Topic2 StudentPage = = Marzano and Bloom =


 * //Student pages are for submitting your assignments. As a member of this wiki, you have permission to edit these pages. Please feel free to post reminders or important notes that might also assist other class members.//**

2.1: Digging Into Classroom Instruction That Works
Look up online the following Instructional Strategies That Work from Robert Marzano's and fill in a summary for each section. Provide brief hints to get students to express what they already do know.
 * == Marzano's Instructional Strategies == || ===Strategy Details=== || ===Research Findings=== || ===Classroom Practice=== || ===Learning Activities Used=== ||
 * ===Identifying similarities===

and differences
|| The mental process of restructuring and understanding information. || 1. Teacher presentation 2. Independent student identification 3. Representation use of symbolic or graphic form 4. Use a variety of activities || Teacher giving examples and modeling. Students follow examples and present to class. Student forms groups and share graphic organizers for class. || Have students build a "bar graph" showing how many pets they own. Students line up according to how many pets they own. Make ven diagram of similarities of two fairy tales. ||
 * ===Summarizing===

and note taking
|| Students must paraphrase to condense information to remember it more readily. || 1. Analyse and organize information to create a main idea. 2. Delete unimportant information and substitute important information. || Fill in the blank outlines. Create webs. Teacher present power points. || Student create a web in Webspiration to outline the key points of the book "Mice and Men". Teacher display notes to WWII history and students copy down in outline form. ||
 * ===Reinforcing effort===

and providing recognition
|| The strategy relates to student's attitudes and beliefs as their efforts are rewarded for positive change and achievements. || Effort ultimately pays off in terms of enhanced achievement, and the importance of believing in the importance of effort. || Place some kind of abstract or some symbolic recognition to represent student achievement. || "Star" on graph for ever 100% on spelling tests. Showcase student work on class website. ||
 * ===Homework and practice=== || Drill and practice

Shape and adapt skills

Problem based learning

Inquiry and discovery || * Proportional amounts and goals of hw per grade
 * Hw is the students job
 * Hw should have a purpose
 * Practice = mastery
 * Application is important
 * Practice Reasoning skills leads to deeper understanding || * Homework Policy is important
 * Class Discussions reinforce purpose of homework
 * Elementary per minute reading and HS is per chapter to be effective
 * Flash cards
 * Practice application at home
 * Break down tasks into segments || Note cards for measuring

Use charting

Games and projects

Research reports

Blogs ||
 * ===Nonlinguistic===

representations
|| Students create their own rubrics

Self monitoring

Use existing knowledge || Use of imagery reinforces learning

Generating mental images helps learning

Elaborate knowledge by using mental images || Demonstration in lab

Use emotions, describe a passage then draw || Graphic organizers

Illustrating concepts

Cartooning

Sensory story

Collages and slide shows. ||
 * ===Cooperative===

learning
|| Break down tasks and have students complete different parts successfully creates a whole project that students can generalize to other settings.

Elaborate on prior knowledge having groups of students brainstorm encourages higher-order thinking.

Students clarify and revise. This is a process of constructive cognitive reorganization that promotes the acquisition of knowledge. || Groups have a positive effect on learning.

Opportunity to respond increased in small groups

Heterogenous groups are better

Needs to have support

Achievement, time on task, transfer of learning all. || Dynamic, flexible grouping

Group presentations

Project based approach || Labs

Jigsaws

Group projects

Wall wishers Google Docs

Turn and Talk ||
 * ===Setting objectives===

and providing feedback
|| Instructional goals narrow what students focus on into appropriate chunks. Feedback should be corrective in nature and timely || Goals should be specific, measurable. action oriented, realistic and not specific. || Allow students to use teacher goals and have students write them as their own. Show positive student work and explain what makes it stand out || When writing, show how a rubric is scored to assess. Have students assess samples. Have students self assess using rubric and feedback form ||
 * ===Generating===

and testing hypothesis
|| Hypothesis generation and testing is inductive and deductive and creates well wounded learners || Deductive thinking is being able to make a prediction about a future event or action. Inductive thinking is drawing a new conclusion based on information we know or now presented with || Science labs, writing, || Have students conduct a hypothesis for a science experiment based on a testable question. Have students write a persuasive paragraph about a current issue. ||
 * ===Questions, cues,===

and advance organizers
|| Provide brief hints to get students to express what they already do know. Questioning and queuing to lead them to what they already know. By questioning and queuing students they are able to pull from existing knowledge. || Questioning and being questioned promotes thinking and assessment of skill retention Cues promote thinking or spark thoughts Graphic organizers categorize information for visual learning || P analyze all topics C organize thoughts on a subject T review for pre/post tests or comprehension assessment P communication tools C titles and subtitles to find info faster T prompts to encourage more info. P different times for different concepts C relates inter-curricular concepts T create your own according to your learning styles or visual preference || 1.answer showing understanding 2.quiz each other before an assessment 3.interest, aptitude, or basic skills surveys 1 word banks for assignments 2 put phrases to images 3 image cues thoughts or concepts 1 analyze concepts 2 categorize 3 separate details ||

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 the chart below.
 * Part One: Researching Bloom**
 * ====**Student**==== || ====**Bloom's Variations Matrix**==== ||
 * Betty || [[file:2-3 Blooms taxonomy comparison.docx]][[file:2-3 part 3 Blooms taxonomy comparison.doc]] ||
 * Curt || [[file:2.3_InvestigatingBloomsTaxonomy.doc]] ||
 * Faye || [[file:Bloom’s Taxonomy 2.3 matrix.docx]] ||
 * Joe || [[file:Joe Volk Blooms comparison matrix.doc]] ||
 * Marcia || [[file:blum2.3InvestigatingBlooms.doc]] ||
 * Michelle || [[file:Christensen-EDTC601T2.docx]][[file:EDTC601(2.3part3)Christensen.docx]] ||
 * Mike || [[file:Investigating Blooms Taxonomy.doc]] ||

2.4: Applying Bloom's Taxonomy to Marzano's Researched-Based Strategies
//**(Capstone Project Suggestion)**// Using the above 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.


 * ===Student=== || ===Applying Bloom Document=== ||
 * Mike || [[file:2-4 Applying Bloom.doc]] ||
 * Michelle || [[file:Applying+Blooms+and+Marzano.docx]] ||
 * Marcia || [[file:Blum_2.4Applying Bloom.doc]] ||
 * Joe || [[file:Applying Blooms and Marzano- Joe.docx]] ||
 * Faye || [[file:Applying Bloom 2.4.docx]] ||
 * Curt || [[file:2.4_Applying+Bloom and Marzano.docx]] ||
 * Betty || [[file:2-4 Applying Bloom.doc]] ||