Searching for Robert Marzano - Classroom 2.02024-03-28T23:20:48Zhttps://www.classroom20.com/forum/topics/searching-for-robert-marzano?x=1&id=649749%3ATopic%3A432526&feed=yes&xn_auth=noOne particular example of how…tag:www.classroom20.com,2010-03-15:649749:Comment:4495352010-03-15T04:02:37.917ZAngel Kumasakahttps://www.classroom20.com/profile/AngelKumasaka
One particular example of how I have used Marzano's strategy of reinforcing effort and providing recognition is when I wanted to challenge the 4th/5th graders in my class to memorize the multiplication facts. (It also ties in with Marzano's instructional strategies of setting objectives and providing feedback, and homework/practice.) The students understood the concept of multiplication, but have not completely memorized the facts through the tens. Knowing that they would need to have a quick…
One particular example of how I have used Marzano's strategy of reinforcing effort and providing recognition is when I wanted to challenge the 4th/5th graders in my class to memorize the multiplication facts. (It also ties in with Marzano's instructional strategies of setting objectives and providing feedback, and homework/practice.) The students understood the concept of multiplication, but have not completely memorized the facts through the tens. Knowing that they would need to have a quick recall of these facts in order to be successful in mathematics, I focused on having each student set an objective to learn the facts and showed them ways that they could incorporate practice of these facts into their homework routine through games and activities. During the lesson I talked about how their efforts with practice would be directly responsible for their ability to learn these math facts and recall them quickly on the quizzes. I then followed up this lesson by noting their scores and providing written feedback on their quizzes and through verbal communication with them. Each student was required to keep track of their progress toward the goal by marking their scores on a chart and reflecting on their practice efforts. In the written comments on the quizzes and verbally when I pass back their papers, I also reinforced the students’ efforts in practicing and recognized their progress toward the learning goal when they improved their scores and passed quizzes. I think that by using the strategies of setting objectives and providing feedback, reinforcing effort and providing recognition and homework/practice I was successful in getting most of the students to focus on learning their facts and they made good progress in the next month. Since there were still a few students that are stuck at one level of facts, such as the 7s, I talked with these students to reiterate the importance of practice and reminded them that they could break the larger goal into shorter goals, such as learning the 8s facts within the next two week, so that it felt more manageable. To further reinforce their efforts and provide recognition in a way that would help them sustain their efforts over several weeks, I told the class that when they all met the learning target of quickly recalling the multiplication facts, as shown by passing all the quizzes through 10s, we would have a celebration in the class with cupcakes. While I don't usually use tangible rewards for students, I thought that if I treated it more like a celebration of their achievement than as a reward, per se, that it would get them excited and reenergized to practice their facts and work toward the goal. All of the students showed steady progress after that and have since mastered the multiplication facts. (And enjoyed their cupcakes!) Thanks, Mark, for sharing! I'…tag:www.classroom20.com,2010-02-22:649749:Comment:4381252010-02-22T06:26:48.934ZKarren Colberthttps://www.classroom20.com/profile/KarrenColbert
Thanks, Mark, for sharing! I'm going to link this document to my blog (<a href="http://www.writebrainedteacher.blogspot.com" target="_blank">www.writebrainedteacher.blogspot.com.com</a>) and I know my readers will appreciate this research, too!
Thanks, Mark, for sharing! I'm going to link this document to my blog (<a href="http://www.writebrainedteacher.blogspot.com" target="_blank">www.writebrainedteacher.blogspot.com.com</a>) and I know my readers will appreciate this research, too! Thank you Mark. I will check…tag:www.classroom20.com,2010-02-20:649749:Comment:4377512010-02-20T20:15:01.602ZRebecca Donelsonhttps://www.classroom20.com/profile/RebeccaDonelson
Thank you Mark. I will check out the file. I appreciate the response.
Thank you Mark. I will check out the file. I appreciate the response. I recommend the work of Prof'…tag:www.classroom20.com,2010-02-18:649749:Comment:4372532010-02-18T23:12:35.595ZMark Robinsonhttps://www.classroom20.com/profile/MarkRobinson
I recommend the work of Prof's Dylan Wiliam and Paul Black - "Inside the black box". That looks at how grading and ranking students against each other may not be as effective a method as a more 'personal goals' based system. <a href="http://weaeducation.typepad.co.uk/files/blackbox-1.pdf" target="_blank">http://weaeducation.typepad.co.uk/files/blackbox-1.pdf</a> (PDF)<br />
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Comments only marking is a big feature of their ideas... and certainly worth deep consideration as an alternative when thinking…
I recommend the work of Prof's Dylan Wiliam and Paul Black - "Inside the black box". That looks at how grading and ranking students against each other may not be as effective a method as a more 'personal goals' based system. <a href="http://weaeducation.typepad.co.uk/files/blackbox-1.pdf" target="_blank">http://weaeducation.typepad.co.uk/files/blackbox-1.pdf</a> (PDF)<br />
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Comments only marking is a big feature of their ideas... and certainly worth deep consideration as an alternative when thinking about the role and use of incentives and grading to drive performance. A couple of comments here allude to "effort" points which are powerful in that they do not focus on knowledge itself but on the abilities, strategies and skills required to learn it.<br />
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My understanding of the work of Marzano would suggest many of his ideas are similar.<br />
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The ideal system for me, certainly for all communications between student, teacher, parent and within class about individual student performance, would focus almost exclusively on improvements against personal targets. That way every kid can get the positive kick from an award for effort along with comments (regardless of ANY learning/skills variances) and both they and their parents KNOW what it is for. As others have said - what can a "D" possibly mean to anyone - at least the kid. There is no guide to action and a route forward?<br />
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Why should 'what you are required to report' dictate how you choose to motivate and engage students with meeting their own targets when the classroom door is closed.<br />
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Success begets success - put in place a system of assessment and commentary that recognises and rewards effort - and I think we may be surprised to see that the grades look after themselves and that the parents are provided with a framework for working with their children to support your aims too.<br />
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Just some thoughts from the UK. Rebecca,
Thank you for start…tag:www.classroom20.com,2010-02-17:649749:Comment:4368642010-02-17T19:22:49.761ZKarren Colberthttps://www.classroom20.com/profile/KarrenColbert
Rebecca,<br />
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Thank you for starting this discussion. It got me thinking and eventually led to this blog post:<br />
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<a href="http://writebrainedteacher.blogspot.com/2010/02/rethiking-grades-and-effort-wondering.html" target="_blank">http://writebrainedteacher.blogspot.com/2010/02/rethiking-grades-and-effort-wondering.html</a><br />
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Karren
Rebecca,<br />
<br />
Thank you for starting this discussion. It got me thinking and eventually led to this blog post:<br />
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<a href="http://writebrainedteacher.blogspot.com/2010/02/rethiking-grades-and-effort-wondering.html" target="_blank">http://writebrainedteacher.blogspot.com/2010/02/rethiking-grades-and-effort-wondering.html</a><br />
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Karren Karren, Thank you. I there wa…tag:www.classroom20.com,2010-02-17:649749:Comment:4368622010-02-17T19:08:09.972ZRebecca Donelsonhttps://www.classroom20.com/profile/RebeccaDonelson
Karren, Thank you. I there was an alternative to grading, I hate being graded. I can be taught how to do something and I can do it and understand it, but if you test me on it, I get horrible test anxiety and I don't do well. Thank you again for sharing.
Karren, Thank you. I there was an alternative to grading, I hate being graded. I can be taught how to do something and I can do it and understand it, but if you test me on it, I get horrible test anxiety and I don't do well. Thank you again for sharing. Students who receive a certai…tag:www.classroom20.com,2010-02-15:649749:Comment:4361242010-02-15T16:13:32.376ZLaura Gonzalezhttps://www.classroom20.com/profile/LauraGonzalez
Students who receive a certain grade (90% for regular ed. students; 95% for preAP) get a postcard sent home to their parents commending the student on their performance.<br />
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All presentations are recorded. Students are aware that whatever they do in class will be recorded for posterity. Students have used presentations to get into academies in high school.<br />
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Students in my classes write lots of essays. Students displaying certain characteristics (depends on what's being taught) may be asked for…
Students who receive a certain grade (90% for regular ed. students; 95% for preAP) get a postcard sent home to their parents commending the student on their performance.<br />
<br />
All presentations are recorded. Students are aware that whatever they do in class will be recorded for posterity. Students have used presentations to get into academies in high school.<br />
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Students in my classes write lots of essays. Students displaying certain characteristics (depends on what's being taught) may be asked for permission to display their essays or for an essay to be used as an examplary essay for the class. (I've never had a student refuse permission.)<br />
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I have several students who are still learning what acceptable school behavior is. They receive rewards and recognition for behaving acceptably. Examples: stickers for non-tardy students; glow-sticks for students who turn in books on time to the library.<br />
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Students in my reading improvement classes get recognition and rewards for reading. Each semester, the students learn how many words they read (tracked by a computer program). They design posters explaining their achievement. The posters are hung in the hallway.<br />
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Each book is worth a certain number of points. Students receive certificates of accomplishment for reading so many points worth of books. Certificates are earned at the 25, 50, and 100 point levels. A poster, updated weekly, shows their progress.<br />
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As a class, students read a novel. If 85% of the students pass the test on the novel, we watch the movie adaptation of the novel.<br />
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As a class, student points are added together. At the 500 point level, the class earns an ice cream party. At the 1000 point level, the class earns a pizza party. At the 1500 point level, the class earns pizza and ice cream. (Note: no class has earned the 2000 point level so I haven't had to come up with a prize for that yet).<br />
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Students in my reading improvement class have failed the state assessment test. In some cases, the students have never passed the state assessment test in all their scholastic careers. Students who pass the state assessment test receive ribbons of achievement. Students who pass with commendations receive an additional pin to celebrate their success. (Note: I have an 87% pass rate on the state test with a 2% commendation rate. 15% of my students have never passed the assessment test before.)<br />
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Students and classes earning awards/rewards have their photos taken. The photos are featured prominently on one of our websites.<br />
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Rewards (aka bribes) for effort and recognition of achievement figure prominently in my classrooms.<br />
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Hope this helps! As an aside, I don't believe…tag:www.classroom20.com,2010-02-15:649749:Comment:4359802010-02-15T02:05:09.463ZKarren Colberthttps://www.classroom20.com/profile/KarrenColbert
As an aside, I don't believe in grades. When you think about grades, statistically speaking, they are not a true indication of a student's progress. Consider this scenario: a student fails the first assignment of the quarter/term. If you calculate grades based on the popular method of averaging, their "grade" will not be an accuate reflection of their true achievement and understanding of the content. Here is an interesting article on the subject:…
As an aside, I don't believe in grades. When you think about grades, statistically speaking, they are not a true indication of a student's progress. Consider this scenario: a student fails the first assignment of the quarter/term. If you calculate grades based on the popular method of averaging, their "grade" will not be an accuate reflection of their true achievement and understanding of the content. Here is an interesting article on the subject:<br />
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<a href="http://articles.latimes.com/2001/feb/07/local/me-22344" target="_blank">http://articles.latimes.com/2001/feb/07/local/me-22344</a><br />
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However,if you must give grades, I believe that effort should be considered. Students who demonstrate effort by working hard and actively participants in their learning will continue to make progress. Should a students effort go t…tag:www.classroom20.com,2010-02-14:649749:Comment:4359372010-02-14T23:17:07.015ZRebecca Donelsonhttps://www.classroom20.com/profile/RebeccaDonelson
Should a students effort go towards the final grade they get?
Should a students effort go towards the final grade they get? Thank you for replying Ron. I…tag:www.classroom20.com,2010-02-14:649749:Comment:4359322010-02-14T23:04:57.966ZRebecca Donelsonhttps://www.classroom20.com/profile/RebeccaDonelson
Thank you for replying Ron. I will check "Mindset" out. I am trying to learn everything I can about Marzano's theory.
Thank you for replying Ron. I will check "Mindset" out. I am trying to learn everything I can about Marzano's theory.