Avondale March 2017

 

Below are resources related to our professional development session.

 

Arizona Math Standards Algebra I

AzMerit Sample Test Grade 6 ELA

Collaboration Sites

Targets for Spiraling, Rationale, Structure - Math Edition

Cube It (Word and PDF)

Cube It Scaffolding (Word and PDF)

Differentiation Storyboard (Word and PDF)

Differentiation Dinner Menu

Give One Get One

Guided Practice

How are YOU Intelligent Profile

Individual Learning Contract

RAFT Master

Spotlight

Steps for Using Choice Boards to Differentiate

Tangram Tone Up

Tangram Activity for Area/Perimeter

Tic Tac Toe Sample (Word and PDF)

Where Are We (Word and PDF)

 

 

B

I

N

G

O

Concept Definition Mapping

Frayer Model

Differentiation (Link to Files)

What I Know About

Process Goals

Spin the Templates

Lesson Planning Guide

Essential Vocabulary

Where Do I Belong

Sample Math Observation Form

Geometry

Turn 4 Thought Board

Web Resources (File to Links)

 FC Logo

Working on the Right Work

Waiting for the Train

Process Thinking Rubric

KWHL Chart

SOL & Bloom’s – Rigor and Assessment

Sample Authentic Assessment Grade 8.3

Fan and Pick

Board

Sample Cards

What’s My Rule

Sample Checkpoint Test Math 7.15

Learning Contract

Problem Solving (Link to Files)

Web Applications to Increase Student Engagement

 

 

These instructional and assessment resources are organized by Marzano's nine proven high-yield instructional strategies.

 

 

High Yield Instructional Strategy

Instructional and Assessment Resource

Identifying Similarities and Differences

helps students understand more complex problems by analyzing them in a simpler way

a. Use Venn diagrams or charts to compare and classify items

b. Engage students in comparing, classifying, and creating metaphors and analogies

Where Do I Belong?
What’s My Rule
These Are These Are Not...
Give One Get One
Comparing Terms

Summarizing and Note-Taking

promotes comprehension because students have to analyze what is important and what is not important and put it in their own words

a. Provide a set of rules for asking students to summarize a literary selection, a movie-clip, a section of a textbook, etc.

b. Provide a basic outline for note-taking, having students fill in pertinent information

Interactive Note-Taking
Think-Tac-Toe
Alpha-Blocks Sort
Quick Write
Justify Quartet
What We Did Today
Chatter Drawing
Standards Based Lesson Plan (Math)
Two Word Strategy

Sample K Notebook

Reinforcing Effort and Providing Recognition

shows the connection between effort and achievement helping students see the importance of effort and allows them to change their beliefs to emphasize it more. Note that recognition is more effective if it is contingent on achieving some specified standard 

a. Share stories about people who succeeded by not giving up

b. Find ways to personalize recognition. Give awards for individual accomplishments

Windshield Check 
Weekly Self-Evaluation

Homework & Practice

provides opportunities to extend learning outside the classroom, but should be assigned based on relevant grade level. All homework should have a purpose and that purpose should be readily evident to the students. Additionally, feedback should be given for all homework assignments 

a. Establish a homework policy with a specific schedule and time parameters

b. Vary feedback methods to maximize its effectiveness

c. Focus practice and homework on difficult concepts

Dinner Menu
Cubing

Nonlinguistic Representation

has recently been proven to stimulate and increase brain activity

a. Incorporate words and images using symbols to represent relationships

b. Use physical models and physical movement to represent information

Where Do I Belong?
Triangle Trivia
Interactive Note-Taking
Spin the Word 
Chatter Drawing

Cooperative Learning

has been proven to have a positive impact on overall learning. Note: groups should be small enough to be effective and the strategy should be used in a systematic and consistent manner 

a. Group students according to factors such as common interests or experiences

b. Vary group sizes and mixes

c. Focus on positive interdependence, social skills, face-to-face interaction, and individual and group accountability

Team Turn
Fan and Pick
Spin the Word
Think Pad
Choice Board
Latoya and Kirk

Setting Objectives and Providing Feedback

provides students with direction. Objectives should not be too specific and should be adaptable to students’ individual objectives. There is no such thing as too much positive feedback, however, the method in which you give that feedback should be varied

a. Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them. Questions like "I want to know" and "I want to know more about . . ." get students thinking about their interests and actively involved in the goal-setting process

b. Use contracts to outline the specific goals that students must attain and the grade they will receive if they meet those goals

c. Make sure feedback is corrective in nature; tell students how they did in relation to specific levels of knowledge; rubrics are a great way to do this

K-8 Math EKS At a Glance
EOC Math EKS At a Glance
Self-Assessment Tool
Personal Learning Goals
Individual Learning Contract
Math Process Thinking Rubric
DOK Indicators
“Quick Write” Rubric
Genius Reflection
Genius Planning
Genius Rubric

Generating and Testing Hypothesis

is not just for science class! Research shows that a deductive approach works best, but both inductive and deductive reasoning can help students understand and relate to the material 

a. Ask students to predict what would happen if an aspect of a familiar system, such as the government or transportation, were changed

b. Ask students to build something using limited resources; this task generates questions and hypotheses about what may or may not work

Experimental Inquiry Hypothesis Framework
Guess the FIB
Problem Solving Strategy

Cues, Questions, and Advance Organizers

helps students use what they already know to enhance what they are about to learn. These are usually most effective when used before a specific lesson.

a. Pause briefly after asking a question to give students time to answer with more depth

b. Vary the style of advance organizers used: Tell a story, skim a text, or create a graphic image; there are many ways to expose students to information before they "learn" it

Concept Definition Mapping
Triangle Trivia
Think Pad
Developing Thinking with Effective Questions
Individual Learning Contract
Frayer Model
KWL
Y Chart
Alpha-Blocks Sort