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8 Strategies Robert Marzano & John Hattie Agree On

8 Strategies Robert Marzano & John Hattie Agree On
Robert Marzano and John Hattie have both reviewed research into what teaching strategies make the biggest difference to students’ results. While they used different methods and terminology, they agreed on these 8 powerful strategies. Strategy 1: A Clear Focus for the Lesson John Hattie highlights how important it is for you (and your students) to be clear about what you want them to learn in each lesson. According to Hattie, teacher clarity is one of the most potent influences on student achievement. Robert Marzano agrees, including lesson goals in his top 5 list of factors that affect how well students do at school. Hattie states that lesson goals: Clearly state what you want your students to learnCan focus on surface or deep learning (or both)Must be challenging for the students relative to their current mastery of the topicMay be grouped (i.e. a single lesson may have more than one goal)Need to be shared with the students How do you add mixed fractions with different denominators?

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The Tyranny of Being On Task I remember when I was first teaching and was getting ready for my first official observation and evaluation. I was very nervous. My principal had told me she would be looking for a classroom where students were on task. Heaven forbid that any students were off task. I thought that if my classroom even hinted that some students were off task, I would never be a successful teacher, and perhaps told to leave the teaching profession.

Creating the Conditions for Innovative Teaching and Learning – A.J. JULIANI Last weekend, as we were digging out of the twenty inches of snow, my kids were sledding in the backyard and hiding out in their igloo. My 4-yr old son had another snow day passion, filling up a plastic cup with snow to the brim and walking around calling it his “snow cone.” He wouldn’t go anywhere without his snow cone. Ten Teaching Trends from the Innovating Pedagogy Report - TeachOnline How are today’s most innovative educators engaging with their students? The 2015 Innovating Pedagogy Report proposes ten innovations that explore ways of teaching, learning, and assessment for an interactive, engaged world. The report is the fourth of its kind, produced in collaboration with SRI International and The Open University. The full document details several examples and studies to support these innovations. Below is a summary of those innovations: Crossover Learning: Learning in informal settings, such as museums or meetups.

Top 10 Evidence Based Teaching Strategies Note: Most teachers care about their students’ results, and if you are reading this article, you are undoubtedly one of them. There is no doubt that teachers make a difference to how well their kids do at school. Ten things I did in 2016 that have significantly enhanced my teaching The year just gone was one of the best I have ever had in terms of professional development as a teacher, researcher, writer and CPD provider. In this blog I share ten things that I have tried out in 2016 that, in my view, have significantly enhanced teaching and learning in my lessons. 1.Doubled the exposure to receptive processing and delayed production One major change to my teaching has involved massively increasing my students’ exposure to comprehensible input before engaging them in production. Thus, on introducing a new phoneme, grammar structure, communicative function and/or vocabulary set, I now ensure my students process the target items receptively through as wide as possible a range of listening and reading tasks which recycle them to death (narrow reading being one of my favourite reading/listening tasks). Figure 1 – narrow reading texts including comprehensible input with lots of patterned repetitions and cognates

About Smart Classroom Management Here at Smart Classroom Management, we believe in two principles thought by many to be on contradictory ends of the classroom management spectrum. On one side we believe in faithfully following a classroom management plan. This allows teachers to hold students accountable without yelling, scolding, lecturing, or using any other stressful or hurtful method.

10 Ways Teacher Planning Should Adjust To The Google Generation 10 Ways Teacher Planning Should Adjust To The Google Generation by Terry Heick For the Google Generation, information isn’t scarce, and knowing has the illusion of only being a search away. I’ve written before about how Google impacts the way students think. This post is less about students, and more about how planning resources like standards and curriculum maps might respond accordingly. Curriculum maps are helpful little documents that standardize learning. Mastering Assessment Language: Trusty Tips and Tools The formative assessment rubric is an amazing and revealing tool. They are made all the more effective by carefully considering the language we use. Mastering assessment language is an art form in itself.

Planning to be great The new year is well underway at Durrington High School. Due to the local reorganisation of schools in our area, we had a double transition year. We welcomed 330 new Y7 students for the first time, alongside 330 new Y8 students at the same time – 660 new students in all! To facilitate this, over the summer a major building project was completed, comprising a new teaching block, performing arts studio, full size astropitch and sports pavilion. And of course, to complete the package – 40 new staff! So, it’s back to our core business – great teaching in the classroom.

New FreeBIE Resource: English Learner Scaffolds for PBL According to a recent report by NPR, there are currently 5 million English Learners in K-12 classrooms in the United States. About 1 out of every 10 students is in the process of acquiring the English language. The emphasis that Project Based Learning places on culture, collaboration, and authentic, contextualized learning makes it a powerful pedagogical approach for teaching English Learners. However, we at the Buck Institute for Education recognize that many EL students need additional scaffolds and supports within a PBL context. We are pleased to introduce the free downloadable resource English Learner Scaffolds for PBL, which is designed to help teachers plan thoughtful scaffolding for English Learners during each phase of a project. Here’s an overview of the thinking behind this resource:

Why Can't Teachers Make Decisions on Their Own? Today's guest blog is co-authored between Peter DeWitt and Jenni Donohoo. Donohoo is a Provincial Literacy Lead in the Curriculum and Assessment Policy Branch in the Ontario Ministry of Education. The phrase 'shared decision making' might conjure up different ideas by teachers based on their past experiences.