Integrating Technology and Marzano’s Instructional Strategies.
Marzano’s teacher evaluation instrument SOCIAL STUDIES AS INQUIRY.
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Transcript of Marzano’s teacher evaluation instrument SOCIAL STUDIES AS INQUIRY.
marzano’s teacher evaluation instrument
SOCIAL STUDIES AS INQUIRY
FOUR Domains
ClassrooClassroom m
StrategiStrategies and es and
BehavioBehaviorsrs
2Planning and Planning and PreparingPreparing
Reflecting on Reflecting on
TeachingTeaching
CollegialCollegiality and ity and ProfessiProfessionalismonalism
Domain 1Classroom Strategies and Behavior
Marzano Instrument
THIR
D G
RAD
E TE
ACH
ER
Using Primary Source Photographs
Remember this example of ‘Social Studies as Inquiry’?
Teaching history best practices -- view video #4
Social Studies as Inquiry parallels these sections of Marzano’s evaluation instrument very nicely.Here’s how a lesson like that fits into the new teacher evaluation tool.
GRO
UP
ANAL
YSIS
Group Analysis
1. Teacher organized students into groups for group analysis of historical photos
2. She established ‘need’ by asking them to use a graphic organizer to answer ‘who, what, when, where’ of the photos.
Both of these go along with Marzano’s element #21 “The teacher organizes the class in such a way as to facilitate students working on complex tasks that require them to generate and test hypotheses”.
Third graders analyzing photos as a group -- view video #1
CRIC
ITIC
AL T
HIN
KIN
GCritical Thinking
3. From the photos, students generated their own questions and naturally also generated their own hypotheses.
4. Next the teacher facilitated whole classroom discussion where each group shared its hypotheses about their photo. This in turn generated more questions as students tested, evaluated, discarded, or confirmed their hypotheses through the group discussion.
Both of these go along with Marzano’s element #22 “The teacher engages students in complex tasks (e.g. decision making, problem solving, experimental inquiry, investigation) that require them to generate and test hypotheses.”
Third graders being prompted to think critically -- view video #2
CON
NEC
TIN
G T
HE
SOU
RCE Connecting the Source
5. Lastly, the teacher connects the source by reading aloud the picture book from which she had gotten the photos used in the group analysis.
This goes along with Marzano’s element #23 “The teacher acts as resource provider and guide as students engage in cognitively complex tasks.”
Third grade teacher providing the resource -- view video #3
No social studies standards in Common Core Teachers can assess content knowledge by having students write explanatory essaysUse Common Core Standards and guidelines for writing
ASSESSMENT
ASSESSMENT
Build on your previous use of Debbie Diller's Literacy StationsMake them content specific for social studies to build both language and content. Here are some station ideas:
LITERACY STATIONS
LITERACYSTATIONS
Social Studies Content Literacy Stations
genre reading and writing-expository-informational-persuasive -essay-functional (maps, time
lines, graphs)-History Mystery-fiction-biography
Social Studies Content Literacy Stations
graphic organizersspellingvocabularyvisual image analysis (political
cartoons, historical illustrations, photos, artifacts, video)
Cloze activitieslistening station
-song-audio textbook-poem-drama
RESO
URC
ESResources
Marzano Teacher Evaluation Instrumenthttp://www.marzanoevaluation.com/files/Day_1/LearningMap_4Domains.pdf
Third Graders Analyzing Historical Sourceshttp://teachinghistory.org/best-practices/examples-teaching/23724
Your Harcourt Social Studies supplemental materials have many of these built in. Check out the Homework and Practice Book, but also the Reading Intervention Book, the ELL Book, and Social Studies in Action.
marzano’s teacher evaluation instrument
SOCIAL STUDIES AS INQUIRY