Summarize your learning, recommend a strategy to your readers, make suggestions to educators on aligning technology with standards, explain the importance of this alignment, describe how Marzano/Hattie fit with CCSS, etc. In other words, your blog should be informative, not simply reflective.
The instructional strategies described by Marzano and Hattie align well with the Common Core State Standards (CCSS). As an English teacher, I am responsible for the Literacy Standards which include reading (literature and informational text), writing, speaking and listening, and language. Without getting into the specifics of each standard, the standards focus on depth of knowledge rather than breadth. Learning should be challenging and meaningful. Students need to focus on developing the creative thinking and problem solving skills necessary to be productive in our rapidly changing 21st century.
The high school English curriculum at my school includes all the literacy standards, but this year we are focusing on close reading. Most of the Marzano’s strategies can be used to improve close reading skills. I highly recommend the use of nonlinguistic representations.
As I described in the Group Grid, I have had students use geometric shapes to represent characters in a novel. Students have to choose a shape for each character. We discuss whether the shape should be rounded or have lots of angles, depending on the personality traits of the characters. They have to choose a color for each shape which leads to a discussion of the symbolism inherent in various colors. Students also have to decide on the size of the shape and the placement on the page. This leads to discussions of the interrelationships between characters. Questions arise such as “Who has power?” and “How do characters feel about each other?” Finally, students can connect (or disconnect) the characters in some way. The activity may be done with or without technology. If the technology is available, Google Drawing would work very well. In addition to having students think deeply about the characters, they would have to figure out how to use the features on Google Draw to create the representation. The same activity may also be done with paper and colored pencils. The thinking processes would be the same as students decide how to represent the characters. Technology may enhance the activity and provide an additional dimension of learning, but is not essential to the main objective.
Nonlinguistic representations can be used in other ways. Creating representations does not need to be limited to shapes. Characterization is a big part of our English curriculum, and I have had students create nonlinguistic representations of characters using random arts and crafts supplies. The creativity can be astounding. For example, students have created sandwiches with multiple layers, balls and chains, and watermelon to symbolize various characters. The explanations are very creative!
What could a sandwich, a ball and chain, and slice of watermelon possibly have to do with Catcher in the Rye or Looking for Alaska?
Again, character symbols could also be created using technology. Padlet and Thinklink are great collaboration tools. Kids could upload a picture onto a group document which could then be shared with the class. The benefit would be that everyone in the class could contribute to one document which could facilitate a lively discussion.
Vocabulary instruction is another area which lends itself to the use of nonlinguistic representations. Kids can create symbols to demonstrate the definition of vocabulary words. Displaying the words and pictures on a word wall serves to reinforce vocabulary instruction. Again, technology is not essential to conduct the activity, but can be helpful. Collaboration tools would make this an excellent class activity. In addition, the website Kahoot, is an excellent way to reinforce the definitions with kids. It’s a quiz website. Teachers can create a quiz, display it on the SmartBoard, and students press answers on their cellphones or laptops. Scores are based on accuracy and speed. Kids love it.
John Hattie stresses several points which I consider important for effective instruction. One is the need for feedback. Students need constructive feedback in order to improve. Technology provides an excellent way to give students the feedback they need. On the group grid, Monica Hayes discusses the use of Google Docs as a way to provide “live” commentary to kids as they are working on a project. Using technology to provide feedback during the writing process is a very efficient way to improve kids’ writing.
Another point which Hattie discusses is the importance of the mindset of the teacher. Not only do teachers need to evaluate their students, but they need to evaluate their own teaching. When students aren’t understanding something, teachers need to figure out a different way to present it. Teachers need a “toolbox” of strategies and they need to be prepared to switch gears when things aren’t clicking.
Technology plays a big role in a teacher’s toolbox, but it’s not the only tool in there. As Marzano says, “Technology tools must be chosen strategically when they add value to learning.” Technology aligns well with all of the Common Core Standards. However, it’s up to the teacher to decide when and how to use it. Many of the objectives described in the standards can be achieved without technology as I indicated above. However, technology adds another dimension. Students are going to be expected to be more than proficient in technology in college and in many careers. It’s important that they become comfortable navigating different platforms and mediums. Technology also has the advantage of increasing student engagement in many cases. It fosters collaboration and frequently requires problem solving skills. (Technology doesn’t always work the way it’s supposed to!) A teacher’s mindset needs to be open and flexible. Just as Marzano reminds us that we don’t need to use every strategy for effective instruction every day, we don’t need to use technology for every lesson. However, it’s definitely an extremely important “tool in the toolbox.”
References from the week’s readings:
Technology in Schools: Future Changes in Classrooms
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