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Marzano’s Strategies via FoldablesHelping students customize theirlearning in HS/MS MathKristin Arterbury (Region 12) and Robbin Lewis (Region 18)Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Guiding Questions What are some guiding standards that willhelp me create purposeful Foldables ? What are some examples of math content embedded in Foldables ? What are some folds that I can begin using inmy classroom?Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Foldables “Foldables divide data (orconcepts, ideas, skills) andmake them visual or graphicwith a kinesthetic integration.” Dinah Zike, 2008Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Foldables Foldables are.–structures for organizinginformation.–life-long learning tools thatstudents can take with them.Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Foldables . . . Speed up communicationHelp organize informationAre easy-to-understandShow complex relationshipsClarify concepts with few wordsConvey ideas and understandingDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
A Teacher’s Testimony: Decreased time at the copy machine Discipline referrals cut in half Student ownership in learning– Journals/notes not lost in hallway– Students won’t give up the journal Phenomenal Test Gains– Teacher effect score increaseDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
One way to aide inDifferentiation: CUSTOMIZE to modify or buildaccording toindividual or personalspecifications orpreference
Customizing StudentLearning: It’s about invitingstudents to be cocreators of their ownlearning and thengiving them thespace, tools, andsupport to do so.
Marzano Strategies One of the primary goals of the McREL Studywas to identify those instructional strategiesthat have a high probability of enhancingstudent achievement for all students inall subjects at all grade levels. McREL - Midcontinent Research for Education and Learning
A Foldable with FourTabs ENVELOPE fold Take out the salmon(peach) colored Sheetto create this fold.– Always start with a perfect square.– Fold and Crease the two diagonals.– Fold-in each vertex to the center.Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Purposefulness What are someguidingstandards thatwill help mecreatepurposeful Foldables ?Standards for teReasoningAndSenseMakingMarzano Strategies
Purposefulness What are someguidingstandards thatwill help mecreatepurposeful Foldables ?Standards for tNCTM’sProcessStandardsMarzano Strategies
Making FoldablesPurposeful! What’s our Standard for Purposefulness?National StandardsResearch-Based StrategiesNCTM Process StandardsMarzano Strategies(Found in our TEKS)1.2.3.4.5.6.7.8.9. Reasoning and Proof Problem Solving Communication Connections RepresentationsIdentifying similarities and differencesSummarizing and Note TakingReinforcing Effort and Providing RecognitionHomework and PracticeNonlinguistic RepresentationsCooperative LearningSetting Objectives and Providing FeedbackGenerating and Testing HypothesesCues, Questions, and Advance OrganizersDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Reasoning andSense MakingESC12/Power Point/March 2010/Teach Learn- Gen Ed
Reasoning andSense Making CSCOPE AND THE 5E 5E Lesson Model:Engage Explore/Explain, Explore/Explain, Explore/Explain, Elaborate Evaluate Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
DifferentiationSummary Model the use of Make the Foldables Foldables aspurposeful – Use theorganizationalNCTM processstructures for mathstandards andcontent.Marzano’s strategiesto create research Gradually guidebased learningstudents to organize theopportunities for ALLcontent with their own students.choices of Foldables.
Notched Booklet Foldable Summarizing and Note Taking– Mini-Journals (see blue booklet)Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Notched BookletFoldable Summarizing and Note Taking– Mini-Journals (see blue booklet)Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Notched BookletFoldable Steps to solve a problemVocabularySummary of Ways to Solve quadraticsSummary of how to identify whether a linearrelationship is proportional Summary of converting between fractions,decimals and percents Summary of geometric figuresDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Notched BookletFoldable Making a notched booklet– STEP 1 Fold paper in half together (2 or more sheets)– STEP 2 Cut a small snip at each end (on the fold)Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Notched BookletFoldable Making a notched booklet– STEP 3 Separate the pages (divide the paper in 2stacks)Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Notched BookletFoldable Making a notched booklet– STEP 4 Shave (remove as little as possible) the twoends off of one pile and the middle off of the otherDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Notched BookletFoldable Making a notched booklet– STEP 4 Shave (remove as little as possible) the twoends off of one pile and the middle off of the otherThis is whatyou shouldhave:Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Notched BookletFoldable Making a notched booklet– STEP 5 Take the pile with the notches and slide thenotched pages (folded like a taco) into the pages withthe missing middle.TACO IN THE OVEN:Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Notched BookletFoldable Making a notched booklet– STEP 6 Straighten you paper and hook the notches inplace. You have a notched book!Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Which one doesn’tbelong? Marzano Game from Vocabulary Gamesfor the Classroom– Cooperative Learning– Providing Feedback– Similarities and Differences– Providing Recognition– Practicing Vocabulary– Summarizing ContentDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Which one doesn’tbelong?One of thesethings is notlike the other. . .Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Which one doesn’tbelong?Whichonedoesn’tbelong?Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Which one doesn’tbelong?These three are alikebecauseand is theone that doesn’t belongbecause. . .Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Which one doesn’tbelong?These three are alikebecauseand is theone that doesn’t belongbecause. . .Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Which one doesn’tbelong?These three are alikebecauseand is theone that doesn’t belongbecause. . .Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Which one doesn’tbelong?These three are alikebecauseand is theone that doesn’t belongbecause. . .Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Which one doesn’tbelong?These three are alikebecauseand is theone that doesn’t belongbecause. . .Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Communication usingELPS sentence stems: These three are alike becauseand is the one that doesn’tbelong because. . .Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Which one doesn’tbelong? Work in teams or small groups. Each team has a flag that they raise whenthey have the answer.(or use colored cups – see next slide ) Share answers. (Verbal AND Written) Correct answers get points. Best explanation gets extra points.From Vocabulary Games for the Classroom by Marzano and CarletonDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Which one doesn’tbelong?Ready – Come check!WAIT – Still thinking.Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Which one doesn’tbelong?Refer to the CSCOPE first sixweeks overview for grades 6-12on your table. Create your own“Which One Doesn’t Belong”example on the templateprovided.Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Four-door shutter fold andother Tabbed Foldables Frayer ModelGraphic OrganizerNotes and SummarySimilarities and DifferencesPracticeNonlinguistic RepresentationsDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
4-Door Shutter FoldGraphTableSymbolicVerbalDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
4-Door Shutter FoldDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
4-Door Shutter FoldIs the graph an evenfunction or odd function?Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Shutter FoldDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Tabbed Foldables2-Tab, 3-Tab, 4-Tab 4-Door Shutter FoldGreat way to developvocabulary!Great flashcards for PRACTICEAt home!Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Math Ideas for Tabbed Foldables2-Tab, 3-Tab, 4-Tab2-Tab3-Tab4-Tab 4-DoorShutterFoldExamples/Mean, Median, ModeSSS, SAS, ASA, AASNonexamplesPrime and CompositeFraction, Decimals,PercentsSum, difference, product,quotientRational and IrrationalSine, Cosine, andTangentQuadrant I, Quadrant II,Quadrant III, Quadrant IVDomain and RangeTranslation, Rotation,ReflectionComplete the square, findx-intercepts, factor andsolve, quadratic formulaPermutations andCombinationsLength, Area, VolumeCenter, Radius, diameterCircumferenceDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
VENN Diagrams Summarizing ContentIdentifying Similarities and DifferencesGraphic OrganizersNonlinguistic RepresentationsDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Classifying angle pairs:WORD BANKVertical AnglesCorresponding AnglesSupplementary AnglesComplementary AnglesLinear Pair of AnglesTake out the pastel purpleVENN Diagrams. Let’sCreate thisOne!Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Classifying angle pairs:Supplementary AnglesCorresponding AnglesLinear Pair of AnglesComplementary AnglesVertical AnglesDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Classifying angle pairs:Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
More VENN ped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
More VENN roportionalVS.NonproportionalDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
More VENN DiagramsLet’sCreatethisOne!Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
More VENN Diagrams More VENN Ideas– Skew lines and parallel lines– Congruent and Equal– Imaginary numbers and Real numbers– Polygons and Polyhedrons– Evaluate andDeveloped by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Guiding Questions What are some guiding standards that willhelp me create purposeful Foldables ? What are some examples of math content embedded in Foldables ? What are some folds that I can begin using inmy classroom?Developed by the Texas Education Service Center Curriculum Collaborative (TESCCC)
Foldables as organizational structures for math content. Gradually guide students to organize the content with their own choices of Foldables. Make the Foldables purposeful - Use the NCTM process standards and Marzano's strategies to create research-based learning opportunities for ALL students.
