Research Insights from Robert J. Marzano

Robert J. Marzano's work emphasizes the significance of feedback in improving student achievement. According to Marzano (2012), feedback should be timely, specific, and focused on the task rather than the student. His research underscores the importance of feedback that provides clear guidance on how students can close the gap between their current understanding and the desired learning goals.

Marzano also highlights the power of formative assessment, which includes ongoing checks for understanding throughout the learning process. These assessments provide valuable feedback that informs instructional decisions and helps teachers adjust their teaching strategies to meet students' needs effectively.

The Concept of Checking for Understanding

Checking for understanding involves strategies and techniques that teachers use to assess whether students comprehend the content being taught. It serves several critical purposes in the instructional process:

• Real-Time Feedback: By checking for understanding during lessons, teachers can immediately identify areas where students are struggling or misunderstanding concepts. This allows for timely interventions and adjustments to teaching strategies (Fisher & Frey, 2007).
• Adjusting Instruction: Effective checking for understanding informs instructional decisions. Teachers can tailor their explanations, examples, and activities based on students' responses to ensure clarity and promote deeper understanding (Black & Wiliam, 1998).
• Promoting Active Engagement: Engaging students in the process of checking for understanding encourages active participation and cognitive engagement. It shifts the focus from passive listening to active processing and application of knowledge (Heritage, 2008).
• Monitoring Progress: Regular checks for understanding provide teachers with ongoing data about students' learning progress. This continuous assessment helps track student growth over time and identifies areas where additional support may be needed (Chappuis, 2012).

Insights from John Hattie's Research

John Hattie's meta-analyses have identified feedback and formative assessment as high-impact teaching practices that significantly enhance student learning outcomes (Hattie, 2009). His research emphasizes several key findings:

• Effect Size: Feedback has a substantial effect size on student achievement, indicating its potent impact on learning progress (Hattie, 2009).
• Quality Matters: The quality of feedback matters more than the quantity. Specific, actionable feedback that addresses learning goals and criteria for success is most effective (Hattie & Timperley, 2007).
• Timing: Timely feedback that is provided during the learning process is more beneficial than delayed feedback after assessments (Hattie & Timperley, 2007).

Hattie's research underscores the importance of teachers engaging in deliberate efforts to provide meaningful feedback and actively check for understanding to maximize student learning gains.

Current Research Insights

Recent studies continue to support the foundational principles advocated by Marzano and Hattie regarding feedback and checking for understanding:

• Technology Integration: Digital tools and platforms offer new opportunities for providing immediate feedback and assessing student understanding in real time (Gikandi, Morrow, & Davis, 2011).
• Cultural Responsiveness: Effective feedback takes into account cultural backgrounds and diverse learning needs, enhancing its relevance and impact on student motivation and engagement (Gay, 2010).
• Peer Feedback: Incorporating peer feedback processes into instructional practices can complement teacher-provided feedback, promoting collaborative learning and multiple perspectives (Topping, 2009).

These studies highlight the evolving nature of feedback and checking for understanding in contemporary educational contexts, emphasizing their adaptability and importance in diverse learning environments.

Practical Strategies for Implementation

To effectively integrate feedback and checking for understanding into teaching practice, educators can adopt several evidence-based strategies:

• Use Formative Assessments: Incorporate regular formative assessments, such as quizzes, exit tickets, and class discussions, to check for understanding during lessons.
• Provide Specific Feedback: Ensure that feedback is specific, constructive, and directly related to learning objectives and criteria for success. Use rubrics and models to guide students towards improvement.
• Encourage Self-Assessment: Promote self-assessment and reflection among students by encouraging them to evaluate their own understanding and performance against learning goals.
• Utilize Technology: Explore digital tools and platforms that facilitate immediate feedback and interactive assessments, allowing for personalized learning experiences.
• Differentiate Instruction: Tailor feedback and instructional strategies to meet the individual needs of students, providing additional support or challenges as needed.
• Promote Peer Feedback: Incorporate peer feedback activities that encourage students to provide constructive comments and suggestions to their peers, fostering collaborative learning and communication skills.
• Monitor Progress Continuously: Regularly monitor and analyze student progress data from assessments and feedback to inform instructional decisions and interventions.

Student feedback and checking for understanding are integral components of effective teaching practice, supported by research from Robert J. Marzano, John Hattie, and current studies in education. Feedback enhances learning outcomes by clarifying expectations, guiding improvement, motivating learners, and fostering self-regulation. Checking for understanding ensures that teachers can assess student comprehension in real time, adjust instruction accordingly, and promote active engagement and progress monitoring.

We play a crucial role in implementing these practices systematically and thoughtfully, using evidence-based strategies to maximize their impact on student learning. By prioritizing meaningful feedback and ongoing assessment of understanding, teachers can create supportive learning environments where all students can thrive academically and develop into self-directed learners.

References

• Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
• Chappuis, J. (2012). Seven strategies of assessment for learning (2nd ed.). Pearson Education.
• Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. ASCD.
• Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
• Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Heritage, M. (2008). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140-145.
• Marzano, R. J. (2012). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.
• Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
• Topping, K. (2009). Peer assessment. Theory Into Practice, 48(1), 20-27.
• Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.

I have come to love John Hattie's work on student achievement. It makes creating small group interventions super easy and effective.  Its a resource a have come to use more and more as my budget gets smaller and helps me create something super specific to meet the needs of my ever-changing students with ease.

John Hattie has done the heavy lifting--researching some 200 influences on student achievement. The key is to look for ideas and not get caught up in the everything. You're looking for ideas that have been found to have the greatest effect size (the closer to 1 the better)


When I use Hattie to create interventions, I keep a couple of ideas in mind. I keep the ideas from Hattie to no more than 5, the intervention to 6 to 8 weeks, and very specific data collection.

Welcome to my Classroom

Here's a view of how I created an intervention to meet sight word and reading fluency goals.

Ideas from Hattie:

• Direct Instruction
• Feedback
• Repeated Reading
• Goals

These 4 influences play different roles in my intervention. Direct Instruction comes from SRA's Reading Mastery--this is the backbone of my instruction (bonus here is its research-based). Goals are set in two different ways-1) learning targets are a building requirement and 2) everyone set a SMART goal for sight words and reading fluency before the intervention started.

The nature of Reading Mastery is the immediate and actionable feedback is a lesson given but where does it come for sight words and reading fluency. For both, it is tied to repeated readings. After cold reads, students practice with an adult model before being timed each day.

Intervention:

This intervention is only set for six weeks. Why? It's long enough to make a couple of changes but short enough not to let half the year go by without seeing if its closing gaps.

Data Collection:

This intervention has four data points. Some data is collected daily and others once a week.

Sight word data is collected daily--as a repeated reading and as an exit ticket. The exit ticket words are reviewed weekly to see if students are progressing towards their goal.

Sight word data is also collected when they play games to see what carryover looks like.

Goal Line is IEP goal not the student set goal.

I also do trendlines more for me than my students. But having everything in graphs means I can look at it and see if they are moving up or if I need to change things up.



I also collect reading fluency data. The grade level data is graphed. The repeated reading data is kept in their binders as they collect it and maintain the data.  These goal lines make sense as they are working toward IEP goals.

I have all this data now what?

Reflect.

Reflect on the positives. Look at what needs to be changed.

Often you don't need to toss out the whole kitchen sink when putting the trashing the bin will work.

This intervention has at least 5 more weeks before it ends. Which gives me time to change things up if I need to.

Repeated Reading tell me if a student needs to spend more time with specific sight words. The same is true with the repeated readings they do with sight word heavy decodable text--if it needs to be more challenging.

Or if I need to look at an error analysis to see what changes need to be made to the overall intervention.

I'd love to hear how you set up your small group interventions. Where are your successes? Where do you need some help? I'd love to hear about your interventions.


Chat soon,

This post is week 2 of 8 in the 8 Weeks of Summer Blog Challenge for educators presented by Hot Lunch Tray. The most important and impactful professional learning I have participated, so far has been achieving National Boards for Professional Teaching. Don’t get me wrong it was three years of videotaping, rewriting, ending late nights or early morning to squeeze in time to write, edit, or cry. I’m really not sure WHY I decided to put myself through that nightmare.

As a Special Education teacher in Colorado, you spend much of your planning on how to be a general education teacher. Which is what NBPT is looking for--four portfolios, two videos, and one three hour test--I learned a lot about myself, my practice and how to move my students. It was hard--really hard but I’m better for it.

The thing is in Colorado achieving National Boards means I’m part of an exclusive club--today there are 45 teachers with National Boards in Exceptional Needs. It’s hard but so worth the time.

Achieving National Boards changed how I looked at my teaching practice. I make time at the end of a week to reflect on my practice. Sometimes even after a lesson didn’t hit a target or if I’m trying something new.

I also encourage my students to reflect on their work--actively. I mean I have built in ways for my students to think about what they did, what needs to change, and how they are doing. It has become more than just check-ins and Marzano. I have added a video or drawing with notes for students to share their how they are doing. They have gotten used to exit tickets and open-ended questions and knowing they have a strong voice in how there group time in structured.

Giving 1st or 2nd graders a voice in how things are run may seem like a crazy thing to do but by giving them a voice in what is read or how they want to demonstrate what they learned means I have student buy-in without having to build in extrinsic motivation system. They know that the “fun stuff” is part of their week and the really fun stuff is earned. Those days are built in and have a purpose such as using “Where’s My Water?” to build perseverance and giving feedback to peers. Or STEM days to work on “soft skills” and higher order thinking without stressing anyone out (including myself!).  (These are the things that mean more to my IEP goals and to my teacher rubric.)

Data is the vain of any special education provider. We love it. We hate it. We can’t live without. After boards-data has taken on a new meaning. I look beyond the number of progress monitoring like the numbers you get from DIBELS or AIMSweb. I look at those soft skills and the feedback students give themselves. I make a point to have students reflect on and set goals based on that data. They see it as a challenge and make it if not exceed the goal they set.

Boards helped me focus my time. If my students can do it than I give them that job. I don’t hold on to student data or student goal sheets or IEP pieces anymore. My students keep all their stuff--reading material, data sheets, IEP pieces, writing and even attendance is kept in their binder.  They LOVE taking care of the anything and everything. Plus, it’s all in one place for me to grab run to a meeting or to write reports or for them to bring when they meet with me.

Boards has challenged me to make the most of my daily practice with students. To help them grow and challenge them to better themselves as they grow up. Even though I thought about giving up as I was in the thick of it I’m beyond thrilled about what National Boards has done for my special education practice. If your thinking about it--DO IT. You’ll grow and your practice will thank you.

Until next time,

Why I teach STEM?

1. Real world application.how many times do your students ask you, “Why are we learning this?” STEM projects help answer that question by encouraging students to use math and science to solve real-world problems. Perhaps they are using area and perimeter to design a zoo blueprint or planning a vacation using math and critical thinking. Many STEM projects offer the skills in a real-world context.
2. Problem solving. Students practice solving problems that don’t necessarily have a single “right” answer. They practice trial and error and how to come up with creative solutions. (the big word PERSEVERANCE)  They get to practice divergent thinking and adaptability. These are all skills that can be applied in all areas of life.
3. Hands-On. Students learn by doing, and with many STEM projects, students are using tools and science materials. They are solving problems or constructing structures, not just reading about them or answering questions. (Need I mention--my students LOVE hands on anything)
4. Differentiated Instruction at its finest. Since there can be any number of possible solutions, most STEM activities are naturally differentiated. Everyone can solve the problem to the best of his or her own ability. Sometimes I find students who are not the best traditional students thrive with STEM projects. There is truly a place for everyone. (think behaviorally challenged)
5. Cooperative Learning.STEM projects give students practice working as a team. They learn and solve together, often playing different roles on the team. Teamwork skills are important not just in the school setting but in the “real world,” as well. 
6. Access creativity. STEM activities give my students a chance to show off their creative side. They will get a chance to think outside of the box and sometimes even use art and design. My creative students will get a chance to shine.
7. Failure. STEM projects give students the opportunity to try a design or solution that may or may not work. With STEM projects, they can fail in a safe and supportive environment and learn from their mistakes. After all, many great inventions were made from failures or mistakes. (multiple iterations with reflections and feedback)
8. Higher Level Thinking. Students must be able to apply and use their knowledge to solve problems and complete projects. (An easy win on my teacher rubric--YEAH!)
9. Active Engagement. Students are actively engaged when participating in STEM projects. They are not daydreaming or doodling, they are participating, solving, measuring, and doing.
10. STEM is the future. As new technologies develop, so do new STEM careers. It’s not just doctors and engineers but architects, graphic design, video game programmers, and more. Think of all the ‘soft skills’ (as my dad would call them) are taught or guided through STEM activities. I reflect on my most challenging student or the one who struggles with reading excel through STEM activities and build those impossibly difficult ‘soft skills.’ 

Teaching Strategies

• Assume competency. Believe that students with exceptional needs can learn at higher levels and that you can create an environment to help them do that.
• Build on students’ strengths and interests. Leverage their strong points to increase their comfort and excitement about learning.
• Use a “flow learning” approach. Clearly define the purpose of their STEM challenge. Set the challenge level high and make sure your students with exceptional needs will have opportunities to be successful with that challenge. Provide clear and immediate feedback so they can change and adapt as needed.
• Make use of assistive technology tools when needed. Technology can support students with special needs, especially if they have hearing or visual losses. Provide handouts and written materials in a digital format for these students.
• Focus on safety consideration Be especially alert for safety issues when students are working with equipment to design devices for solving their problem.
• Model persistence, communication, creativity, and collaboration. These qualities are especially useful to kids with exceptional needs who may need help with social skills.
• Establish collaborative student teams. That’s a tall order but stick with it all year. Be intentional. Help students understand that respect and inclusiveness are non-negotiable behaviors for all teams. Teammates honor one another’s strengths and accept each other’s differences. Give them specific strategies for showing respect through speech and actions. Teamwork allows ALL students to practice social skills they will need throughout life.
• Enlist help. Ask for help. Your specialists are there to support you. Use them.  

Challenges

• By now you know that teaching any group of students is both rewarding and challenging. Approach your students with exceptional needs with high expectations, but don’t adopt a Pollyanna mindset. You’ll encounter plenty of challenges. For some students, the science and math content may be beyond their current learning level. The pace of the lesson may be difficult for some to keep up. Some students will want to work alone instead of in teams.
• Noise levels in the class may distract and annoy some students. Busy visual stimulation on classroom walls may distract others. Social expectations may frustrate students with exceptional needs. So what do you do?
• Get to know your students with exceptional needs. Work together with their specialists and learn as much as you can about their strengths and difficulties. You’ll find many ways to make reasonable accommodations.
• You might use images and graphics to make handouts clearer, headphones for those distracted by noise, a break zone or a quiet space, and technology that enlarges print. Your specialists will be your most valuable resource as you plan for and include these students in your STEM lessons.
• The unique design of STEM lessons allows students, regardless of disability, access to the real-life learning experiences. Give these students with exceptional needs STEM experiences to help them get ready for a future society where all types of people live and work together seamlessly.

My Framework

Teacher Rubric Impact

One year later

• I read both books--LAUNCH and EMPOWER. Both are easy reads; filled with information that can be used the same day in your classroom.
• With district supported group, I was encouraged to use, play with, and make the LAUNCH cycle my own--aka make it work for my students. 
• STEM and STEAM were not special days or earned days. It was just something we did once a month. Sometimes I would need to carve out more time but I never let it be more than a day. (Why? 1-limited time and 2-attention span). I built Design Sprints. Students loved them and lead to having other professionals visit~engineers or scientists. (A first in my teaching career.)
• Teacher Rubric. STEM and STEAM days forced me to build in both feedback and higher order thinking. BOTH are weighed heavily on my rubric. Sometimes the feedback was written and sometimes it was shared whole group, or every videotaped in small groups. I found the key was making sure students had enough time for 2 iterations of what they were building.  
• I built in feedback. Feedback is more than telling students what is wrong but having them reflect on what they doing. This was painful and sometime madding but they each got there in time. I know on my rubric--I had to have both. Having work samples was even better. You can grab them below. These provided a jumping off point to do any videotaping we did. (This was not always me. Using SeeSaw made it super easy for students either to tape themselves or a friend could do it.)  You can grab what I used below.

I don't know about you but every time I'm evaluated-I'm asked to reflect on my lesson and practice. Trust me, all I want to do right NOW with 10 days left is think about the beach. But as the school year draws to a close, it is an important time to stop and reflect on this past year, a year filled with a range of both expected and unexpected challenges and opportunities for many students, families, teachers, and administrators. Is just as important now as it is during the year. It’s also an opportunity to take a deep breath and think about how to best direct your energies in the coming year.

Self-reflection by teachers at the end of each school year is a vitally important part of their ongoing
professional development.  It is a way it will to improvement teaching and learning.  It allows us to fine-tune our craft by improving or eliminating what doesn't work in our teaching.  It gives us a chance to start over at the beginning of each new school year. I should point out, we can do meaningful self-reflection at any time of the school year in order to improve the teaching and learning experience.  A thorough analysis of what worked, what failed, and why, in both cases, conduces to future success.

Reflect on what every student should know and be able to do. Curriculum and instruction decisions are built around the question “What should every student know and be able to do?” Standards are designed to support student understanding. As teachers, we may focus on activities rather than teaching for understanding. This type of reflection should be ongoing throughout the school year. Traditional planning focuses on what we know and be able to do with each group of students. Through conversations with coworkers, teachers will develop an intentional focus on desired learning outcomes and student engagement.

Reflect on the learning space. One thing that is often overlooked in education is the learning space. Learning space is determined by adults in most schools. The way learning space is organized highlights what the adults in the school value. If we take the time to reflect on the importance of design, purpose, and space, we may find that the old structure is a barrier to student achievement. As I design my space in the beginning of the year I ask myself but I review this question as the year moves on: “Does this learning space support the type of learning opportunities we are designing for students?” All students deserve a learning space, not just a classroom.

Reflect on student voice, choice, and contribution. When I reflect on student understanding, I often reflect on student achievement or test scores, student growth, student engagement, or gaps in student understanding. This is a list that focuses on the right things. However, a focus on student understanding and student growth may not tell us if student voice, choice, and contribution were present throughout the unit. For me this is huge as voice and choice are BIG parts of my Teacher Rubric. Reflecting back on what skills to determine whether or not a recent lesson or unit helped students acquire or improve one or more of the skills. It’s easy to look at data points from tests, it’s harder and more important to begin reflecting on whether students had the opportunity for student voice, choice, and contribution!

Reflect on the understood curriculum. The danger in never-ending planning, using the all important of curriculum maps, units, vertical alignment, course blueprints, pacing guides, and support documents. But not reflecting on the understood curriculum can result in prematurely moving to the next topic because a certain unit needs to be finished by the end of the month. Without this how can we ensure that the learned curriculum is maximized?

Reflect on the whole child. In my Resource Room practice, I make decisions based on the whole child. Always reflecting on the data and asking “What does the whole child need to be successful, access, or be independent in the classroom?” “How can I support the whole child?” Ask most classroom teachers if they have a “whole child” classroom and they struggle to intentionally plan to support the whole child.

Reflection is critically important, yet it is so difficult to squeeze into our weekly schedule. It really wasn’t until I work to achieve National Boards I found a true purpose for reflecting on my practice. It’s hard. It’s hard to be honest with yourself, your practice or your team about what needs to change or what went will. But to grow as a teacher--you have to find the three minutes to look back on the lesson, the IEP meeting, or your class set-up to be better tomorrow. It's not uncommon for the lesson I did three days ago to circle back in my mind while in the shower or buying milk. I have learned I’m a processor. I give myself that time to reflect back on how things went. My end of the year reflecting will most likely happen closer to the 4th of July than the last day of school.

Take your time reflecting on your year. Process and reflect using my Free End of Year Teacher Reflection Workbook. Until next time,

• Tea
• Chocolate
• Protein boost (nuts, granola bar)
• Healthy snacks
• Stress ball

Got a few minutes-- two-minute strategies:

• Do a few yoga poses or stretches to get your blood moving
• Get out of the building for some fresh air and a change of scenery
• Take a mindful moment and pay attention to your breathing to center yourself

After a tough day.

• Knit
• Quilt
• Draw
• Play air guitar
• Bake cookies
• Sing

• Share projects with fellow teachers
• Make positive phone calls to parents
• Spend time with loved ones
• Spend time with animals
• Give back to your community by volunteering

• Keep a folder of kind notes or feedback from students and families
• Keep a notebook of inspirational quotes
• Record something positive each day in your journal

• Watch a mindless TV show
• Take a hot bath
• Read
• Listen to music
• Meditate
• Take the scenic route home
• Eat chocolate

• Run
• Dance
• Yoga
• Crossfit
• Go for a walk

Happy Tuesday. Today I'm linking up with Stephanie from "Forever in 5th Grade" for this months peek into my Resource Room.  This month I have been helping with PARCC testing. It's also the time of year when I start reflecting back on the past 9 months and beginning thinking about next year.


I know for me this year, striking a balance between the art and science of teaching was not as balanced as I would have liked. I think I bent more towards the art and a little less than the science. Using data binders students kept track of their goals and data. This helped move them more than a year. These are a must for next year.
I have things I want to trash to like rotations. But I want to add more co-teaching and student driven embedded data collection--students collecting their own IEP data and taking more ownership of their growth.



If you have not tried Seesaw--I would.  I came across Seesaw and was impressed with the idea that it is student and time friendly. I only have my groups for about 30 minutes. This means I either need to do it when I have 2 minutes or they need to do the uploading and creating within that 30 minutes. I love the app options that can be uploaded into the platform. My hope is this is REALLY student friendly and will become a place students can create and show off their app-smashing.

Students are proficient in using Seesaw as part of their workflow and it has been a great and easy place for them to put their work to share, self-assess, and track their own progress. A must for next year. Seesaw makes data collection in Special Education and RTI easy to do. (Which we all need. Right?)

CHAMPS. A behavior management system I added this year. I love this as I set a visual expectation for each task like "Group Instruction" or "Test." Students are aware of what the expectations are before I start talking. A must keep!



I love putting things in pictures. Pictures move faster to the brain than words. This one has become our Problem Solving Rubric which shows not tells students what is needed to score a 3 on the rubric. Problem Solving is one skill I want students' to take back to the classroom. When I do rubrics I do them with each group's input. The picture helps remind them what it needs to look like. I need to add more like this--not sure for what but this needs to happen.


If you remember I had a couple of groups early in the year almost to grade level and started reading rotations with them. Well with 30 minutes, this was not successful. As they were 2nd and 3rd graders, they didn't have tons of independence to maintain work on their own part of this idea. I ended up moving them back to guided reading and changing their schedule to have them spend more time in the classroom. 

This year has been filled up ups and downs. Ideas I want to keep and ideas that need to be trashed. I need to find more ways to embed data collection of IEP goals and RTI needs. What do you want to trash? What do you want to keep? Share them.

Students, even the best ones, can become frustrated and demotivated when they feel like they’re struggling or not getting the recognition that other students are. Make sure that all students get a chance to play to their strengths and feel included and valued. It can make a world of difference in their motivation.

Some days motivating students feels like the only thing I get done and other days it works itself. What are you favorite ways to keep students motivated?