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    Marzano

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    Marzano

    Uploaded by

    api-260848590
    35 views2 pages

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    marzano

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    35 views2 pages

    Marzano

    Uploaded by

    api-260848590

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Marzanos

    Dimensions
    English Social Studies Geometry Music
    Attitudes and
    Perceptions
    of Learning
    1. Community
    Circle will promote
    an ongoing trustful
    classroom
    community in a
    safe setting

    2. Consistent
    differentiation for
    readiness levels
    and MI/LS
    1. What is culture
    (Social Studies)?
    2. Various
    discussions foster
    trustful classroom
    /community (Reading
    for Meaning Lesson +
    NAL Lesson
    particularly).
    1. What is culture?
    2. Hook and
    opening activities in
    all lessons help to
    determine student
    understanding in
    those areas.
    1. What is Musical
    Culture?
    2. Morning sectionals
    3. Individual
    Hearings
    Acquiring
    and
    Integrating
    Knowledge
    1. Weeks of
    lessons on Greek
    society co-taught
    with Social Studies

    2. Week of logic in
    Greece co-taught
    with math
    1. Done throughout
    the unit. Specific
    examples in New
    American Lecture and
    Reading for Meaning
    lesson plan.

    2. All assessments
    ask students to
    integrate knowledge.
    1. Proof language
    and conditional
    statements.
    2. History of proof:
    Pythagoras and
    Euclid.
    3. Visual and
    geometric proofs.
    4. Proof by
    counterexamples.
    1. Lesson plan:
    Ancient Music
    2. Lesson plan:
    Evolution of
    Modes
    3. Subsequent
    Mode Project
    research in class
    4. Morning
    sectionals
    5. Group
    sightreading
    6. Individual hearing
    Extending
    and Refining
    Knowledge
    1) Near daily
    synthesis tasks
    1. All assessments
    ask students to refine
    their knowledge.
    Refinement through
    comparison in the
    parallels project,
    refinement through
    analyzing
    perspectives in the
    symposium project.
    2. Lessons ask
    students to refine
    knowledge through
    reasoning and
    perspective analysis
    (Apology lesson
    particularly)
    1. Making
    connections
    between math and
    harmonics.
    2. Making
    connections
    between math and
    art.
    3. Journaling and
    writing letters to
    Euclid. Euclid
    response letters.
    1. Mode Project
    check-ins
    2. Etude
    performances and
    feedback
    3. Morning sectionals
    4. Group
    sightreading
    5. Individual hearing
    Using
    Knowledge
    Meaningfully
    1. Three formative
    projectives to
    bolster knowledge
    for Time Capsule
    project
    1. Parallels
    assessment makes
    students use their
    knowledge of Greek
    city-states
    1. Fairy tale debate
    and preparing
    logical arguments.
    2. Real life
    applications of
    1. Mode Project
    presentation
    2. Group
    sightreading
    meaningfully.
    2. Students use
    knowledge to
    investigate individuals
    and important issues
    of Greek era in
    Symposium
    assignment.
    proof arguments.
    Habits of
    Mind

    1. Students are
    called upon to use
    critical thinking in
    their logical
    arguments,
    Community Circle,
    and many other
    daily and formative
    assignments.

    2. Students are
    called upon to use
    creative thinking in
    the Symposium,
    Epic Creation, and
    other assignments
    that push students
    boundaries safely.

    3) Self-regulated
    thinking
    consistently in
    English through
    encouragement to
    revise and resubmit
    formative
    assessments.
    1. Students use their
    critical thinking in all
    lesson plans and
    assessments to make
    value and judgement
    calls.

    2. Students are
    called upon to use
    creative thinking in
    the Symposium
    project by asking
    them to take on roles
    and be imaginative.

    3. Self-regulated
    thinking is required
    from students by
    asking them to
    identify research
    resources, and in
    asking them to
    respond to feedback
    in one-on-one
    conferences with
    teacher.
    1. Making logical
    arguments.
    2. Seeing the
    importance of
    proving your point
    and being able to
    present proof in an
    argument.
    3. Critical thinking:
    looking for
    problems in
    arguments and
    thinking about how
    to address. them.
    4. Creative thinking:
    there are multiple
    ways to solve a
    problem.
    1. Mode Project
    Presentation
    2. Etudes feedback
    3. Individual hearings
    4. Group
    sightreading

    *Note: My goal as a
    teacher is to develop
    critical thinking when
    performing music as
    well as self
    confidence, aiming
    for improvement, and
    group
    support. These
    habits of mind are
    continually developed
    by teacher
    encouragement, peer
    encouragement, and
    working together as
    an orchestra.

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