Personal+Goal+Page

Catherine Palmer Personal Goals As a new teacher, I am looking for better classroom management and how I can develop better organizational skills within a cohesive unit of learning. With a "confluence of previous works", examinations of what has and has not worked in the past and a deeper understanding of myself as a teacher, my own reflections remains steadfast companion to this path I'm on. I would like to improve upon guidance for lower expectancy students who do not give correct answers or pull away from the question and answer practicum. For me, teaching isn't a job. Its a calling. Maturity levels are so very different from when I went to school and yet the wonder of it all, remains vividly alive in each child. So it is when a child's eyes light up because they fully understand the importance of a process or use a word in a conversation, that's why I love to teach Art. Final Words: 5/10/2012 //This book study has been very good for me. I have enjoyed the time I spent, after school, reading and highlighting the points that mattered to and for me. I found a sentence on page 150 that really hits home for me. I must "engage in behavior that is consistently clear about learning goals, being clear about rules and procedures and remain consistent about applying positive and negative consequences. " This can be a very tall order given the sheer amount of students I have, but further reading conveys ways to have effective relationships with my students I believe this involves effective strategies on how to be in a working relationship with as many students as is productively possible. I am working on continuous improvement within my discipline maneuvers but I'm told time takes time. I also thought the internet Wikispaces helped me learn more about this philosophy at my own pace, leaving time for personal reflection on my teaching practices. I would return for additional Marzano trainings with piqued interest in formats and in being the very best art educator I can be!//

Amy Yeater Personal Goal

In my role as an ESE Program Specialist, I don't perform what is thought of as "typical", day-to-day classroom instruction. In fact, the only instruction I am asked to do these days is with staff. However, I feel the principals presented in Marzano's framework will apply to ANY learner on some level.
 * The one area I would like to improve on in my teaching skills is "Establishing and Communicating Learning Goals, Track Progress and Celebrate Success." I feel this area is the best starting place as improved skills in this area would allow me to provide a more clear focus during my training sessions with staff members.
 * After participating in this book study, I hope to be better equipped to assist staff in understanding the Marzano framework and how they can apply it to the classroom. I know that classroom teachers are under extreme pressure to produce results. If I can improve my skills and use them to assist teachers in improving their skills, then I will essentially, albeit indirectly, be effecting positive influence on the success of students once again - and it has been over 10 years since I've done that! I hope to learn how to improve my ability in setting clear goals and communicating them with my audience in order for them to master the goal.
 * Through feedback received from past presentations, both from participants and supervisors, the areas I feel I do well now include: engaging learners; establishing and maintaining rules/procedures; and establishing and maintaining effective relationships with learners. However, due to the length of time away from the classroom setting and from curriculum I feel I have a lot to learn in the remaining areas. I can honestly say that I probably have a lot to learn in the areas I feel I do well!
 * **__FINAL COMMENTS ON PERSONAL GOAL 5/3/12: __** After looking over the "Questions for Daily Reflection" and reflecting on the areas I targeted throughout this book study, the aspect which has had the most profound effect on my thinking and behavior as a teacher/trainer is that learning is learning no matter whether you are dealing with children or adults. The facets of good/effective instruction apply at all levels. I came to this realization in reading the text and identifying how these facestsof research-based instruction applied to my situation as a trainer. I began to identify training participants as "learners" and not simply colleagues "who should have knowledge/mastery of the information already." This will effect my training practices in that it has made me more aware that my audience does have a need for clear objectives which are measureable and reinforced; that there are varying levels of knowledge base among participants going into a training session; that my ability to set perameters and procedures as well as build personal connections with participants definitely effects their training experience. That all of these concepts effect my "adult/professional" learners just as it does school aged students is an idea that is refreshed in my mind after having completed this book study.

John Earnhardt Personal Goal

As a new program specialist and having been an ESE dept. chair for 18 years, my personal goal is to strengthen my understanding of the Marzano model and how it webs with teacher and staff evaluations. In addition, it is my hope that as we move forward in this pendulum swing, that more students can catch on and are affected by the way we as educators are doing business in a way that meets their expectations as 21st century learners. I am currently completing a doctorate degree in leadership with a minor in adult education. Being responsible for professional development activities in my program area, I would like to be able to effectively engage adults as teachers in the framework of Marzano instruction while also utilizing best practices and theory in adult learning. Student engagement is an area that I would like to gain more knowledge. Utilizing the Marzano framework while considering what it takes to engage students and adults in the 21st century would definitely benefit me both in PD and as a possible school administrator or district adm. in charge of teacher and staff evaluations. Being on the same page as we learn together provides a great opportunity for leaders to be involved on the ground floor and in the trenches as we work to improve student achievement. Building relationships with staff and students is truly an area of comfort for me. Not only am I personally interested in who people are and where they come from, it helps to build rapore and trust that can only benefit the working relationship.

Sue Maliszewski //**Personal Goal**// My personal goal after perusing the chapters is to improve my techniques, hook strategy, enriching learning throughout the lesson. So my goal is in Chap. 5 "**What will I do to engage students" at the beginning, during the lesson, and at the conclusion**. I also want to help students practice and DEEPEN their understanding of new knowledge. I believe these two goals go hand in hand, so Chap.3 "What will I do to help students practice and deepen their understanding of new knowledge. After participating in this book study, I hope to get better insights into innovative websites and resources to assist the students in deepening their new knowledge and practice using technology. Also, I want to be more comfortable "thinking on my feet" revise a lesson, use adaptations and differentiate more efficiently.

I believe my strengths are works in progress. However, I am always open to new ideas, sharing what I found to be successful with anyone who wants my input; I am always ready to help. Collaborating with my colleagues, administrators, or any staff I enjoy doing when needed. My students' diversities and learning abilities are a constant concern, I want to introduce new resources or websites that will assist students to succeed in my class and in their future learning experiences. Getting positive feedback from my colleagues, administrators, staff, students, and parents is a great way of reaffirming my strengths.

a)The steps I am **not currently** using(but will incorporate at a later time) are: b) I will implement the above action steps as follows: a) I would display a K.W.L. chart, b) and preview a question the students on what they think they know about a particular subject matter. To put the students at ease about sharing their thoughts, c) I would stress that the class does not have to be sure of their information, d) sharing their knowledge is what is important (brainstorming**).** e) Emphasizing the connections and importance of the new content between old material and the new material brings a common thread between the materials (scaffolding- building on previous knowledge)**.** In the Unit I worked on (Expository Text and using the S.Q.R.R.R.L. strategy) my students were introduced to Skimming headings and subheadings and then Retell/Summarize**.** However, this strategy needs more role modeling and practicing regularly, not just for one unit. **Second: Asking Questions requiring students to Elaborate on Information**~  a) Depending on the comfort level of my students, asking them questions to elaborate on information, the students need to be comfortable sharing their thoughts, impression, prior knowledge, predictions, and questions. b) So I would allow the class to write down in their notebooks what they are thinking.c) Share with a partner, I encourage both partners time to talk about prior knowledge or experiences. d) Volunteers are called on to share with the class, and there is always positive feedback. e) Constructive criticism is a tool for expanding thoughts, learning, conclusions/discussion, knowledge, and social interaction. **Third: Have Students Write Out Their Conclusions or Represent Their Learning Non-linguistically**~ a) For students who are more comfortable sharing their conclusions non-linguistically, this step is perfect. I always initial my lessons with embracing everyone's opinion as valuable. Emphasis is placed at a "just learning" level and we are building on this going forward. c) I can assess the thought process and the writing process including (focus, organization, supporting details, conventions, and penmanship). b)Non-linguistic learning includes illustrations because it completes the full story. Prior knowledge can be evaluated on several levels, encouraging further building on this "house" ignites the students' interest and enthusiasm. Illustrations along with written passages teaches students to add details and vivid color to their writings. **Fourth: Have Students Reflect on their Learning**  a) Reflection helps students to become that good reader, writer, and mathematician. b) Young students feel their first copy is their only/best work, now reflecting on their work and observing that each reading, evaluating, correcting helps that writing become a masterpiece. Additions/correction/revisions to any work adds to the quality. c) Samples of what is expected of the class are important for young students because they can see what is "ACCEPTABLE"pinpoint where they are now and where they can go for their work to become ‘ACCEPTABLE’." **Sue Maliszewski ~ Chap. 3 & 4 What Will I do to help students practice and deepen their understanding of new knowledge? AND What will I do to help students generate and test hypotheses about new knowledge?**  The **strategies** I am currently using to deepen students' understanding of new knowledge are: to lay the foundation for deepening I start my lesson by previewing important information into small chunks, retrieving prior knowledge for a K.W.L. chart. At this stage, students are encouraged to discuss their feelings and learning. Next, they are asked questions about the previewed material. Then, the students make predictions and elaboration is required. Finally, having student reflect on what they know initially, what they want to know, and what was learned both linguistically and non-linguistically sparks interest. My lesson depended on **Procedural knowledge** directed to skills, strategies, or processes. In the expository text we discovered characteristics for APES and REPTILES, classifying different types of each creature. **Action Step 3** (**Provide Opportunities for Students to Practice Skills, Strategies, and Processes)** When the students needed to use the S.Q.R.R.R.L. strategy for finding information (Survey, Question, Read, Retell, Review, Learn), I used a bold section of text, modeled how to locate important information, then, put the information on a tree map, repeat the information aloud, and continue. This was reviewed at the closing of the lesson and reviewed again at the beginning of the next lesson. Students are given a chance to practice selecting information from the next paragraph. The nonfiction text (APES and REPTILES) was very interesting to the students, so they were successful in locating important details. **Action Step 4**. **Determine the Extent to Which Cooperative Groups Will be Used.** Each member of the group has a job investigating additional learning, constructing individual charts listing the information and checking that it is correct. Then demonstrating how they personally know this (i.e. library books, on video, photos, etc.). Another reinforcement of the learning is the social interaction/dialogue with their partner, table, and whole class because at that time the students get feedback. After each class, predictions are checked, the K.W.L chart is revised, comments regarding impressions, learning, and corrections are encouraged. **SueMaliszewski Chap. 5 ENGAGIN**G **STUDENTS NOTE; (Task #3 is on Action Step Implementation Documentation)** **Task #1** Reflect and provide a response on the following:
 * Task #2 I come into all my classes with an abundance of enthusiasm sparking a love of learning, I am not beyond acting silly for getting that learning message across to all learners. Engaging the students with learned and new content, I am an big advocate for physical movement, academic games, hands on activities (i.e. baking a cake or making lemonade for the "Lemonade for Sale" story). Using what the class knows from their life experiences, is one of my biggest projects. I embrace all ethnic backgrounds and applaud their diversities in the lessons we encounter. **
 * Task #3 **
 * Action Step # 2 ** Preview Content Prior to Critical-Input Experience
 * Action Step #5 ** Ask Questions That Require Students to Elaborate on Information
 * Action Step #6 ** Have Students Write Out Their Conclusions or Represent their Learning Non-linguistically
 * Action Step #7 ** Have Students Reflect on Their Learning
 * First: Preview Content Prior to Critical-Input Experience ** ~
 * ** Strategies I have used regularly to capture students' attention in a way that enhances their knowledge of academic content are as follows: **
 * a)**Action Step 1) Use of Games** (missing information -cloze puzzle) ~ my favorite is Jeopardy(Questions) soliciting predictions, cause and effect, and sequencing of a story. Using games the team that has the most points are awarded certificates and the kudos for succeeding.
 * b) **Action Step 3** **Manage Questions and Response Rates (**Use of Response Cards), I use pieces of paper and students write down their responses then raising answers in the air. I also combine the Class Vote by thumbs up, thumbs down, or thumbs sideways, and I can look around to assess the knowledge learned.
 * c) **Action Step 4 Use Physical Movement.** I ask for everyone to stand up and stretch or march around the "lake" over a "hill."
 * d) **Action Step 6 Demonstrated Intensity and Enthusiasm for Content** all lessons are previewed with an abundance of enthusiasm and a sense of importance. My first introduction to a lesson is "we will be exploring a very interesting, meaningful topic, what do YOU KNOW ABOUT THIS?"
 * e) **Action Step 9 Provide Unusual Information.** I like to initiate my lessons with FUN FACTS, PREVIOUS FUN EXPERIENCES, to catch the students interests and pike their further curiosity (Example: Penguins are amazing creatures. Each family has a very unique call to signal their family members to attention.
 * Task #2 Read Chapter 5 "What will I do to engage students?" **

Checking out the "Questions for Daily Reflection" and considering my unit (Expository Text on APES AND REPTILES) the aspect of this study that was most profound on my thinking and behavior as a teacher was //**TEACHERS DO NOT HAVE TO and SHOULD NOT EDUCATE STUDENTS ALONE.**// There are cornucopias of websites, expert insights, resources, professional development sessions to use, be brave enough to take advantage of them. The only prerequisite is being open and ready for adaptations, sharing personal experiences, knowledge, and staying positive. The study showed me the amount of research done to IMPROVE, REGENERATE, and REAFFIRM the educational field from the teacher, classroom, student, lesson, etc. is exponential, never be stuck on old methods. Going into the new school year, I would do research myself; explore those progressive innovative strategies. utilize them in the classroom gain student input and let them track their progress. They will become a partner in the learning process. What strategies, methods, resources works continue, revise/adapt when needed, and ultimately, perfect. It is key for me to never get stagnant with my teaching methods. I appreciate Marzano's insights, I've read them previously, but, hearing and seeing them again made me come to attention. I want my students to be the best they can be whether it is academically or behaviorally. However, //**I want to be the best I can be as a educator, and a life-long learner, using innovative strategies and resources constantly.**// I want to be a role model.
 * CHAPTER #10 (Task # 1) Completed reading Chapter #10 **
 * (Task #2) Reflection: **

Jennifer Kabis: The chapter on which I would like to focus is #1, "What will I do to establish and communicate learning goals, track student progress, and celebrate success?" I have often taught units with an overwhelming amount of goals in mind and would like to focus well enough that my students are able to articulate the goal, steps taken toward reaching it, and their knowledge. I would like to finally make it through this book! Now that there is a clear goal for me, I am looking foward to learning more about what will be expected in evaluations instead of just hearing only pieces in my informals. Of course, I would also like to be a better educator and feel more confident in my skills. My greatest strength is relationships. I am the teacher students are comfortable speaking with about a variety of issues. I have been invited to family functions and still have a few students with whom I maintain relationships years after they have left my classroom. I have been commended by administrators and colleagues about my ability to 'connect' with the kids and I am thankful to have this ability. It is not, however, without its downfalls!
 * After looking at the titles of Chapters 1-9, what is one area you would like to improve on in your teaching skills?
 * What would you like to know or be able to do better after participating in this book study?
 * What areas do you believe are your strengths? How do you know?


 * FINAL REFLECTION:** Participating in this book study helped me accomplish my goal of diving into this book and really pulling from it to generate ideas. I know I still have a long way to go and am hopeful that the summer will afford me the opportunity to work on incorporating all of the framework concepts into my daily routine not only for being a better educator, but also for evaluation purposes. I have felt at a total loss this year with the group I had as I have been met with resistance and apathy at every turn, so am looking forward to reenergizing myself through some new units and goals. I am so greatly appreciative to IRSC for offering professional development opportunities such as these!

My focus at the beginning of this book study was chapter #1. I have already begun to plan for next year and in doing so am coming up with the learning goal first and then following up with the ‘what’ and ‘how.’ I realize this is something that is common knowledge, to go from the end to the beginning so you can make it to where you want to be, but I’ve always found it difficult to plan ahead as my teaching style has always been a ‘what do they need’ approach and, after introducing something and ‘feeling out’ their level of knowledge, going from there. As an English teacher, we have many standards to teach and I want to make sure they not only know the skill, but also know the story information needed (i.e. Civil War period), so I believe I will have two learning goals: one for content and one for skills. I agree that they should identify their own learning goals as well so I feel that they should get a pretest to ascertain knowledge level and then they can work on planning from there.

Now on to studying the handbook! ** J ** Thank you!!!!!

Debby Brackett

After being away from the elementary classroom for 10 years, and returning 3 years ago as a para in middle school, I would like to focus on Chapter 2, helping students interact with new knowledge. I would like to be better prepared for returning to the classroom, setting effective lessons that engage and challenge students, and to be prepared for the evaluation process currently being used. I have a good relationship with students, as well as staff. I have high expectations for their abilities, and work to help them achieve their goals. The teachers with whom I work have been very encouraging about returning to the classroom full time because of my ability to connect with the students, while also moaning the fact that they would lose me in their classrooms.
 * After looking at the titles of Chapters 1-9, what is one area you would like to improve on in your teaching skills?
 * What would you like to know or be able to do better after participating in this book study?
 * What areas do you believe are your strengths? How do you know?

FINAL OBSERVATIONS: How participating in this book study has impacted my goal: My goal for this class was to help prepare for my return to the classroom as a full time teacher and to become better acquainted with the new evaluation program. I believe participating in this book study has done both. As I have read through each chapter I have gleaned ideas which I am eager to put into place. Many of these I implemented when teaching previously and many are new ideas, but now those ideas are “front and center” and not merely hiding in the back of the brain somewhere waiting for the memory to be triggered. I believe I am better equipped to pull together effective lessons that will challenge and engage students, motivating them to learn. I’ve also appreciated the reminders of things such as giving students plenty of time to respond to questions, making use of groups, and making predictions. Most of the thinking maps are fairly new to me; they weren’t around when I taught before. Having a daughter who is blind, I’ve learned to adapt them to be more manageable for the blind, and that has been helpful as I work with a blind student and several visually impaired students this year. Group work is especially helpful when working with the blind and VI when using last minute materials that haven’t been adapted! Much of the evaluation system seems to be what we already do at our school, and what I have done in my own classes in the past. I believe most of this change to the Marzano model will be the conscious effort to ensure there is “formal” inclusion of these strands into lesson plans and activities. I am truly looking forward to returning to my own classroom in the fall!

Kim Nicholas, Personal Goal This is my second year of teaching 6th grade Language Arts. I still feel a need to develop a better strategy for tracking the progress of //each// of my students toward //each// of the standards/skills and using the information to maximize //each// moment of instructional time. After looking at the titles of chapters 1-9, I would like to work on improving the tracking of my students' progress toward the learning goals. At the end of this book study, I would like to be able to provide effective differentiated instruction for my students every day. I feel like I do well in the area of establishing and maintaining classroom rules and procedures. My students understand the rules and consequences of my classroom. There are procedures in place for daily and occasional activities. Things happen smoothly and efficiently, and I have recieved positive comments from classroom observations.

__Deborah Dillon Personal Goal__
 * __Task #1__ Reflection on Introduction: A Question Answered**

The introduction brought to the forefront of our study that there is no one set or model program for effective teaching due to the number of variables that impact what we teach and how we teach each day. We know that effective teachers make a significant difference with student achievement because they use best practices consistently in the classroom which involves planning, assessing, progress monitoring and differentiating instruction with all students. Upon implementation of the Marzano model, the idea that as colleagues and/or oberserver-observee, my teachers and I will be able to dialogue using the same common language is exciting to me. This, in turn, will help us better communicate strengths and weaknesses of our instructional delivery and allow us to reflect on our instructional behaviors with a purpose in mind...to better ourselves as instructional leaders both teacher and administrator. Marzano points out that research can tell us which strategies have a good probability of working well with students, but, it is the teacher that must make the final decision on what effective strategies to use.This allows us the freedom to be creative and innovative in our teaching in an effort to meet the needs of the individual students in our classrooms. What I also gleaned from the introduction is that it will be important to read all Marzano's books that he identifies in the introduction. By reading the books, __What Works in Schools, Classroom Instruction that Works and Classroom Management that Works__ along with their respective handbooks, we will enhance our understanding of the model. After reviewing the model of the design questions, I look forward to participating in the book study and learning more about implementing the framework effectively at our school.

As a principal participating in this book study, my personal goal is to have a better understanding of the common language in the Marzano model so that I use the terms when providing constructive feedback to my instructional staff after my classroom walkthroughs and observations. In my current role as observer, Chapter 9 Communicating High Expectations for all Students would be an area I would like to become more effective in. However, Domain 3 is probably more a focus area, although I know the book deals with Domain 1. As we move into our new performance appraisal system, I want to be knowledgeable in the Marzano model and be able to communicate teacher's strengths and weaknesses in a way that would provide teachers with constructive feedback that will help them reflect on their own teaching behaviors. It will be a change in format of how we have assessed teacher performance and it will be important for me to learn wtih them yet guide them through this process. Since this book deals with Domain 1 which is the comprehensive framework for effective teaching, it is the place to start.
 * After looking at the titles of Chapters 1-9, what is one area you would like to improve on in your teaching skills?**

I would like to be able to have productive and constructive dialogue with my teachers about their teaching behaviors and what works with their students in their clasrooms. Upon reading this book, I feel that I will look at things with a different purpose or focus in mind because the design questions allow the principal and teacher to key in on behaviors that the teacher is interested in getting feedback on. Self reflection will be an important aspect of our discussions. The outcome would be that we would improve the delivery of instruction in each classroom at our school and consequently increase student achievement. I would also like to provide more recognition and celebration of effective teaching at our school by sharing best practices.
 * What would I like to know or be able to do better after participating in this book study?**

I feel that I have a sound understanding of what effective teaching looks like in a classroom through my years of experience as a principal. To keep up with best practices, I continue to participate in inservice trainings that deal with effective teaching so that I stay current with the research. When facilitating teacher trainings, I try to model effective teaching strategies. So I feel that I provide feedback to teachers that helps them to reflect when planning their next lesson. I feel that I take time during the initial interview to ask pertinent questions so that I am hiring the best of the best for our students.
 * What areas do you feel you do well? How do you know?**

__Karen Cobb-Personal Goals__
 * As I looked at the table of contents of __The Art and Science of Teaching__, the first chapter that caught my eye as an area for improvement is Chapter 3-What will I do to help students practice and deepen their understanding of new knowledge? As we all know, each minute of the teaching day counts. I want to make sure that after I teach a lesson, students are practicing and reinforcing now information with activities that are meaningful, and they also give students opportunities to reflect on what they've just learned, collaborate with others, or synthesize the new information in a new way. I'm ready to learn innovative ways that I can help my students delve deeper into topics or the questions they might generate after learning new knowledge.


 * I would like to better understand the Marzano Art and Science of Teaching Framework. I want to familairize myself with each of the nine design questions and the elements that are categorized within each of them. While learning new strategies from this book study, I want to hear feedback, concerns, or ideas that other teachers are using within their own classrooms. This format allows us to collaborate on a common topic across many grade levels and leadership positions, and I'm looking forward to hearing the different perspectives that each of us bring to this wiki.


 * I feel one of my strengths as a teacher is establishing effective relationships with my students. I know how important it is to have a positive rapport with my students. They need to feel safe, valued, and they need to know they have a voice in the classroom. I value each of my students as a contributing member of our classroom and I establish this community spirit from day one. I have minimal behavior problems and when we do have issues arrive in the classroom, I try to work it out in a collaborative manner where we work together to solve the problem.

Mary Strickler - Personal Goals

As I was looking through the Table of Contents, I chose Chapter 1: What will I do to establish and communicate learning goals, track student progress, and celebrate success? as one area I would like to improve on in my teaching skills. I hope that I will be able to identify some things good that I am already doing, and build from there.

I would like to better understand the new evaluation system and also to understand each of the design questions and be able apply instructional strategies in order to keep my students engaged and learning.

I believe one of my strengths is building relationships with my students. When relationships and a classroom culture are established, students feel part of a "learning family." I think that this is one of my strengths because when students are in my class, there is a sense of camaraderie and teamwork. Students are learning to work together to solve problems and share creativity and learning with each other. Additionally, students are learning to build friendships or working relationships with others, which prepares them for the "real" world of work and interpersonal relationships

Kindergarten Team- Liberty Magnet
We are looking to be able provide clear learning goals and scales. This seems to be the part of our new evaluation system that we are most concerned about and have had little guidance on.

We would like to understand more fully how all aspects of the Marzano evaluation system will come together and impact our teaching and the kindergarten classroom.

We feel we have done very well at establishing rules and procedures. We realize that this helps us to be more effective when teaching the actual lessons and engaging student learning. We know this has been effective when student assessments demonstrate comprehension of content. As the year progresses we are able to get more in-depth with content since interruptions are limited because clear guidelines have been set and are reinforced consistently.

__ **Debra Barnes-Personal Goal** __ **My personal goal for participating in this is to improve my ability to set goals, design instruction and implement strategies that will increase my student's learning opportunities. I feel with a more logical approach ( I have always liked the idea of teaching being a science!) to instruction my students will benefit greatly and hopefully my efforts will be maximized.**

**I have previously heard of Marzano's books such as //Classrooms that Work// and //What Works in Schools//, so I am excited to read this book and participate in this study. I can see a real value from learning and putting into use these research based practices/strategies. All educators want to see their students achieve their maximum potential and since I work at a Title 1 school that can sometimes be difficult. I want to learn all I can so I can be the best teacher my students can have!**

__ **FINAL REFLECTION (5/15/12)** __ **I have truly enjoyed this book study. The book was a bit more "legalistically statistical" than I had originally thought it would be, however it also came through on the "valuable suggestions" portion. I do feel I have a better understanding of creating learning goals and designing more target- focused lessons. Some of Marzano's research and strategies were very interesting and although I incorporated a few this year, I can't wait to try more next year. I have already begun to think about how I want to lesson plan and implement some of these new ideas from the start of next year.**

Vogel's Personal Learning Goals

There are actually two chapters I’d like to focus on during this book study. The two go hand-in-hand – chapter three deals with practice and deeper understanding and chapter four deals with generating and testing hypotheses. As a high school teacher, I provide goals and objectives however, it is important that my students learn to practice on their own, ask questions of what they are learning and find ways to test out what they know against the information they find. As my students get closer to that place where the real world collides with what they have experienced they must be able to access their knowledge and put it to the test by asking questions and seeking answers.

To be honest, I’m taking this book study to try and get what all the hype about Marzano is about! Are we (teachers) not tasked with providing our students with goals and objectives and learning opportunities which engage, allow for practice and help to deepen knowledge? Why has the Marzano hype become what it is? And, how can reading Marzano’s book offer me more insight into designing teaching and learning activities that reach my students.

One of my biggest strengths is in lesson design. I am blessed to have a classroom set of laptops and the ability to share technology as a learning tool with my students. As I plan and design lessons, I think of ways I can integrate technology as a learning tool and engage my students in the learning process. I also cull research to find out what I can about an author so I can give students a little nugget of “strange and unusual” information about the author who wrote a piece of literature we are about to read. These informational nuggets help students connect with the author and give them another purpose for reading.

Deborah Smith - Personal Learning Goals I know the importance of providing students with a solid foundation of understanding concepts and that practice is necessary to enhance that understanding. I would like to improve my teaching skills in how to deepen their knowledge, thus taking my students further in their understanding of concepts. So, I would say Chapter 3 “What will I do to help students practice and deepen their knowledge?”
 * After looking at the titles of Chapters 1-9, what is one area you would like to improve on in your teaching skills?
 * What would you like to know or be able to do better after participating in this book study?

I have several goals of what I would like to know or be able to do better after my participation in this book study. First off, I think that Marzano has provided a strong framework through research that demonstrates that the teacher is the single most influential person in a student’s achievement. Therefore, I must be the most effective that I can be. It is my hopes that this book study will provide me with a better understanding of what an effective instructional design looks like in order to enhance my effectiveness. Last, I would like to have a better understanding what my evaluations will consist of.

I feel that one of my strengths is establishing and maintaining effective relationships with my students. I have always found the time to connect personally with my students in some way. I attempt to have a classroom atmosphere where students feel safe and wanted. My students are eager to share with me activities that they have participated in outside of school as well as events that happen to them. I ensure that my students know that I am interested in them as well as respect them. That respect is therefore returned by them and builds a classroom conducive to learning. Final Reflection:
 * What areas do you believe are your strengths? How do you know?

Participating in this book study reinforced for me what I should be addressing during a unit of instruction. It provided a framework for effective teaching. While reading this book there were many times I found myself saying, I use to do that or I know I should be doing that more often, but have found that I have been lax in some areas at times. It has refreshed me and I am eager to implement new ideas as well as return to practices I use to do. It also reinforced for me the things that I am doing that are effective and knowing that I am on the right track. The one area that I stated in the beginning of this book study that I would like to improve on how to deepen students’ knowledge, thus taking my students further in their understanding of concepts. How that I have completed this book study I still would like to focus on this area and look forward to improving my lessons so that students are more engaged in decision making tasks that require them to generate and test hypotheses. I am also planning on using more games that focus on academic content. I am now interested in further reading and studying Marzano’s other books mentioned //in The Art and Science of Teaching// such as //Classroom Instruction that Works.//

Joanne Hilhorst


 * **After looking at the titles of Chapters 1-9, what is one area you would like to improve on in your teaching skills?**One area I would like to improve on is helping students to practice and deepen new knowledge.
 * **What would you like to know or be able to do better after participating in this book study?**I facilitate a synergistic lab with a focus on Biotechnology, in which instruction is delivered via the computer. If students follow the lessons closely and do as they are told, they generally do well, however, this is not the case with all students. I would like to develop some strategies to help all students deepen their knowledge, thereby increasing the performance of all students particularly the low achieving ones.
 * **What areas do you believe are your strengths? How do you know?** I have often been told by students that I am able to explain the science and math topics that come up in their modules in a way that makes it easy to understand. I would say then that one of my strengths is being able to break up or chunk content into digestible bites so students "get it".