BuildingBackgroundKnowledge-MarzanoExcerptbySiouxFallsSchoolDistrict.ppt

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

Knowing strong academic

background knowledge impacts

students’ academic achievement in

school. We must use the most

effective strategies to create indirect

experiences to build student

background knowledge.

10/07/20 Research by Robert Marzano on What Works in Schools

(3)



The processes involved in Marzano’s

Building Background Knowledge are

aligned with Value Added.



The Sheltered Instruction model being used

by ELL supports the instructional process in

Building Background Knowledge.

• _{Key vocabulary emphasized}

• _{Student journals}

(4)



What does the research say?



How do we build background

knowledge for our students?

• _{The power of wide reading and language}

experience.

• _{Direct vocabulary instruction.}

• _{Defining an academic vocabulary.}

(5)



In order to bridge the gap for our students

(6)



What students already know about the

content is one of the strongest indicators

of how well they well learn new

information relative to the content.



Academic background knowledge affects

more than just “school learning.”

• _{Studies have also shown its relation to}

occupation and status in life.

(7)



A students’ academic background

knowledge has impact on the rest of

their lives



Success in school has strong bearing

(8)



Our ability to process and store

information

• _{Fluid intelligence}



The number and frequency of our

academically oriented experiences

(9)

(10)



Findings in Figure 1.4 characterize the

relationship between poverty an

academic success

after controlling for

ethnicity, family structure, and

mother’s education

.

(11)



Findings in Figure 1.4 characterize the

relationship between poverty an

academic success

after controlling for

ethnicity, family structure, and

(12)



Direct approaches to Enhancing

academic Background Knowledge:

• _{Provide enriching experiences}

• _{Establishing mentoring relationships}



Indirect Approaches: A Viable Answer

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• Glossary of terms

–

_{Episodic memory—specific learning episodes}

–

Semantic memory—general understandings

over time

–

Bimodal memory packets

• Linguistic-logogen; episodic & semantic

propositional networks (

The smallest unit of

knowledge that can stand as a separate assertion.)

• Nonlinguistic-imagens;nonlinguistic

(15)

(16)

(17)



First we must understand the three

(18)

P e r m a n e n t

M e m o r y

W o r k i n g

M e m o r y

S e n s o r y

M e m o r y

10/07/20 Research by Robert Marzano on What

(19)



No general set of background

knowledge helps us learn in every

situation.

• _{Little or no carry over between subjects}

• _{Common core = some carry over}



Enhancement of Academic

(20)



When we retrieve a packet of information

for use in working memory, we initially

access its surface-level characteristics

only.



Knowledge of a given topic is organized

in a hierarchy.

• _{Top level knowledge - specific facts}

• _{The next level – more general characteristics}

• _{The next level – even more general}

characteristic associated with the broadest

category the word would fit

(21)



Hard facts to support this statement:

• _{Research indicates that vocabulary}

knowledge is highly correlated with family

income

• _{Estimated 4,700 word difference between}

High and low socioeconomic students (SES)

• _{Mid-SES 1}

st

graders know 50% more words

than Low-SES

• _{High SES 1}

st

graders know twice the words of

(22)



Children from culturally and linguistically diverse

backgrounds may struggle to comprehend a text or

concept presented in class because their schema

do not match those of the culture for which the text

is written or because they do not understand the

academic vocabulary written in English.



Teachers must also be aware of the level of

vocabulary knowledge students, especially at

secondary levels, nee in order to be successful in

content classes. Both Sheltered Instruction and

Marzano’s Building Background Knowledge

emphasizes the need to practice key terms that will

strengthen students’ vocabulary knowledge.

(23)



Virtual Experience:

• _{Information must move from the sensory}

memory to the working memory

(Remember the camping example of how the

information moved from the episodic

memory to the semantic memory. This is a

necessary step in solidify the learning

(24)

P e r m a n e n t

M e m o r y

W o r k i n g

M e m o r y

S e n s o r y

M e m o r y

10/07/20 Research by Robert Marzano on What

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

How effective do you feel you are at

planning and using strategies that support

what we know about the brain and how it

learns?



What teaching strategies support our

brain’s process of storing information in

both linguistic and nonlinguistic memory

packets?



What components of your last year’s Value

(26)



In the working memory the virtual

experience is for all practical purposes the

same as the direct experience.



Although it is cliché, it is accurate think of

reading as a “magic carpet” to new places

and experiences



Reading provides the promise of every

student’s having a rich array of virtual

experiences

(27)

(28)



The more students talk and listen to

others, the more virtual experiences

are generated



Hart and Risley’s research indicates:

• _{By the time children in welfare homes are 1}

year only they have only about 50% of the

language experience of children from

working-class families and only 30% of the

language experience of children from

professional families.

(29)



Research indicates:

• _{Watching general television programs =}

little impact on the development of

background knowledge

• _{Watching educational television significantly}

(30)



Sustained Silent Reading (SSR)

• _{To be effective the SSR program must}

have specific characteristics and must be

continuous over many years

• _{If done only a year or two the gains}

might by evident initially but will fade

when the program ceases

(31)



Research has shown that past the 4

th

grade, the number of words a person

knows depends primarily on how much

time they spend reading (Hayes & Ahrens,

1988; Nagy & Anderson, 1984; Nagy &

Herman, 1987; Stanovich, 1986)



Adults that make a habit of reading have a

(32)

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Eight Factors needed:

1. Access (to wide selection of informational reading)

2. Appeal ( books with topics of interest to students)

3. Conducive environment (comfortable surroundings)

4. Encouragement (explicit praise)

5. Staff training ( consistent implementation using

effective strategies)

6. Non-accountability (student choice and interest

driven not teacher assigned)

7. Follow-up activities (cooperative

grouping/relationship building)

8. Distributed time to read (non fiction)

(33)

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I-Search helps with the process



Students gather information about a

topic of interest, synthesize and

organize the information and use it to

complete a written response or project

of some sort



Personal Read and Reflect Time (PRRT)



Students may change their topic at

any time

(35)



Students use the classroom library

and the school library to begin

choosing material from which to read

and “I-search” their topic



Model—Guided selection and large

(36)



Teachers and students should have 20

to 30 minute sessions, twice a week

for SSR /Personal Read and Reflect

Time (PRRT)



Schedules can be building-wide,

grade-by-grade, or class-by-class



Put class rules in place that all must

follow



Consider best placement of SSR/PRRT

during the school day

(37)



Use of Academic Notebook (two

sections-PRRT and vocabulary)

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Responses to reading must be

recorded in the notebook

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Free responses—open ended

responses, expressive writing

(linguistic and non-linguistic responses)

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Structured responses—guided

questions to promote moving

(38)

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Student interaction doesn’t just happen—

teacher serves as helper

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Group activities must have explicit

structure and purpose

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Demonstrate interaction activities- taking

turns speaking, listening and questioning

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Organize into groups of three to five

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Students share topic and one thing that

they have learned about their topic

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Not all students must share each time

(39)



What steps of this process are you already

doing in your school day? What steps do

you need to change in your instruction?



How do the steps of this process capitalize

on what we know about how the brain

learns best?



Which steps are in the process are value

added components?



What would you have to do to fully

(40)



The Case for Direct Vocabulary

Instruction

• _{Three Generalizations:}

1. Estimates of vocabulary size vary

considerably

2. Wide reading may not enhance

vocabulary as much as once thought

3. Direct vocabulary instruction

(41)

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When people first learn words, they

understand them more as descriptions of

words as opposed to definitions.

(43)

• _{For information to be anchored in}

(44)

• _{To understand words at a deeper level,}

students require repeated and varied

exposure to words, during which they

revise their initial understandings.

(45)

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Nouns

• _General

• _Specific



Verbs

• _General

• _Specific

(47)

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Discussion helps students encode

information in their own words,

helps them view things from

(48)

• _Games:



_{Present manageable challenges for students}



_{Arouse curiosity}

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_{Involve some degree of fantasy arousal}

(49)

• _{Beck and Mckeown (1985) suggest that}

vocabulary be thought of in three tiers:



_{Tier 1-most basic words}



_{Tier 2-appear infrequently enough in reading}

that there is little chance of learning them in

context

(50)



Applying the Eight Characteristics

of effective vocabulary instruction

in a program to enhance

background knowledge.

(51)

(52)



Students construct their own

explanations based on what the

teacher has presented and write

them in their academic notebooks,

which are divided into subject areas.

(53)

(54)

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Graphic organizers (Kidspiration)



Drawings



Photographs



Pictographs

Students can also be encouraged to create

mental pictures and act out meanings of

new

words.

(55)

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Comparing terms

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Classifying terms

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Generating Metaphors using terms

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Generating Analogies using terms

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Revising initial descriptions or

nonlinguistic representations of terms

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Using understandings of roots and

affixes to deepen knowledge of terms

(57)

(58)



Organize students into small groups asking

them to discuss terms in the vocabulary

section of the academic notebook.



Prompts for discussion could include:

terms interesting to students

questions about specific terms

identify terms with multiple meanings

favorite terms

terms that were difficult to learn and

why

(59)

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Charades

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Pictionary

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Gestures

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Taboo

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Hangman



Great web site for classroom games

http://www.teachersdesk.org/spell_pl

ans.html

(61)



How is it different from traditional

vocabulary instruction?

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Which steps are in the process are

value added components?



What parts of this are you already

doing in your school day?



What would you have to do to fully

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