UsingRoundstoEnhance TeacherInteractionand SelfReflection: TheMarzanoObservational Protocol

MarzanoResearchLaboratory 9000E.NicholsAve.Ste.210 Englewood,CO80112 October2009

RobertJ.Marzano

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InstructionalRounds
Duringinstructionalrounds,smallgroupsofteachersmakerelativelybriefobservationsoftheirfellow teachers.Theseobservationsarelongerthanatypicalwalkthrough(i.e.,longerthanafewminutes), butusuallyshorterthananentireclassperiod.Whenengagedinrounds,groupsofteachersconductas manysubstantiveobservationsofclassroomsaspossiblewithinpartofadayortheentireday.For example,agroupofteachersmightspendanentiremorningconductingroundsandthendiscusstheir experiencesintheafternoon.Anotheroptionistodiscussexperiencesimmediatelyaftereach observation. Instructionalroundsareusuallynotusedtoprovidefeedbacktotheteacherbeingobserved,although thisisanoptioniftheobservedteachersodesires.Consequently,theobservinggroupofteachersmay summarizetheirobservationsandmakethesecommentsavailabletotheobservedteacher.This notwithstanding,theprimarypurposeofinstructionalroundsisfortheteachersmakingthe observationstocomparetheirpracticeswiththoseobservedintheclassroomstheyvisit.Itisthe discussionattheendofasetofinstructionalroundsandthesubsequentselfreflectionbyobserver teachersthatistheirchiefbenefit.

SettingUpInstructionalRounds
Ideally,everyteachershouldhaveachancetoparticipateininstructionalroundsatleastonceper semester.Ifthisisnotpossible,thenonceayearwillhavetosuffice.Roundsshouldbefacilitatedbya leadteachersomeonewhoisrespectedbycolleaguesasanexceptionalteacherandrecognizedasa professional.Instructionalcoachescommonlyfitthesecharacteristics.Administratorsmayalsolead rounds,butitshouldbemadeclearfromtheoutsetthattheirpurposeisnottoevaluatetheteachers beingobserved. Teacherswhoareobservedaretypicallyvolunteers.Ideally,thesevolunteersaredrawnfromthepool ofmasterteachersinabuildingthoseveteranswhohaveproventheirabilitytoenhancethe achievementofallstudentsintheirclasses.Thisnoted,anyteachermightofferhisorherclassroomas avenueforrounds.

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Groupsconductingroundsareusuallysmallinnumbersthreetofive,notcountingtheleadteachers. Onthedayroundsarescheduled,teachersbeingobservedalerttheirclassesthattheywillhavesome otherteachersvisitingtheirclassroom.Observedteachersmightexplaintotheirstudentsthat teachersinthebuildingaretryingtolearnfromoneanotherjustasstudentslearnfromoneanother. Beforetheobserverteachersenteraclassroom,theyknockatthedoorandthenquietlymovetoan areaoftheclassroomthatdoesnotdisrupttheflowofinstruction.Thisisusuallysomewhereatthe backoftheclassroom.There,theyobservewhatisoccurringandmakesnotesontheirobservational forms. Attheendoftheobservation,theobserverteamexitstheclassroommakingsuretothankthe observedteacherandthestudents.

WhattoObserve
ObservationsarebasedonTheArtandScienceofTeaching(Marzano,2007),whichisacomprehensive frameworkforeffectiveinstruction.ThebasisofTheArtandScienceofTeachingis10designquestions usedbyteacherstoplaneffectiveunitsandlessonswithinthoseunits.Thesedesignquestionsare depictedinFigure1. Figure1:DesignQuestionsfromTheArtandScienceofTeaching 1. WhatwillIdotoestablishandcommunicatelearninggoals,trackstudentprogress,and celebratesuccess? 2. WhatwillIdotohelpstudentseffectivelyinteractwithnewknowledge? 3. WhatwillIdotohelpstudentspracticeanddeepentheirunderstandingofnewknowledge? 4. WhatwillIdotohelpstudentsgenerateandtesthypothesesaboutnewknowledge? 5. WhatwillIdotoengagestudents? 6. WhatwillIdotoestablishormaintainclassroomrulesandprocedures? 7. WhatwillIdotorecognizeandacknowledgeadherenceandlackofadherencetoclassroom rulesandprocedures?
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8. WhatwillIdotoestablishandmaintaineffectiverelationshipswithstudents? 9. WhatwillIdotocommunicatehighexpectationsforallstudents? 10. WhatwillIdotodevelopeffectivelessonsorganizedintoacohesiveunit? Thesedesignquestionsnotonlyprovideaplanningframeworkforteachers,buttheyalsoprovidea frameworkforobservingclassroominstruction.Forthislaterpurpose,thedesignquestionsmustbe reorganizedtorepresentthreedifferentcategoriesofbehaviororlessonsegmentsthatoccurin classrooms.Thesethreetypesofsegmentsare: LessonSegmentsThatInvolveRoutineEventsThatMightbeObservedinEveryLesson: DesignQuestion1:WhatwillIdotoestablishandcommunicatelearninggoals,trackstudent progress,andcelebratesuccess? DesignQuestion6:WhatwillIdotoestablishormaintainclassroomrulesandprocedures? LessonSegmentsThatAddressContent: DesignQuestion2:WhatwillIdotohelpstudentseffectivelyinteractwithnewknowledge? DesignQuestion3:WhatwillIdotohelpstudentspracticeanddeepentheirunderstandingof newknowledge? DesignQuestion4:WhatwillIdotohelpstudentsgenerateandtesthypothesesaboutnew knowledge? LessonSegmentsThatAreEnactedontheSpot: DesignQuestion5:WhatwillIdotoengagestudents? DesignQuestion7:WhatwillIdotorecognizeandacknowledgeadherenceandlackof adherencetoclassroomrulesandprocedures? DesignQuestion8:WhatwillIdotoestablishandmaintaineffectiverelationshipswith students? DesignQuestion9:WhatwillIdotocommunicatehighexpectationsforallstudents? DesignQuestion10isnotincludedintheObservationalProtocolbecauseitinvolvestheorganization oflessonsintocohesiveunitsand,therefore,isnotamenabletoobservationduringaspecificlesson.
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Tofacilitateobservationoftheseelements,thedesignquestionsshouldbetranslatedintoquestions thatareaskedabouttheteacherbeingobserved.ThisisdepictedinFigure2. Figure2:MarzanoObservationalProtocolSnapshotForm LessonSegmentsThatInvolveRoutineEventsThatMightbeObservedinEveryLesson: Whatistheteacherdoingtohelpestablishandcommunicatelearninggoals,trackstudent progress,andcelebratesuccess? Whatistheteacherdoingtoestablishormaintainclassroomrulesandprocedures? LessonSegmentsThatAddressContent: Whatistheteacherdoingtohelpstudentseffectivelyinteractwithnewknowledge? Whatistheteacherdoingtohelpstudentspracticeanddeepentheirunderstandingofnew knowledge? Whatistheteacherdoingtohelpstudentsgenerateandtesthypothesesaboutnew knowledge?

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LessonSegmentsThatAreEnactedontheSpot: Whatistheteacherdoingtoengagestudents? Whatistheteacherdoingtorecognizeandacknowledgeadherenceandlackofadherenceto classroomrulesandprocedures? Whatistheteacherdoingtoestablishandmaintaineffectiverelationshipswithstudents? Whatistheteacherdoingtocommunicatehighexpectationsforallstudents?

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NoticethattheSnapshotForminFigure2boilsdowntoaskingninequestionsabouttheobserved teacher: LessonSegmentsThatInvolveRoutineEventsThatMightbeObservedinEveryLesson: Whatistheteacherdoingtohelpestablishandcommunicatelearninggoals,trackstudent progress,andcelebratesuccess? Whatistheteacherdoingtoestablishormaintainclassroomrulesandprocedures? LessonSegmentsThatAddressContent: Whatistheteacherdoingtohelpstudentseffectivelyinteractwithnewknowledge? Whatistheteacherdoingtohelpstudentspracticeanddeepentheirunderstandingofnew knowledge? Whatistheteacherdoingtohelpstudentsgenerateandtesthypothesesaboutnew knowledge? LessonSegmentsThatAreEnactedontheSpot: Whatistheteacherdoingtoengagestudents? Whatistheteacherdoingtorecognizeandacknowledgeadherenceandlackofadherenceto classroomrulesandprocedures? Whatistheteacherdoingtoestablishandmaintaineffectiverelationshipswithstudents? Whatistheteacherdoingtocommunicatehighexpectationsforallstudents? Keepingthisinmindmakesclassroomobservationsarelativelystraightforwardprocess.

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HowtoObserve
WhenusingtheSnapshotFormoftheObservationalProtocol(oranyotherform),theobservermust continuallyaskhimselforherselfthefollowingquestions: WhatamIobservingrightnow? Isitalessonsegmentthatinvolvesroutinebehaviorsthatmightbeobservedineverylesson? Isitalessonsegmentthataddressescontentinspecificways? Isitalessonsegmentthatmustbeenactedonthespot? Inthecaseofcontentlessonsegments,theobservermustfurtheraskhimselforherselfthefollowing questions: Isthisalessonsegmentinvolvingnewcontent? Isthisalessonsegmentinvolvingpracticinganddeepeningknowledge? Isthisalessonsegmentinvolvinghypothesisgenerationandtesting? Focusingonwhatisoccurringduringaspecificintervaloftime,theobservermakesnotesinthe appropriatesectionoftheSnapshotFormoftheObservationalProtocol.Amoredetailedformofthe MarzanoObservationalProtocolcanbefoundattheendofthisdocument(seeMarzanoObservational ProtocolShortForm).There,specificelementsarelistedforeachoftheninequestionsaddressed duringanobservation.Forelectronicversionsoftheseformsthatareevenmoredetailed,visit www.iObservation.com/MarzanoSuite.Itisimportanttonotethatnoneoftheformsinthisdocument maybedigitizedwithoutexpressedwrittenconsent.

Alongwithtryingtoobservewhatisoccurringduringspecificclassroomsegments,observersshould recordtheirperceptionsintheprotocolimmediatelyafterleavingtheobservedteachersclassroom. Thisallowsobserverstopickupbehaviorstheydidnothavetimetorecordwhileintheclassroom.To dothisafteractionrecording,observerssimplyreadthroughthequestionsandrecordanythingthat comestomindregardingwhatoccurredintheclassroom.

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HowtoDebrief
Afterroundshavebeenconducted,membersoftheobservingteamconvenetodebriefontheir experiences.Theydosobydiscussingeachobservationoneatatime.Thiscanbedoneinaround robinformatwhereeachobserverteachercommentsonwhatheorshenoted.Theleaderofthe roundsfacilitatesthisprocess. Theleaderstartsbyremindingeveryonethatthepurposeofthediscussionisnottoevaluatethe observedteacher.Rulesregardinghowtoshareobservationsshouldbeestablishedpriortothe debriefing.Usefulrulesinclude: Commentsmadeduringthedebriefingshouldnotbesharedwithanyone. Donotoffersuggestionstotheobservedteachersunlesstheyexplicitlyaskfor feedback. Nothingobservedwithinalessonshouldbesharedwithanyone. Observedteachersshouldbethankedandacknowledgedfortheirwillingnesstoopen theirclassroomstoothers.

Asobserverteacherstaketurnscommentingonwhattheysawinaparticularclassroom,itisusefulto useaplusesanddeltasformat.Theobserverteacherbeginsbynotingthepositivethingsheorshe observedintheclassroom.Next,theobservermaymentionsomequestions(deltas)heorshehad abouttheteachersuseofstrategies.Finally,theobserverteachercomparesandcontrastshisorher classroomstrategieswithoneormoreofthetechniquesobserved. Thisprocessiscompletedforeachclassroomobserved.Foranyparticularobservation,anobserver teachercanoptnottosharehisorheranalysiswiththegroup.Thedebriefingshouldendwithall observerteachersidentifyingonethingtheymightdodifferentlyintheirclassroomasaresultofthe rounds.

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References
Marzano,R.J.(2007).TheArtandScienceofTeaching:AComprehensiveFrameworkforEffective Instruction.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.

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Marzano Observational Protocol Snapshot Form

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MarzanoObservationalProtocolSnapshotForm
LessonSegmentsThatInvolveRoutineEventsThatMightbeObservedinEveryLesson: Whatistheteacherdoingtohelpestablishandcommunicatelearninggoals,trackstudent progress,andcelebratesuccess? Whatistheteacherdoingtoestablishormaintainclassroomrulesandprocedures? LessonSegmentsThatAddressContent: Whatistheteacherdoingtohelpstudentseffectivelyinteractwithnewknowledge? Whatistheteacherdoingtohelpstudentspracticeanddeepentheirunderstandingofnew knowledge? Whatistheteacherdoingtohelpstudentsgenerateandtesthypothesesaboutnew knowledge? LessonSegmentsThatAreEnactedontheSpot: Whatistheteacherdoingtoengagestudents?

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 Whatistheteacherdoingtorecognizeandacknowledgeadherenceandlackofadherenceto classroomrulesandprocedures? Whatistheteacherdoingtoestablishandmaintaineffectiverelationshipswithstudents? Whatistheteacherdoingtocommunicatehighexpectationsforallstudents?

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Marzano Observational Protocol Short Form

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MarzanoObservationalProtocolShortForm
I

I. LessonSegmentsInvolvingRoutineEvents
DesignQuestion#1:Whatistheteacherdoingtoestablishandcommunicatelearninggoals,track studentprogress,andcelebratesuccess?

1. Providingclearlearninggoalsandscalestomeasurethose goals(e.g.,theteacherprovidesorremindsstudentsabout aspecificlearninggoal) 2. Trackingstudentprogress(e.g.,usingformative assessment,theteacherhelpsstudentscharttheir individualandgroupprogressonalearninggoal) 3. Celebratingstudentsuccess(e.g.,theteacherhelps studentsacknowledgeandcelebratecurrentstatusona learninggoalaswellasknowledgegain)

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DesignQuestion#6:Whatistheteacherdoingtoestablishandmaintainclassroomrulesand procedures?
4. Establishingclassroomroutines(e.g.,theteacherreminds studentsofaruleorprocedureorestablishesanewruleor procedure) 5. Organizingthephysicallayoutoftheclassroomforlearning (e.g.,theteacherorganizesmaterials,trafficpatterns,and displaystoenhancelearning)
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II. LessonSegmentsAddressingContent

DesignQuestion#2:Whatistheteacherdoingtohelpstudentseffectivelyinteractwithnew knowledge?
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6. Identifyingcriticalinformation(e.g.,theteacherprovides cuesastowhichinformationisimportant) 7. Organizingstudentstointeractwithnewknowledge(e.g., theteacherorganizesstudentsintodyadsortriadsto discusssmallchunksofcontent) 8. Previewingnewcontent(e.g.,theteacherusesstrategies suchasKWL,advanceorganizers,previewquestions)

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9. Chunkingcontentintodigestiblebites(e.g.,theteacher presentscontentinsmallportionsthataretailoredto studentslevelofunderstanding) 10. Groupprocessingofnewinformation(e.g.,aftereach chunkofinformation,theteacherasksstudentsto summarizeandclarifywhattheyhaveexperienced) 11. Elaboratingonnewinformation(e.g.,theteacherasks questionsthatrequirestudentstomakeanddefend inferences) 12. Recordingandrepresentingknowledge(e.g.,theteacher asksstudentstosummarize,takenotes,orusenon linguisticrepresentations) 13. Reflectingonlearning(e.g.,theteacherasksstudentsto reflectonwhattheyunderstandorwhattheyarestill confusedabout)

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DesignQuestion#3:Whatistheteacherdoingtohelpstudentspracticeanddeepentheir understandingofnewknowledge?
14. Reviewingcontent(e.g.,theteacherbrieflyreviewsrelated contentaddressedpreviously) 15. Organizingstudentstopracticeanddeepenknowledge (e.g.,theteacherorganizesstudentsintogroupsdesigned toreviewinformationorpracticeskills) 16. Usinghomework(e.g.,theteacheruseshomeworkfor independentpracticeortoelaborateoninformation) 17. Examiningsimilaritiesanddifferences(e.g.,theteacher engagesstudentsincomparing,classifying,andcreating analogiesandmetaphors) 18. Examiningerrorsinreasoning(e.g.,theteacherasks studentstoexamineinformalfallacies,propaganda,and bias) 19. Practicingskills,strategies,andprocesses(e.g.,theteacher usesmassedanddistributedpractice) 20. Revisingknowledge(e.g.,theteacherasksstudentsto reviseentriesinnotebookstoclarifyandaddtoprevious information) RobertJ.Marzano

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DesignQuestion#4:Whatistheteacherdoing tohelpstudentsgenerateandtesthypotheses aboutnewknowledge?

21. Organizingstudentsforcognitivelycomplextasks(e.g.,the teacherorganizesstudentsintosmallgroupstofacilitate cognitivelycomplextasks) 22. Engagingstudentsincognitivelycomplextasksinvolving hypothesisgeneratingandtesting(e.g.,theteacher engagesstudentsindecisionmakingtasks,problemsolving tasks,experimentalinquirytasks,andinvestigationtasks) 23. Providingresourcesandguidance(e.g.,theteachermakes resourcesavailablethatarespecifictocognitivelycomplex tasksandhelpsstudentsexecutesuchtasks)
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III. LessonSegmentsEnactedontheSpot
DesignQuestion#5:Whatistheteacherdoingtoengagestudents?
24. Noticingandreactingwhenstudentsarenotengaged(e.g., theteacherscanstheclassroomtomonitorstudentslevel ofengagement) 25. Usingacademicgames(e.g.,whenstudentsarenot engaged,theteacherusesadaptationsofpopulargamesto reengagethemandfocustheirattentiononacademic content) 26. Managingresponseratesduringquestioning(e.g.,the teacherusesstrategiestoensurethatmultiplestudents respondtoquestionssuchasresponsecards,response chaining,andvotingtechnologies) 27. Usingphysicalmovement(e.g.,theteacherusesstrategies thatrequirestudentstomovephysicallysuchasvotewith yourfeetandphysicalreenactmentsofcontent) 28. Maintainingalivelypace(e.g.,theteacherslowsand quickensthepaceofinstructiontoenhanceengagement) 29. Demonstratingintensityandenthusiasm(e.g.,theteacher usesverbalandnonverbalsignalsthatshowheorsheis enthusiasticaboutthecontent)
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30. Usingfriendlycontroversy(e.g.,theteacheruses techniquesthatrequirestudentstotakeanddefenda positionaboutcontent) 31. Providingopportunitiesforstudentstotalkabout themselves(e.g.,theteacherusestechniquesthatallow studentstorelatecontenttotheirpersonallivesand interests) 32. Presentingunusualorintriguinginformation(e.g.,the teacherprovidesorencouragestheidentificationof intriguinginformationaboutthecontent)

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DesignQuestion#7:Whatistheteacherdoingtorecognizeandacknowledgeadherenceor lackof adherencetorulesandprocedures?

33. Demonstratingwithitness(e.g.,theteacherisawareof variationsinstudentbehaviorthatmightindicatepotential disruptionsandattendstothemimmediately) 34. Applyingconsequences(e.g.,theteacherapplies consequencestolackofadherencetorulesandprocedures consistentlyandfairly) 35. Acknowledgingadherencetorulesandprocedures(e.g., theteacheracknowledgesadherencetorulesand proceduresconsistentlyandfairly)
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DesignQuestion#8:Whatistheteacherdoingtoestablishandmaintaineffectiverelationships withstudents?
36. Understandingstudentsinterestsandbackgrounds(e.g., theteacherseeksoutknowledgeaboutstudentsanduses thatknowledgetoengageininformal,friendlydiscussions withstudents) 37. Usingbehaviorsthatindicateaffectionforstudents(e.g., theteacheruseshumorandfriendlybanterappropriately withstudents) 38. Displayingobjectivityandcontrol(e.g.,theteacher behavesinwaysthatindicateheorshedoesnottake infractionspersonally)
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DesignQuestion#9:Whatistheteacherdoing tocommunicatehighexpectationsforall students?

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39. Demonstratingvalueandrespectforlowexpectancy students(e.g.,theteacherdemonstratesthesamepositive, affectivetonewithlowexpectancystudentsaswithhigh expectancystudents) 40. Askingquestionsoflowexpectancystudents(e.g.,the teacherasksquestionsoflowexpectancystudentswiththe samefrequencyandlevelofdifficultyaswithhigh expectancystudents) 41. Probingincorrectanswerswithlowexpectancystudents (e.g.,theteacherinquiresintoincorrectanswerswithlow expectancystudentswiththesamedepthandrigoraswith highexpectancystudents)

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