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Chapter 10: Convince the Crowd

Katie Rogers Marzano Research ePub

10

Convince the Crowd

For high school students

Convince the Crowd is a competitive debate game in which the teacher proposes a motion and two panels of students discuss it. Before a single speech is made, an audience of classmates votes either in favor of the motion or against it. The audience casts their votes on the same motion a second time after the debate takes place, allowing everyone to see which side has persuaded the most audience members to change their vote. The side that has the highest percentage difference between before votes and after votes is declared the winner.

This game is recommended for high school students who have had lots of practice with research and argumentation. It works especially well in language arts, science, and social studies classes. The game is modeled after Intelligence Squared (stylized as intelligence2 or IQ2) debates (www.intelligencesquared.com). Motions in past Intelligence Squared debates cover a broad spectrum of topics, from politics (“The rich are taxed enough”) to environmental issues (“The natural gas boom is doing more harm than good”) to entertainment (“Ban college football”). We highly recommend showing one of these debates to students so they can get an overall picture of what a debate looks like and an idea of what form their classroom debates should take.

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Chapter 3 Analyzing and Utilizing Information

Robert J. Marzano Marzano Research ePub

Chapter 2 painted a sobering picture of information expanding at exponential rates in the 21st century with virtually no controls on that information. Therefore, analyzing and utilizing information will be a signature 21st century skill.

In this chapter, we address four general categories of strategies and skills that help students effectively analyze and utilize information: (1) navigating digital sources, (2) identifying common logical errors, (3) generating conclusions, and (4) presenting and supporting claims. (Visit marzanoresearch.com/classroomstrategies for a reproducible appendix with additional exercises for analyzing and utilizing information.)

Contrary to popular belief, research suggests that students are not experts at finding information. In a review of forty-nine research studies on the information behavior of young people, Peter Williams and Ian Rowlands (2007) stated that “there is little evidence that young people are expert searchers, or even that their search prowess has improved with time” (p. 9). They reported on research findings that suggest students have difficulty with selecting and modifying search terms, using keywords instead of natural language (sentences) when searching, narrowing their topics, using command language in databases, and planning their searches beforehand. They also noted that students have trouble evaluating their sources for relevance and credibility.

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4 - Two of a Kind

Lindsay Carleton Marzano Research ePub

For lower and upper elementary general vocabulary

Design

Two of a Kind is modeled after the game Memory and focuses on homonyms. It is best suited for building the general vocabulary of elementary students. Students must have familiarity with the words being used.

Materials

You will need blank note cards.

Set Up

In advance, write one word (a homonym) on each note card, leaving the other side of the card blank. For example, if you write steel on one card, write steal on another. Create a master set of cards constituted by pairs of homonyms (between five and fifteen pairs works best), then make enough copies of the set to distribute among your students. The class will be broken up into small groups or pairs, and each group will need an identical set of cards.

Before playing, set up a separate station for each group by laying the cards facedown in rows. The idea is that when they begin, none of the students know what or where any of the words in their set of cards are.

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Appendix B Resources for Creating a Shared Vision

Robert J. Marzano Marzano Research ePub

This appendix contains resources to assist a school in facilitating the process of creating a shared vision. Specifically, it provides guidance regarding hosted conversations. Hosted conversations are discussions with specific stakeholder groups (for example, students, parents and guardians, teachers and other staff, administrators, business representatives, board of education members, and so on). Although separate meetings should be held for different stakeholder groups in order to tailor the questions and examples to their perspectives and needs, the meetings should be held within a short time frame to ensure all stakeholders have the opportunity to provide input without losing momentum for creating the shared vision. The following examples provide suggestions for working with different groups, including examples of scenarios and data that might work best with certain groups, essential questions, and activities.

We’ll discuss (1) conversations with certified staff, (2) conversations with parents, (3) conversations with classified staff, and (4) conversations with students.

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Appendix C: Sample Unusual Information

Robert J. Marzano Marzano Research ePub

 

Language Arts

Elementary School

1.The phrases only choice, freezer burn, and act naturally are all oxymorons.

2.The question “Do geese see God?” is a palindrome.

3.Pinocchio means pine eye in Italian.

4.Dav Pilkey created Captain Underpants when he was in second grade (Hatty, 2003).

5.In antiquity, people in Asia and Europe threw old shoes at newly married couples instead of rice or confetti (Panati, 1987).

Middle School

1.Even famous writers had humble beginnings: Amy Tan wrote horoscopes, Henry David Thoreau made pencils, Charles Bukowski was a mail carrier, and L. Frank Baum bred chickens (Barrett & Mingo, 2003; Platt, 2006).

2.Ernest Hemingway’s mother dressed him up as a girl when he was young and tried to pass him off as his older sister’s twin. She even called him Ernestine in public (Platt, 2006).

3.Ian Fleming was once in espionage training, but he failed when he lost his nerve and could not bring himself to shoot anyone. Ironic considering he later created the famous character James Bond (Platt, 2006).

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