Marzano 101

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Marzano 101

• Who is he? What is he about? Why should we
  care?

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First Things First

• Whats an
• Why are important?

ALT?
ALT's
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Who is Robert Marzano?

• Past professor at University of Colorado high
  school English teacher department chair
• Present international trainer and speaker
  author of over 20 books private consultant
• Impact responsible for translating research and
  theory into proven classroom practices for K-12

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What is he about?

• Applying the research on instruction to
  instructional practices
• Identifying instructional strategies that have a
  high probability of increasing student
  achievement for all students in all subject areas
  at all grade levels

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Marzanos Essential Nine

• Similarities and Differences
• Note taking and Summarizing
• Reinforcing Efffort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representations
• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypotheses
• Questions, Cues, and Advanced Organizers

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Why should we care?

• The art of teaching is becoming the science
  of teaching
• Findings support the most important factor
  affecting student learning is the ________
• The goal of the research is to make the teacher
  as effective as possible by providing proven
  instructional strategies
• Getting more bang for your buck

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Strategies That Most Impact Student Achievement
Category Rank Percentile Gain
Identifying Similarities Differences 1 45
Summarizing Note taking 2 34
Reinforcing Effort Providing Recognition 3 29
Homework Practice 4 28
Nonlinguistic Representations 5 27
Cooperative Learning 6 27
Setting Objectives Providing Feedback 7 23
Generating Testing Hypotheses 8 23
Questions, Cues, Advance Organizers 9 22
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Essential Question How do Marzanos Nine Best
Practices increase student achievement?
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Similarities and Differences What do you need to
know?

• Involve identifying how items, events, processes,
  or concepts are similar and different based on
  characteristics
• Graphic and symbolic representations are often
  used, and they promote long term memory for
  students
• A life skill

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Similarities and Differences Strategies

• http//gotoscience.com/Graphic_Organizers.html
• Variations of the Venn Diagram
• Compare/Contrast with Summary
• Comparison Matrix
• Compare and Contrast Narratives

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VENN DIAGRAM Features Unique to A
______________ Features Unique to
B_____________
Features Common to A and B
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2. Note taking and Summarizing What do you need
to know?

• Both require students to do something with
  information
• Both seem straightforward but are actually
  complex
• Note taking synthesizing material, prioritizing
  pieces of data, restating some information, and
  organizing concepts, topics, and details
• Summarizing deciding which parts of material
  are important or trivial, rewording some ideas,
  deleting and reorganizing information
• Both involve numerous mental processes

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Note taking and Summarizing Strategies

• http//www.greece.k12.ny.us/instruction/ela/6-12/T
  ools/Index.htm

Note taking Summarizing
Q-Notes Tic-Tac-Know
Webs I Have, Who Has
Interactive Notebooks Password
Character Cards Exit Tickets
CEI Last Word Acrostic
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Web Title
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Reinforcing Effort and Providing Recognition
What do you need to know?

• Both focus on student motivation
• Added effort increases student achievement
• Students attitudes and beliefs impact their
  achievement
• Reinforcing effort notice the effort the
  student has made and motivate the student to make
  further effort
• Providing recognition praise, rewards, awards,
  or teacher acknowledgement to a student for a
  specific accomplishment (big or small as long as
  its specific)

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Reinforcing Effort and Providing Recognition
Strategies
Reinforcing Effort Providing Recognition
Teach students that effort can improve achievement Focus recognition on particular accomplishments and praise on particular students
Share personal examples of times you succeeded by not giving up ask students to share and/or reflect on their own experiences Use symbolic tokens to recognize a reached specific learning goal of a student (stickers, certificates, token, colored strings)
Share stories about people who succeeded by not giving up Brainstorm with your class ways to provide personal recognition
Ask students to chart effort and achievement regarding your class Pause, Prompt, and Praise Technique
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Effort and Achievement Chart
Student Jack Date Assignment Effort Achievement
Fri., Oct. 20 Homework Practice solving linear equations 2 1
Wed., Oct. 25 Quiz Graphs of linear functions 4 2
Thurs., Oct. 26 In-class practice Solving linear equations 4 3
Fri., Oct. 27 In-class assignment Properties of linear equations 3 2
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4. Homework and Practice What do you need to
know?

• Both should provide students with chances to
  deepen understanding and skills relative to
  content that has already been presented to them
• Both can be used as powerful instructional tools
  when used purposefully

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Homework and Practice Strategies

• Less homework should be given in lower grade
  levels
• Students use a log to identify and articulate the
  purpose of the homework practice, preparation,
  or elaboration
• Design practice assignments that focus on
  specific elements of a hard/complex skill or
  process
• Realize the power of your feedback

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Student Homework Log

• Topic
• Due Date
• What I have to do tonight
• Purpose of assignment
• What I have to already know or be able to do in
  order to complete the assignment
• This homework helped me to

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5. Nonlinguistic Representations What do you
need to know?

• Research supports that knowledge is stored in two
  forms a linguistic form and an imagery form
• Teachers overuse the linguistic format for
  learning
• Engaging students in the creation and use of
  nonlinguistic representations of knowledge
  increases activity in the brain
• Incorporating more and more of these in your
  classroom increases student understanding of the
  content

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Nonlinguistic Representations Strategies

• Graphic organizers (http//gotoscience.com/Graphic
  _Organizers.html)
• Physical models, representations (Vocab.)
• Mental pictures (Imagine that)
• Drawing pictures, pictographs, glyphs
• Kinesthetic activities (Human graph)

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Examples of Pictographs
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Imagine that its a beautiful day on a Caribbean
Island, and you are lucky enough to be sitting in
one of these two chairs. From the below
selections choose who you would want to be
sitting in the chair right beside you as you
enjoy your time in paradise.

• McDreamy
• Jamie Foxx
• Tom Brady
• Jennifer Aniston
• Beyonce

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6. Cooperative Learning What do you need to
know?

• Its more than group work
• Use a regular structure for students to follow,
  and train students in that structure
• Include the below elements to have constructive
  Cooperative Learning
• Positive interdependence
• Face-to-face promotive interaction
• Individual and group accountability
• Interpersonal and small group skills
• Group processing

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Cooperative Learning Strategies

• Vary grouping criteria
• Remember the smaller the better
• Assign specific roles to specific students within
  each group. Rotate the roles often.
• Facilitator
• Time keeper
• Recorder
• Materials Manager

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Setting Objectives and Providing Feedback What
do you need to know?

• Both give students direction and help them think
  about their own learning
• Objectives these can narrow a students focus
  they should be flexible and personal to the
  student
• Feedback explaining to a student what he is
  doing correctly and incorrectly should be
  timely refers to a specific level of performance

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Setting Objectives and Providing Feedback
Strategies

• Use a Learning Objectives Sheet
• Student-created checklist of his own learning
  objectives
• Timely and specific assessment feedback
• Student/teacher conference
• Peer conference
• Student self assessment

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My Learning Objectives

• Our learning objective for this unit
  Understanding the basic purposes of government in
  the United States
• Complete the following sentences to set your
  personal learning objectives
• I know one purpose of our government is to
  protect individual rights.
• I want to know what does the common good mean?
  
• I want to know more about what laws the
  president makes and what laws a governor makes.

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8. Generating and Testing Hypotheses What do
you need to know?

• When a student generates and tests hypotheses he
  is applying knowledge
• We ask all the time If I do this, what might
  happen?
• Asking a student to explain his hypotheses and
  conclusions enhances his learning process

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Generating and Testing Hypotheses
Strategies

• Students predict what would happen if an aspect
  of a familiar system (government, transportation,
  ecosystem, soccer match) was changed
• Students build something using limited resources
  and generate questions and hypotheses about what
  may or may not work
• Students use a results template to explain their
  work and what they learned from their experience

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Results Template

• My hypothesis about what will happen
• I think this will happen because
• After I completed the systems analysis, I found
• As a result of doing this task, I learned

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Questions, Cues, and Advance Organizers What do
you need to know?

• All help students use what they already know
  about a topic to enhance further learning
• Questions focus more on higher level questions
  allow for wait time can be asked before new
  content is given
• Cues reminders or hints about what students are
  about to experience purpose is to trigger memory
• Advance Organizers framework given prior to
  teaching new content to prepare students for
  upcoming material

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Questions, Cues, and Advance Organizers
Strategies

• Vary the type and format of questions used and
  represent the different levels of Blooms
  Taxonomy
• Use explicit cues as in the KWL structure
• Allow students to preview important information
  by skimming material before reading it
• Provide extra text or pictures of complex
  material before covering it
• Share a story (real or made up) relating to new
  material

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KWL Chart
KWL 2
TOPIC
Know Want to Know Learned

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Final Thoughts

• Provide a structure at first for a new strategy
• Teach and model each new strategy
• Many of these are also life skills show the
  value of each in and out of your classroom
• Remember quality over quantity

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Time to Process Implementation Plan
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Summarizer Password
Robert Marzano
Strategy
Similarities and Differences
Best Practices
Summarizing
Results
Homework
Graphic Organizer
Feedback
Teacher
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Our Contact Information

• theresa.cowart_at_cobbk12.org
• amy.riggins_at_cobbk12.org