Marzanos Research

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Marzanos Research
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WHAT WORKS IN SCHOOLS
Classroom Instruction That Works
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Cant change
Can change
Experience-- Rich/Varied Limited
INCREASE
Innate Intelligence High Low
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Identify essential academic terms and phrases.
Use a research-based process for teaching new
terms and phrases.
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Defining Essential Vocabulary Rubric Terms /
Phrases / Concepts Criteria A high probability
of enhancing academic student success. A high
probability of association with life skills. A
high probability of being assessed by the State
(CRT) or District tests.
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GVC POSTERS
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Use a Research-Based Process to Teach
Academic Vocabulary
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A Six-Step Process for Teaching New Terms
Step 1 Provide a description, explanation, or
example of the new term.
Step 2 Ask students to restate the description,
explanation, or example in their own words.
Step 3 Ask students to construct a picture,
symbol, or graphic representing the term or
phrase.
Step 4 Engage students periodically in
activities that help them add to their knowledge
of the terms in their notebooks.
Step 5 Periodically ask students to discuss the
terms with one another..
Step 6 Involve students periodically in games
that allow them to play with terms.
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WEB RESOURCES
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CRISS
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Grade Level Discussions

• Marzano
• How can we fit the 6-Step Process for vocabulary
  into other curricular areas beyond Math (Reading,
  Writing, Science, Social Studies)?
• Language Arts
• Are we meeting the reading needs at our grade
  level given the data?
• Do we need to adjust any of our flexible reading
  groups for the second quarter?
• K-2 Staff How often are we using the Dibels
  progress monitoring tool with our struggling
  kids?
• 3-5 Staff Are we incorporating multiple writing
  opportunities for students to practice CRT
  constructed response type questions?
• Math
• Are we meeting the math needs at our grade level
  given the data available?
• How is math workshop working for your grade level
  how are you using it?
• How are the pre-made Everyday Math Smart Board
  lessons working?
• 3-5 Staff Looking at the provided Math CRT data
  and GVC documents, what are relative areas of
  strength and areas of weakness at your grade
  level? What changes are needed to address the
  weaker areas?

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CRT IEP CST GVC DIBELS MAP 504
OLWEUS Progress Monitoring G/T LEP NAEP
School Wide Behavior Plans Individual Behavior
Plans IEFA PTO Fundraisers Red Ribbons
P/T Conferences District Goals School Goals
Assemblies - Personal Goals Smart Boards
E-Mail Staff Meetings Early Release PIR
Marzano Stiggins Accommodations Puke School
Based Mental Health Safe and Civil Step Up to
Writing Quantum Learning Skills Based Report
Cards IAT School Committees District
Committees Standards More Revised Standards
6 Step Vocabulary CRISS - Sub Online System
Raz Kids Brain Pop Plato DFS- CITW SPED -
Field Trips Permission slips band aides ice
packs parent documentation Lice Midterms
Summer School Mentors Mentees
Differentiation Lockdowns Fire Drills
Inclusion Curriculum - NCLB AYP - and a
Partridge in a pair tree!!

• http//www.notonthetest.com/