Title: Marzano
1Marzanos Essential 9Instructional Strategies
Engaged Time Student Gains
2Objectives
- examine research-based instructional strategies
- identify methods for teaching these strategies
- consider which strategies you will incorporate in
your classroom practice
3Research
- Classroom Instruction That Works by Robert
Marzano, Debra Pickering, Jane Pollock - Identified nine instructional strategies that are
most likely to improve student achievement across
all content areas and across all grade levels
4The Essential NineAverage Percentile Rank Gains
on Student Achievement Tests
Identifying Similarities Differences 45
Nonlinguistic Representations 34
Summarizing Notetaking 29
Setting Objectives Providing Feedback 28
Reinforcing Effort Providing Recognition 27
Generating Testing Hypotheses 27
Homework Practice 23
Cues, Questions, Advance Organizers 23
Cooperative Learning 22
5Similarities and Differences
- Research
- The ability to break a concept into its similar
and dissimilar characteristics allows students to
understand and solve complex problems by
analyzing them in a more simple way.
6Identifying Similarities and Differences
- Variety of Ways
- -Comparing
- similarities and differences
- -Classifying
- grouping things that are alike
- -Metaphors
- comparing two unlike things
- -Analogies
- identifying relationships between pairs of
- concepts
7Identifying Similarities and Differences
- Recommendations
- Give students a model for the process.
- Use familiar content to teach steps.
- Give students graphic organizers.
- Guide students as needed.
8Summarizing and Note Taking
- Research
- - encourages powerful learning
- - leads to deeper understanding
- - facilitates long-term recall
- Verbatim note taking is the least effective way
to take notes. -
9Summarizing
- Recommendations
- Verbal summaries
- Written summaries
- Graphic organizers
- Have students paraphrase key points
10Note Taking
- Research
- Note taking and summarizing are closely related.
Both require students to identify what is most
important about the knowledge they are learning
and then state that knowledge in their own words.
11Note Taking
- Recommendations
- Explicitly teach students a variety of
note-taking formats - Provide teacher-prepared notes
- Provide an organizer for taking notes
- Remind students to review their notes
- Provide an activity for students to use their
notes
12Reinforcing Effort Providing Recognition
- Think, Pair, Share
- turn to your neighbor and discuss
- 1. How do you reinforce students effort in your
classroom? - 2. What is the purpose for reinforcing effort in
the classroom? - 3. What makes reinforcing effort effective or
ineffective?
13Reinforcing Effort Providing Recognition
- People generally attribute success at any given
task to one of four causes
- Effort
- Other people
- Ability
- Luck
- Three of these four beliefs ultimately inhibit
achievement (Covington 1983,1985)
14Reinforcing Effort Providing Recognition
Research Rewards do not necessarily have a
negative effect on intrinsic motivation. Reward
is most effective when it is contingent on the
attainment of some standard of performance. Symbol
ic recognition is more effective than tangible
rewards. (charts)
15Reinforcing Effort Providing Recognition
- Recommendations
- Recognize effort progress throughout unit
- Specific praise (contingent and non-contingent)
- Intermittent celebrations
- Students chart effort and achievement
- Students record progress toward goals
16Homework and Practice
- Research
- Both homework and practice give students
opportunities to deepen their understanding and
proficiency with content they are learning.
17Homework Practice
- Recommendations
- -Purpose
- Not just busy work
- Reinforce instruction
- -Assignment sheets
- Clarify what they are doing and why
- Track progress
- -Feedback
- Be specific
-
18Non Linguistic Representations
- Research
- -Engaging students in the creation of
nonlinguistic representation actually stimulates
and increases activity in the brain
19Non Linguistic Representations
Generating mental images Drawing pictures or
pictographs Constructing graphic
organizers Acting out content Making physical
models Making revisions to physical models,
mental images, pictures, graphic organizers
20Non Linguistic Representations
- Use Graphic Organizers to
- Make thinking visible
- Activate current knowledge
- Present information
- Take notes
- Summarize information
- Assess student learning
21Cooperative Learning
- Research
- Organizing students into cooperative groups
yields a positive effect on overall learning if
approach is systematic and consistent.
22Cooperative Learning
- reading assignments (with or without the book on
CD) - research - online and/or reference materials
- lab/activity - hands on or worksheet
- journal/reflection entry into a computer or a
notebook - assessment/survey - online or onto paper
- peer editing
- games/simulations
- puzzles - software or paper
23Cooperative Learning
- discussion/reflection questions
- skill practice in pairs
- individual or group self-corrected tests
- create charts, graphs or diagrams
- flashcards - (create or use existing)
- direct instruction
- Prepare / edit presentations or skits PPT,
Word, photostory - teacher centered work groups
24Setting Objectives Providing Feedback
- Research
- Students learn more efficiently when they know
the goals and objectives of a specific lesson or
learning activity.
25Setting Objectives
- Begin with a clear learning target
- Align objectives with standards
- Share expectations with students
- Know
- Understand
- Be able to do
26 Providing Feedback
- Recommendations
- Use various methods of assessment
- Feedback should be corrective in nature
- Give timely feedback.
- Feedback should be specific to criterion.
- Use self-assessment tools to gauge progress.
27Setting Objectives Providing Feedback
28Generating Testing Hypotheses
- Research
- Generating and testing hypotheses involves the
application of knowledge, which enhances learning.
29Generating Testing Hypotheses
- Examples of Strategies
- Problem Solving
- Investigation
- Invention
- Experimental Inquiry
- Decision Making
30Generating Testing Hypotheses
- Recommendations
- Use familiar content to teach the strategy
- Give students a model for the strategy
- Use graphic organizers
- Provide guided practice
- Have students explain their hypotheses and
conclusions
31Questions, Cues Advance Organizers
- Research
- Questions
- Help students analyze what they already know
- Cues
- Provide explicit reminders about what a student
is about to experience - Advance Organizers
- Help students retrieve what they know about a
topic and focus on the new information
32Questions, Cues Advance Organizers
- Recommendations
- Introduce new vocabulary
- Provide links to prior knowledge or experiences
- Begin with student predictions
- Tell students the topic of an article they are
about to read - Provide ways for students to organize new content
33Final Tip
- End with a processing activity that provides
students with the opportunity to use the new
content from the lesson.
34Shaping Up Review
Four things that are important concepts from
todays session one in each corner.
One thing that you loved learning about today
One all encompassing statement that summarizes
todays session.
Three most important facts from todays session.