Marzano

1
Marzanos Essential 9High Leverage Instructional
Strategies
2
Objectives

• By the end of the session you will...
• examine research-based instructional strategies
  that affect student achievement
• identify various methods for teaching these
  strategies
• determine which strategies you will incorporate
  in your classroom practice.

3
Research

• Robert Marzano, Debra Pickering, Jane Pollock
• From books, Classroom Instruction That Works
  The Handbook for Classroom Instruction that Works
• Identified nine instructional strategies that are
  most likely to improve student achievement across
  all content areas and across all grade levels

4
Clock Buddies

• Sign your name on the top
  of your paper.
• Avoid people seated at your
  table.
• Find a different partner for 200 400 600
  800 1000 1200
• Trade signatures.
• Sit down as soon as you have all signatures.
• You have 2 minutes 14 seconds.

5
The Essential NineCategories Of Instructional
StrategiesThat Affect Student Achievement
Category Percentile Gain
Identifying similarities and differences 45
Summarizing and note taking 34
Reinforcing effort and providing recognition 29

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Similarities and Differences

• Research
• The ability to break a concept into its similar
  and dissimilar characteristics allows students to
  understand (and often solve) complex problems by
  analyzing them in a more simple way.

7
Synectics

• Find your 400 partner. Find another pair,
  finish the following statement.
• Going back to school after Winter
• vacation is like ______________
• because _________________ .

8
Identifying 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

9
Identifying Similarities and Differences

• Recommendations
• For Classroom Practice
• Give students a model for the process.
• Use familiar content to teach steps.
• Give students graphic organizers.
• Guide students as needed.

10
Summarizing and Note Taking

• Research
• High leverage strategies because they
• - encourage powerful learning
• - lead to deeper understanding
• - endure long-term recall
• Verbatim note taking is the least
• effective way to take notes.

11
Summarizing

• Recommendations
• for Classroom Practice
• Use summary frames
• Use a rule-based summary strategy
• (a set of rules students can follow to summarize
  text)

12
Summarizing

• Use the Triad Summarizing format to summarize
  the article Moving With the Brain in Mind
• Large Group Share

13
Note 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.

14
Note Taking

• Recommendations
• For Classroom Practice
• Teach students a variety of note- taking formats.
• Give students teacher-prepared notes.
• Remind students to review their notes.

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Note Taking

• Although note taking is one of the most useful
  study skills a student can cultivate, often
  teachers do not explicitly teach note taking
  strategies in the classroom.

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Note TakingCornell Notes

• Find your 1000 partner and share.
• What elements of the Cornell note format make
  this type of note taking effective for students?
• How could this format be adapted for use with
  younger students?

17
Reinforcing Effort

Believing in effort can serve as a powerful
motivational tool that students can apply to any
situation
18
Reflecting on Current Beliefs and Practices

• Think, Pair, Share - Turn to your neighbor and
  discuss
• How do you reinforce students effort in your
  classroom?
• What is the purpose for reinforcing effort in the
  classroom?
• What makes reinforcing effort effective or
  ineffective?
• What questions do you have about reinforcing
  effort?

19
RESEARCH

• 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)

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Generalizations from Research

• Not all students realize the importance of
  believing in effort.

Implication is that teachers should explain and
exemplify the effort belief to students.
Urdan,Midgley, Anderman 1998
21
Generalizations from Research
Students can learn to change their beliefs to an
emphasis on effort
Students who were taught about the relationship
between effort and achievement increased their
achievement more than students who were taught
techniques for time management and comprehension
of new material.
Van Overwalle De Metsenaere, 1990
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Recommendations for Classroom Practice
Students need to be taught that effort can
improve achievement.

• Share personal examples of times you have
  succeeded because you did not give up
• Share examples of well-known athletes and others
  who succeeded mainly because they did not give up
• Have students share personal examples of times
  they succeeded because they did not give up.

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Recommendations for Classroom Practice
Have students chart effort and achievement
Charting their effort and achievement will
reveal patterns and help students see the
connection between the two.
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Reinforcing Effort
ORGANIZING CLASSROOMS FOR EFFORT

• Students know what is expected.
• Fair and credible evaluations are used.
• Curriculum is geared to standards.
• Student responsibility for work is emphasized.
• Results are fixed, time varies.
• Recognition of accomplishment is utilized.

25
Providing Recognition

Providing recognition for attainment of specific
goals not only enhances achievement, but it
stimulates motivation
26
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. Abstract symbolic
recognition is more effective than tangible
rewards.
27
Recommendations for Classroom Practice

• Establish a rationale for reinforcing effort and
  providing recognition

• Follow guidelines for effective and ineffective
  praise.

• Link effort to achievement

• Use the pause, prompt, and praise technique

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CHECKING FOR UNDERSTANDING
Base Group ACTIVITY
Read the four examples of providing recognition
in the classroom. In your group, evaluate each
example according to the Guidelines for Praise.
Determine if recognition is Effective or
Ineffective Cite the specific criteria and
explain your thinking.
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Teacher Recognition
Example 1 Dana was unable to make any
connections among the elements using a table of
characteristics. Mr. Mulder suggests she focus on
one characteristic and look for connections. When
he returns later, Dana explains how she had
figured out a way to group the elements according
to boiling point. Mr. Mulder congratulates her on
on finding a valid connection.
Example 2 Mr. Mulder circulates as students are
working in small groups. He pauses at Station 1
and comments, Nice work on your calculations.
At Station 2, he says, Nice work on your
graphs. At Station 3, he says, Nice work on
your calculations.
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Teacher Recognition
Example 3 You really did a good job working
through all of the steps and checking your
answers for this problem. I know youve had
difficulties with multi-step calculations before
and sometimes settled for getting any answer down
on paper, even if it wasnt correct. Your
determination with third task really showed.
Example 4 Good job. Jackson. Keep it up.
31
SNOWBALL ACTIVITY
On a post-it note answer this question.
Why are Reinforcing Effort and Providing
Recognition included in the nine categories of
Instructional Strategies proven to increase
student achievement?
32
The Essential NineCategories Of Instructional
StrategiesThat Affect Student Achievement
Category Percentile Gain
29
28
27

Homework and practice
Nonlinguistic representations
Cooperative learning
33
Homework

• Rationale
• Why homework?
• - Students are in school a short time
• - Homework extends learning beyond
• the school day
• Asset or Liability?
• - It depends on how it is used

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Homework

• Take 3-4 minutes to answer these questions on the
  handout provided.
• What are the purposes of homework?
• What kind of homework do you assign your
  students?
• What makes homework effective, and how do you
  know it has been?
• What questions do you have about using homework?
• Find your 200 partner and share

35
Homework and Practice

• Research
• Both homework and practice give students
  opportunities to deepen their understanding and
  proficiency with content they are learning.

36
Homework

• Considerations/Recommendations
• -Amount
• 10 X the of the grade as a guideline
• -Parent involvement
• Parents as facilitators
• -Homework policy
• Feasible defensible expectations
• -Purpose
• Without one, its busy work
• -Assignment sheets
• Clarify what they are doing and why
• -Feedback (be specific)
• Can improve student achievement

37
Practice

• Research
• Students need to practice skills and processes
  before they can use them effectively.
• Goal is for learning a skill, not learning
  information.

38
Practice

• Recommendations
• For Classroom Practice
• Determine which skills are worth practicing.
• Schedule massed and distributed practice.
• Help students shape a skill or process (explicit
  instruction and modeling)

39
Non Linguistic Representations

• Research
• -Teachers typically present new
• knowledge to students linguistically.
• -Engaging students in the creation of
• nonlinguistic representation actually
• stimulates and increases activity in
• the brain.

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Non Linguistic Representations

• Recommendations
• For Classroom Practice
• Graphic organizers
• Pictographic representations
• Mental images
• Physical models

41
Graphic Organizers

• Use Graphic Organizers to
• Activate current knowledge
• Present information
• Take notes
• Summarize information
• Assess student learning

42
Graphic Organizers

• Graphic organizers make thinking visible.
• Different graphic organizers represent different
  kinds of thinking.
• Students must be taught how to use graphic
  organizers.
• The goal is for students to be able to select the
  appropriate graphic organizer.

43
Graphic Organizers

• Give OneGet One
• Take two post-it notes, on each one, write one
  way that you have used graphic organizers in your
  classroom.
• Share and exchange ideas with other participants.
  

44
Cooperative Learning

• Research
• Organizing students into cooperative groups
  yields a positive effect on overall learning if
  approach is systematic and consistent.

45
Cooperative Learning

• Recommendations
• For Classroom Use
• Teach students the elements of cooperative
  learning
• Vary grouping criteria
• (informal, formal and base)
• Manage group size
• (3-5 students)

46
Cooperative Learning

• Pair Square
• Locate your Louvre Museum partner,
  find another team.
• What activity did we do today that is an example
  of cooperative learning?
• What are some ways you group students other than
  skill level?

47
The Essential Nine
Category Percentile Gain
Setting objectives and providing feedback 23
Generating and testing hypotheses 23
Questions, cues and advance organizers 23
48
Setting Objectivesand Providing Feedback

• Research
• Students learn more efficiently when they know
  the goals and objectives of a specific lesson or
  learning activity.

49
Setting Objectives

• What do students need to know and be able to do?
• How do I know they got it?
• What do I do when they dont?
• What do I do when they do?

50
Setting Objectives

• Mastery Objectives
• Language Objectives
• Written in Kid-Friendly Language

51
Setting Objectives

• Recommendations
• For Classroom Practice
• Set standards-based goals for a unit and
  encourage students to set personal learning goals
  on how theyll achieve them.
• Communicate learning objectives to parents so
  they can provide appropriate support to students.

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Setting Personal Learning Goals

• GOAL To become a better writer
• MORE CONCRETE
• I want to write more effective introductions with
  clear, concise thesis statements.
• I want to use good paragraph form in my writing.

53
Providing Feedback

• Recommendations
• For Classroom Practice
• Use various methods of assessment.
• Feedback should be corrective in nature.
• Give timely feedback.
• Feedback should be specific to criterion.
• Self-assessment tools may be used to gauge
  progress.

54
Providing Feedback

• Academic feedback is more strongly and
  consistently related to achievement than any
  other teaching behavior. This relationship is
  consistent regardless of grade, socioeconomic
  status, race or school setting.
• Bellon, Jerry J. Teaching from a Research
  Knowledge Base. 1992

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Providing Feedback

• Find your Anagram Partner and share.
• Why are rubrics an excellent way to give
  students specific feedback?

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Generating and Testing Hypotheses

• Research
• Generating and testing hypotheses involves the
  application of knowledge, which enhances learning.

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Generating and Testing Hypotheses

• Examples of Strategies
• Systems Analysis
• Problem Solving
• Historical Investigation
• Invention
• Experimental Inquiry
• Decision Making

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Generating and Testing Hypotheses

• Recommendations
• For Classroom Practice
• Give students a model for the strategy
• Use familiar content to teach the strategy
• Make graphic organizers available
• Provide guided practice
• Have students explain their hypotheses and
  conclusions

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Cues, Questions, and Advance Organizers

• Research
• Cues
• Explicit reminders about what a student is about
  to experience
• Questions
• Help students analyze what they already know
• Advance Organizers
• Help students retrieve what they know about a
  topic and focus on the new information

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Cues, Questions, and Advance Organizers

• Recommendations
• For Classroom Practice
• Cues
• Telling students the topic of an article they are
  about to read
• Reminding students to look for new information
  when reading

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Cues, Questions, and Advance Organizers

• Recommendations
• For Classroom Practice
• Questions
• Higher-level questions require students to
  analyze information and apply what they know

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Cues, Questions, and Advance Organizers

• Research shows that
• 1/3 of class interactions are questions
• Primary grades 150 per hour
• Elementary/high several hundred per day
• (Gage/Berliner)

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Cues, Questions, and Advance Organizers

• Research shows that
• (Flanders)
• RULE OF 2/3
• 2/3 of class time is verbal
• 2/3 of that time is questions
• 2/3 are asked by teacher
• 2/3 are answered by teacher

64
Advance Organizers

• Advance organizers are organizational frameworks
  teachers present to students prior to teaching
  new content to prepare them for what they are
  about to learn.
• Advance organizers focus on essential information
  and get students ready to use the information.

65
Advance Organizers

• Recommendations
• For Classroom Practice
• SQRRR (survey, question, read, recite, review)
• Narrative advance organizers (tell a story to
  make personal connections)
• Expository
• Skim a text
• Use graphic organizers

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Advance Organizers

• Find your Merovingian King partner and share
• Review SQ3R method. What are some ways you could
  implement this in your classroom?

67
Review of Objectives

• examine research-based instructional strategies
  that affect student achievement
• identify various methods for teaching these
  strategies
• determine which strategies you will incorporate
  in your classroom practice.

68
Shaping 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.