Marzano

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Marzanos Instructional Strategies
Mitchell New Teacher CohortJanuary 2008
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Categories of Instructional Strategies that
Affect Student Achievement
Category Ave. Effect Size (ES) Percentile Gain No. of ESs Standard Deviation (SD)
Identifying similarities and differences 1.61 45 31 .31
Summarizing and note taking 1.00 34 179 .50
Reinforcing effort and providing recognition .80 29 21 .35
Homework and practice .77 28 134 .36
Nonlinguistic representations .75 27 246 .40
Cooperative learning .73 27 122 .40
Setting objectives and providing feedback .61 23 408 .28
Generating and testing hypotheses .61 23 63 .79
Questions, cues, and advance organizers .59 22 1,251 .26
Classroom Instruction that Works, Marzano,
Pickering and Pollock
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What does this mean?

• 1.0 Standard Deviation
• 35 percentile points
• 2-4 grade equivalents
• 100 SAT score points
• 5 ACT composite score points
• TIMMS would move from middle to the top five
• Black and Wiliam (1998)

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Identifying Similarities Differences
Nonlinguistic Representation
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Key Understandings
Expectations

• The Core to all learning (Robert Marzano, 2001)
• Highly Robust
• engaging students in the learning process
• Leads to deeper student understanding
• Restructure understanding of content
• Make new connections with things they already
  know
• Clear up misunderstandings
• Research indicates that there are four different
  forms of this activity that are highly effective.

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The Big Picture

• The brain works by building connections and
  associations
• The brain remembers more easily things that are
  unusual

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How can we use this strategy to improve student
achievement?

• Model
• presenting explicit guidance in identifying
  similarities and differences
• Guided Independent practice
• Stimulates divergent thinking
• Reflection - Represent similarities and
  differences in graphic or symbolic form
• Nonlinguistic Representation

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Additional Classroom Keys

• Multiple Exposure is KEY to deep understanding,
  to remembering, to using information
• Shift in modalities
• Attention span 1 minute per 1 year of age???
• 20 minutes (max. amount of attention span)
• Dont change topics change HOW you work with
  the topic
• Reflection
• 20/2/20 rule
• Re-explain relate to prior knowledge within 20
  minutes
• Review apply within 2 days
• Reflect re-apply within 20 days

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highly effective forms to identify similarities
and differences
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• Comparing
• Classifying
• Creating metaphors
• Creating analogies

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SD Content Standards
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SD Content StandardsNon Linguistic
Representations
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Comparing
For example, Recognize and compare the following
plane and solid geometric figures square,
rectangle, triangle, . . . SD Standard
3.G.1.1 (Comprehension)

• The identification of important characteristics
  is the key to effective comparison.
• It is these characteristics that are then used
  as the basis to identify similarities and
  differences. -Marzano,2001

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Graphic Organizers for Comparing
-most useful when comparing only two items
-more useful to provide a greater number of
details
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Classifying
For example, Invertebrates animals without a
backbone or spinal column Vertebrates animals
with a backbone or spinal column

• The process of grouping things that are alike
  into categories on the basis of their
  characteristics.
• It is critical to identify the rules that govern
  class or category membership.
• -Marzano,2001

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Graphic Organizers for Classification
http//sddial.k12.sd.us/esa/doc/teachers/technolog
y/Classification Table.doc
Place Categories in column headings
-most useful when all categories are equal in
generality
-more useful when all categories are not equal in
generality
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Frayer Model

• Define a concept using attributes
• Model how concept differs from similar concepts
• Guided Practice
• Provide examples and discuss why these fit
• Provide non-examples and discuss why these dont
  fit
• Independent Practice
• provide examples and non-examples for students to
  examine/sort/categorize

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Creating Metaphors
For example, Love is a rose.

• The two items in a metaphor are connected by an
  abstract or non-literal relationship.
• -Marzano,2001

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Graphic Organizer for Metaphors
Literal Pattern 1
Element 1
Element 2
Literal Pattern 2
Abstract
It depicts that two elements have somewhat
different literal patterns, but they share a
common abstract pattern.
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Creating Analogies
Examples, Carpenter is to hammer as painter is
to brush. Hot is to cold as night is to
day. Oxygen is to humans as carbon dioxide is to
plants. Core is to earth as nucleus is to atom.

• Analogies help us to see how seemingly
  dissimilar things are similar.
• They increase our understanding of new
  information (most complex).
• -Marzano,2001

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Graphic Organizers for Analogies
Is to
Relationship
Is to
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Create Digital Graphic Organizers

• Build charts diagrams with software
• Word
• Publisher
• PowerPoint
• Inspiration
• Excel

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Virtual Tools

• Bubbl.us
• http//www.bubbl.us
• Visual Ranking Tool
• http//www.intel.com/education/visualranking/index
  .htm
• Seeing Reason Tool
• http//www.intel.com/education/seeingreason/index.
  htm
• Online science/math simulations, games, etc.
• http//www.gresswell.vic.edu.au/students/games.htm
  

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Performance Task

• Teachers will design, implement, collect
  evidence, and reflect upon a lesson that utilizes
  the strategy Identifying Similarities and
  Differences.
• Assignment for next time
• Design implement
• Collect evidence (student work)
• Bring that evidence

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ESA3 Teacher Resources

• Technology Resources for Marzanos Instructional
  Strategies
• http//sddial.k12.sd.us/esa/doc/teachers/tech_marz
  ano.htm