Marzano

1
Marzanos Essential 9Instructional Strategies
Engaged Time Student Gains
2
Objectives

• examine research-based instructional strategies
• identify methods for teaching these strategies
• consider which strategies you will incorporate in
  your classroom practice

3
Research

• 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

4
The 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
5
Similarities 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.

6
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

7
Identifying 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.

8
Summarizing 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.

9
Summarizing

• Recommendations
• Verbal summaries
• Written summaries
• Graphic organizers
• Have students paraphrase key points

10
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.

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Note 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

12
Reinforcing 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?

13
Reinforcing 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)

14
Reinforcing 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)
15
Reinforcing 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

16
Homework and Practice

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

17
Homework Practice

• Recommendations
• -Purpose
• Not just busy work
• Reinforce instruction
• -Assignment sheets
• Clarify what they are doing and why
• Track progress
• -Feedback
• Be specific

18
Non Linguistic Representations

• Research
• -Engaging students in the creation of
  nonlinguistic representation actually stimulates
  and increases activity in the brain

19
Non Linguistic Representations

• Recommendations

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
20
Non Linguistic Representations

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

21
Cooperative Learning

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

22
Cooperative 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

23
Cooperative 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

24
Setting Objectives Providing Feedback

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

25
Setting 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.

27
Setting Objectives Providing Feedback
28
Generating Testing Hypotheses

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

29
Generating Testing Hypotheses

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

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Generating 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

31
Questions, 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

32
Questions, 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

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Final Tip

• End with a processing activity that provides
  students with the opportunity to use the new
  content from the lesson.

34
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.