Dr. Marzano’s Nine Effective Strategies for Teaching and Learning

Why Marzano? Using these strategies are great for maximizing student potential Very dynamic and can be used in most situations and combined with most strategies 21st Century Learning Skills PBL

What does the data show

What does the data show

Similarities and differences “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.”

Similarities and differences Comparing and contrasting information Organizing/classifying similar items Metaphors How are things different Analogies How are thing similar

Similarities and differences Venn Diagrams T-Charts Multi column and row charts Students identify, explain, and create analogies and metaphors

Summarizing and note-taking “These skills promote greater comprehension by asking students to analyze a subject to expose what's essential and then put it in their own words. According to research, this requires substituting, deleting, and keeping some things and having an awareness of the basic structure of the information presented.”

Summarizing and note-taking Verbatim note-taking is not effective Old school “copy this” Students need to understand to find the information that is most relevant while eliminating non-essential information “Put into your own words” = paraphrase

Summarizing and note-taking Formal outline Power Outline Take a key concept and have students find supporting points Summarizing and paraphrasing Cornell notes, double column note-taking, affinity diagrams

Summarizing and note-taking

Reinforcing effort and providing feedback “Teachers need to help students see the relationship between effort, achievement, and recognition.”

Reinforcing effort and providing feedback Students are able to learn the connection between effort and achievement Make it relevant to them Share success stories of famous people and then have them think of personal or family success stories Pause, prompt, praise Pause to take time to prompt (guide them toward right answer) students. Once they reach the desired outcome, offer specific praise

Reinforcing effort and providing feedback Provide immediate and relevant feedback Write your feedback in students’ journals Hold high expectations for students and yourself “Praise publically, but scold privately” Display student work

Homework and Practice “Practice supports learning; homework needs to be intentional and have a specific goal or outcome.”

Homework and Practice “Practice makes perfect” Goal is to have students practice the skills they learned in class Needs to be relevant and not “busy work” Varies depending on grade level and subject

Homework and Practice Expectations for homework need to be set early in school year Get parents on board to help create a routine for students to follow However, parents should have minimum involvement in the work itself Keep a homework log for students Provide immediate and relevant feedback on the homework

Non-linguistic Representation “Incorporate visuals, images, pictographs, and pantomimes to reinforce concepts and vocabulary.”

Non-linguistic Representation Two ways of storing knowledge: Logistically (verbal) Visual (non-verbal, non-linguistic) Helps stimulate brain activity in general, not just the “knowledge-storing” areas

Non-linguistic Representation Using symbols and imagery Pictograms, spider-web diagrams, concept maps, illustrations, map work Participate in kinesthetic activities Moving around, interacting with one another, dancing, etc…

Cooperative Learning “Research shows that organizing students into cooperative groups yields a positive effect on overall learning.”

Cooperative Learning General rules of group work No “busy work” Limit use of ability groups Keep groups small Set expectations and a routine from the very beginning of the year Great 21st Century Learning skills

Cooperative Learning Work in small groups to complete assignment PBL Think, pair, share Students read passage and draw own conclusions They then discuss their conclusions

Cooperative Learning Jigsaw method Competitions between groups First grouping works together to gather and learn information…they become experts Second grouping involves experts working with other experts to teach each one another the different information Competitions between groups

Setting goals and providing feedback “Set objectives that are adaptable to student learning goals and provide feedback toward those goals.”

Setting goals and providing feedback Have goals and objectives on the board with an agenda for the students to follow I keep the same rough agenda every day: Bell Ringer; Go over goals and objectives; Review section; New Work; Activity; Wrap-up Create long-term unit objectives and goals as well

Setting goals and providing feedback Feedback needs to be relevant and given in a timely manner Make it corrective in nature

Setting goals and providing feedback Displaying and going over goals and objectives KWL What we already know, what we want to know, and what we learned Contracts and developing routines from the first day

Generating and testing hypothesis “Students should generate, explain, test and defend hypotheses using both inductive and deductive strategies through problem solving, history investigation, invention, experimental inquiry, and decision making

Generating and testing hypothesis Investigative problem solving Find possible solutions Test them Find best solution System analysis Students study systems (economics, government, weather, etc…) Create predications using analysis

Generating and testing hypothesis Historical investigation Invention Inductive and deductive investigations

Questions, cues, and advanced organizers Use questions, cues, and advanced organizers to help students tap into their background knowledge to make sense of information.”

Questions, cues, and advanced organizers Ask relevant questions Wait for responses, don’t rush “Three second rule”= teacher doesn’t take answer until three seconds have passed Vary your questioning

Questions, cues, and advanced organizers Graphic organizers Anticipation guides Students create their own questions for quizzes and tests

Useful References http://www.schools.manatee.k12.fl.us/3160MARZANO/3160marzano/ Breaks down each of the strategies and provides examples of the strategies being used Also has links to other sites full of good examples http://coe.jmu.edu/learningtoolbox/cornellnotes.html Cornell notes

Useful References Jim Shipley and Associates. Marzano Strategies Chart from www.oswego.org/files/7770/MarzanoHighYieldStategies%5B1%5D.doc

General references http://www.mycutegraphics.com/graphics/school-kids-images.html Maddox, V. (2010). Get motivated with Marzano: High-yield instructional strategies. http://www.ntuaft.com/TISE/Research-Based%20Instructional%20Strategies/marzanos%209%20strategies.pdf