Marzano’s Instructional Strategies that Work Shandyn Benson

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

Classroom Recommendations Give a model for the process Use familiar concepts to teach students the steps Use graphic organizers Guide students as needed

Comparing Classifying Creating Metaphors Creating Analogies http://www.quia.com/quiz/747998.html http://www.quia.com/hm/242970.html http://www.quia.com/cb/7146.html

Summarizing and Note-Taking Students need to be able to… Synthesize material Prioritize pieces of data Restate some information Organize concepts, topics and details

Classroom Recommendations Teach students the rule-based summarizing strategy Use summary frames Teach students a variety of note-taking formats (informal outline, web, combination notes) Give students teacher prepared notes Remind students to review their notes http://gets.gc.k12.va.us/VSTE/2008/2summarize.htm Make handouts of rule-based summarizing strategy

Walter Pauk (1989) Walter Pauk developed this system to help Cornell students better organize their notes

Reinforcing Effort and Providing Recognition Research Students may not realize the relationship between effort and achievement, we must teach them Rewards are most effective when contingent on successfully completing a specific goal

Classroom Recommendations Teach students that effort can improve achievement Ask students to chart effort and achievement Establish a rationale for recognition Follow guidelines for effective and ineffective praise Use recognition tokens Use the pause, prompt, and praise technique If a student is struggling, pause to discuss the problem, then prompt with specific suggestions to help them improve. If the performance improves as a result, offer praise.

Examples Joe was unable to make any connections between the Revolutionary War and the Civil War. Ms. Anderson told him to focus on one characteristic and look for connections. When she returns, Joe explains how the African Americans faced discrimination in the army in both wars. Ms. Anderson congratulates him on finding a valid connection. Ms. Anderson circulates as students are working in small groups. She pauses at Station 1 and comments, “Nice work on your calculation.” At Station 2 she says, “Nice work on your graphs.” At Station 3 she says, “Nice work on your calculations.” Pause, prompt, praise

“Good job Jackson. Keep it up.” You really did a good job working through all the steps and checking your answers for this problem. I know you’ve had difficulties with multi-step calculations before and sometimes settle for getting any answer down on paper, even if it wasn’t correct. Your determination with this task really showed.” “Good job Jackson. Keep it up.” 3. Rewards are most effective when contingent on successfully completing a specific goal, Teach students that effort can improve achievement

Homework and Practice 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 is your opinion about the use of homework?

Classroom Recommendations Establish and communicate a homework policy Clarify the purpose of homework Have students use homework assignment sheets Provide feedback on homework Determine which skills are worth practicing 1. Teacher web pages Be careful homework is not effective if a student is doing it wrong.

Websites for Homework help: http://www.scholastic.com/kids/homework/ http://www.bjpinchbeck.com/healthandpe.html http://www.thebeehive.org/Templates/School/Level3NoFrills.aspx?PageId=1.527.601.1026 http://kids.aol.com/KOL/1/HomeworkHelp/ http://kids.aol.com/KOL/1/HomeworkHelp

Using Non-Linguistic Representations Linguistic talking about and reading content Non-Linguistic mental pictures and physical sensations Research teachers typically present new knowledge linguistically Engaging students in the creation of non-linguistic representation actually stimulates and increases activity in the brain.

Classroom Recommendations Create graphic representations through organizers Make physical models Generate mental pictures Draw pictures and pictographs Engage in kinesthetic activities Mental pictures=movie, a time to kill

Descriptive patterns represent facts about specific persons, places, things and events Time sequencing, cause and effect, concept patterns

KidPix Inspiration Kidspiration Excel give students the opportunity to draw pictures or create pictographs (symbols) to represent ideas, events, places or objects.  Powerpoint, math munipulatives, role playing, etc.

Incorporating Cooperative Learning Effectively When students are given opportunities to interact with each other in a variety of ways their learning is enhanced Robert Marzano

Classroom Recommendations Use elements of cooperative learning Positive interdependence Face-to-face promotive interaction Individual and group accountability Interpersonal and small group skills Group processing Vary group criteria Managing group size (3-5 recommended)

What are some other ways you have grouped students other than skill level? http://gets.gc.k12.va.us/VSTE/2008/6cooperativelearning.htm

Setting Objectives and Providing Feedback Objectives and feedback give students directions and help them think about their learning Students learn more efficiently when they know the goals and objectives of a specific lesson or learning activity Feedback should be timely and refer to specific levels of performance

Classroom Recommendations Set objectives that are not too specific Personalize objectives Communicate objectives Negotiate contracts Use criterion-referenced feedback and explanations Use feedback from assessments Engage students in peer feedback Ask students to self-assess

Setting objective essential knowledge form

Generating and Testing Hypothesis Explaining knowledge enhances learning! Examples of Strategies Systems analysis Problem solving Historical investigation Invention Experimental inquiry Decision making

Classroom Recommendations Give students a model for the process Use familiar content to teach students the steps Give students graphic organizers Give students guidance as needed Ask students to explain their hypotheses and conclusions

Questions, Cues, and Advance Organizers 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

Classroom Recommendations Focus important information Use explicit cues Ask inferential and analytical questions Use expository and narrative advance organizers Teach students how to use graphic advance organizers

Questions and cues by activating prior knowledge

Advanced organizer, can give them one that is already filled out so they are prepared for what they are to learn

Questions? Comments.

References http://gets.gc.k12.va.us/VSTE/2008/ http://www.middleweb.com/MWLresources/marzchat1.html http://www.uhseport.net/published/k/sh/kshaw/collection/1/25/upload.c-kshaw-1n25.ppt#257,1,Marzano http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html