2. Get Motivated with Marzano: High Yield Instructional Strategies 1 Dr. Vicki Maddox January 6, 2010 Adapted from the Presentation of Dr. Carol Harle, National Dropout Prevention Conference, San Antonio, TX

3. 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.

4. 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

5. Why Marzano? “When I die I hope it occurs during a lecture because the transition from life to death will be so slight that I will hardly notice it.” … Mark Twain The #1 Reason Students Drop-Out: Boredom resulting from ineffective, antiquated teaching strategies -Pedro Noguera, Ph.D. Author of Unfinished Business: Closing the Achievement Gap In Our Schools, 2006 4

6. The Students’ Point of View Zits by Jerry Scott and Jim Borgman 4

7. The Silent Epidemic: Perspectives of High School Dropouts (Gates Foundation, 2006)  50 percent of 470 dropouts surveyed said they left school because their classes were boring and not relevant to their lives or career aspirations.  A majority indicated that schools did not motivate them to work hard, and more than half dropped out with just two years or less to complete their high school education.  Two-thirds of those surveyed indicated that they would have worked harder to graduate if their schools had demanded more of them and provided the necessary academic and personal supports to help them succeed. 6

8. Why Marzano?  "So our environment, including the classroom environment, is not a neutral place. We educators are either growing dendrites or letting them wither and die. The trick is to determine what constitutes an enriched environment. The brain has not evolved to its present condition by taking in meaningless data; an enriched environment gives students an opportunity to make sense out of what they are learning, what some call the opportunity to "make meaning.“  The brain is essentially curious and it must be to survive. It constantly seeks connections between the new and the known. Learning is a process of active construction by the learner and enrichment gives students the opportunity to relate what they are learning to what they already know. As noted educator Phil Schlechty says, "Students must do the work of learning.”  The brain is innately social and collaborative. Although the processing takes place in our students independent brains, their learning is enhanced when the environment provides them with the opportunity to discuss their thinking out loud to bounce their ideas off their peers and to produce collaborative work. -What Do We Know from Brian Research? by Pat Wolfe and Ron Brandt -What Do We Know from Brian Research? by Pat Wolfe and Ron Brandt 7

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10. Oh Yea, Accountability Elementary/Middle School Elementary/Middle School School Year Reading/LAMathAttendance 2010-2011 2012-201394%93% 2013-2014100% 93%

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12. Marzano’s Instructional Strategies 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice 5. Nonlinguistic representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Cues, questions, and advance organizers +1 Six Step Vocabulary Development Process 11

13. Cognitive, Academic and Motivational Strategies CognitiveAcademicMotivational Identifying Similarities/ Differences Nonlinguistic Representations Generating and Testing Hypotheses Summarizing and Note Taking Homework and Practice Cues, Questions and Advance Organizers (Activating Prior Knowledge Reinforcing Effort and Providing Recognition Cooperative Learning Setting Objectives and Providing Feedback 12

14. Identifying Similarities and Differences P Compare Add H.O.T. P Classify P Create metaphors P Create analogies P http://ncs.district.googlepages.com/ similaritiesanddifferences 13

15. 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. 14

16. 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 concepts

17. 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.

18. Rubric for Comparing   4- The student uses important features to compare the items. The student also uses some features that are not easily seen. The student identifies similarities and differences without making mistakes. The student tells what he/she learned in a way that show a complete understanding of the items.   3-The student uses important features to compare the items. The student identifies similarities and differences without making mistakes. The students tells what he/she learned.   2- The student uses features to compare the items, but the student does not use the most important features. The student makes some mistakes in the comparison.   1-The student uses features that are not important to compare the items. The student makes some big mistakes in the comparison.   0-The student does not try to do the task, or there is not enough information to make a judgment.

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

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

21. The Narrative Frame Guiding questions for the narrative or story frame: 1. Who are the main characters? And what distinguishes them from other characters? 2. When and where did the story take place? What were the circumstances? 3. What prompted the action of the story? 4. How did the characters express their feelings? 5. What did the main characters decide to do? 6. How did the main characters try to accomplish their goals? 7. What were the consequences?

22. The Topic-Restriction-Illustration (T-R-I) Frame Guiding questions for the T-R-I Frame: Topic: What is the general statement or topic? Restriction: What information does the author give that narrows or restricts the general statement or topic? Illustration: What examples does the author give to illustrate the topic or restriction?

23. The Definition Frame Guiding Questions for the Definition Frame: 1. What is being defined? 2. To which general category does the item belong? 3. What characteristics separate the itme from other things in the general category? 4. What are some different types or classes of the item being defined?

24. The Argumentation Frame Guiding Questions for the Argumentation Frame: Evidence: What information does the author present that leads to a claim? Claim: What does the author assert is true? What basic statement or claim is the focus of the information? What basic statement or claim is the focus of the information? Support: What examples or explanations support the claim? Qualifier: What restrictions on the claim, or evidence counter to the claim, are presented? counter to the claim, are presented?

25. Making Notations or Marking Text I agree with this. I agree with this. X I disagree with this. ?? I am confused by this. !! Wow! (It elicits a strong emotion.) CL This is the general claim. EV Here is evidence of the claim (these symbols can be numbered to indicate sequence: EV1; EV2, and so forth).

26. Rule-Based Strategy 1. Delete trivial material that is unnecessary to understanding. 2. Delete redundant material. 3. Substitute superordinate terms for more specific terms (e.g. “fish” for “rainbow trout, salmon, and halibut”). 4. Select a topic sentence, or invent one if it is missing.

27. The Frayer Model Essential CharacteristicsNonessential Characteristics ExamplesNonexamples Topic

28. 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.

29. Note Taking Recommendations For Classroom Practice 1. Teach students a variety of note- taking formats. 2. Give students teacher-prepared notes. 3. Remind students to review their notes.

30. 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.

31. Reinforcing Effort Believing in effort can serve as a powerful motivational tool that students can apply to any situation

32. RESEARCH People generally attribute success at any given task to one of four causes: 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)

33. Generalizations from Research  Not all students realize the importance of believing in effort. Urdan,Midgley, & Anderman 1998 Implication is that teachers should explain and exemplify the “effort belief” to students.

34. 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 Generalizations from Research Students can learn to change their beliefs to an emphasis on effort

35. Recommendations for Classroom Practice 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. Students need to be taught that effort can improve achievement.

36. 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.

37. Student: Vicki Maddox AssignmentEffort Rubric (1-5)Achievement Rubric (1-5) Oct. 22Cell Vocabulary33 (72%) Oct. 23Cell Matching Chart 45 (99%) Oct. 23Cell in Class Essay 12 (65%) Oct. 27Quiz54 (88%) Oct. 28Cell Model55 (96%) 1= Little Effort and/or Low Achievement to 5= Great Deal of Effort and/or High Achievement

38. Reinforcing 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. ORGANIZING CLASSROOMS FOR EFFORT

39. Providing Recognition Providing recognition for attainment of specific goals not only enhances achievement, but it stimulates motivation

40. RESEARCH 1.Rewards do not necessarily have a negative effect on intrinsic motivation. 2.Reward is most effective when it is contingent on the attainment of some standard of performance. 3.Abstract symbolic recognition is more effective than tangible rewards.

41. 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

42. 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. Teacher Recognition 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.

43. 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 you’ve had difficulties with multi-step calculations before and sometimes settled for getting any answer down on paper, even if it wasn’t correct. Your determination with third task really showed.” Example 4: “Good job. Jackson. Keep it up.”

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

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

46. 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, it’s “busy work” -Assignment sheets Clarify what they are doing and why -Feedback (be specific) Can improve student achievement

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

48. Practice 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)

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

50. Non Linguistic Representations Recommendations For Classroom Practice  Graphic organizers  Pictographic representations  Mental images  Physical models

51. Graphic Organizers Use Graphic Organizers to:  Activate current knowledge  Present information  Take notes  Summarize information  Assess student learning

52. 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.

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

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

55. Setting Objectives and Providing Feedback Research Students learn more efficiently when they know the goals and objectives of a specific lesson or learning activity.

56. 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 don’t?  What do I do when they do?

57. Setting Objectives  Mastery Objectives  Language Objectives  Written in Kid-Friendly Language

58. Setting Objectives Recommendations For Classroom Practice  Set “standards-based” goals for a unit and encourage students to set personal learning goals on how they’ll achieve them.  Communicate learning objectives to parents so they can provide appropriate support to students.

59. 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.

60. Providing Feedback Providing FeedbackRecommendations 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.

61. 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.” “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 Bellon, Jerry J. Teaching from a Research Knowledge Base. 1992

62. Generating and Testing Hypotheses Research Generating and testing hypotheses involves the application of knowledge, which enhances learning.

63. Generating and Testing Hypotheses Examples of Strategies  Systems Analysis  Problem Solving  Historical Investigation  Invention  Experimental Inquiry  Decision Making

64. 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

65. 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

66. 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

67. Cues, Questions, and Advance Organizers Recommendations For Classroom Practice Questions  Higher-level questions require students to analyze information and apply what they know

68. 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)

69. Cues, Questions, and Advance Organizers Research shows that… (Flanders) RULE OF 2/3 2/3 of class time is verbal 2/3 of class time is verbal 2/3 of that time is questions 2/3 of that time is questions 2/3 are asked by teacher 2/3 are asked by teacher 2/3 are answered by teacher 2/3 are answered by teacher

70. 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.

71. 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

72. “…if we teach today as we taught yesterday, we rob our children of tomorrow.” -John Dewey

73. Thank you for all you do each and every day, and Thank you to: Building Academic Vocabulary- R. Marzano, D. Pickering Classroom Instruction That Works-R. Marzano, D. Pickering & J. Pollock Summarization in Any Subject-R. Wormeli