1. Classroom Instruction That Works Getting acquainted with the Essential Nine By Marzano, Pickering and Pollock

2. Learning Expectations Tuesday, November 10: Participants will be able to: Describe Marzano’s Nine Essential Instructional Strategies; Apply Marzano’s nine essential strategies to English lessons. M. Bennett - November 2009

3. “The Essential Nine” Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels.

4. Think, Write, Pair, Share What do you think these nine strategies are? Think – to yourself. Write – a list of the strategies. Pair – with a partner near you to compare and create a list. Share – with all of us.

5. Essential Nine: 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

6. 1. Identifying 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. Graphic forms are a good way to represent similarities and differences.

7. Identifying Similarities and Differences Presenting students with explicit guidance in identifying similarities and differences enhances students’ understanding of and ability to use knowledge.

8. Identifying Similarities and Differences Asking students to independently identify similarities and differences enhances students’ understanding of and ability to use knowledge.

9. Identifying Similarities and Differences Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge. M. Bennett - 2009

10. Identifying Similarities and Differences Comparison activities: M. Bennett - 2009

11. Identifying Similarities and Differences Classifying: M. Bennett - 2009

12. Identifying Similarities and Differences Creating metaphors: “Love is a rose...”

13. Identifying Similarities and Differences Creating analogies: A:B :: C:D A is to B as C is to D

14. Talk to your neighbor... Discuss one example of how you currently apply this strategy in your classroom. (5 minutes)

15. 2. Summarizing and note taking These skills promote greater comprehension by asking students to analyze a subject to expose what’s essential, then put it in their own words. This requires substituting, deleting, and keeping some things and having an awareness of the basic structure of the information.

16. Summarizing To effectively summarize, students must delete some information, substitute some information, and keep some information.

17. Summarizing To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.

18. Applications: Provide a set of rules for creating a summary When summarizing, ask students to question what is unclear, clarify those questions, and then predict what will happen next in the text.

19. Asking students to summarize: “In your own words, summarize the rules for the use of the words to, too, and two.” “Turn to your neighbor and explain the role of the main character in the story. Then, listen as s/he explains the main plot to you.”

20. Using Graphic Organizer for Summary Africa Morocco Sahara Laayoune North America U.S.A. Georgia Statesboro

21. Note Taking Verbatim note taking is, perhaps, the least effective way to take notes because of the lack of processing time.

22. Note Taking Notes should be considered a work in progress.

23. Note Taking Notes should be used as study guides for tests.

24. Note Taking The more notes that are taken, the better.

25. Summarizing and note taking

26. Talk to your neighbor... Discuss one example of how you currently apply these strategies in your classroom. (5 minutes)

27. 3. Reinforcing Effort and Providing Recognition Teachers must show the connection between effort and achievement. Recognition is most effective if it is contingent on the achievement of a certain standard.

28. Reinforcing Effort and Providing Recognition

29. Rubrics to reinforce effort CATEGORYExemplaryProficientDeveloping Arrangement of Concepts Main concept easily identified; subconcepts branch appropriately from main idea Main concept easily identified; most subconcepts branch from main idea. Main concept not clearly identified; subconcepts don’t consistently branch from main idea. Links and Linking Lines Linking lines connect related terms/point in correct direction; linking words accurately describe relationship between concepts; hyperlinks effectively used Most linking lines connect properly; most linking words accurately describe the relationship between concepts; most hyperlinks effectively used. Linking lines not always pointing in correct direction; linking words don’t clarify relationships between concepts; hyperlinks don’t function or fail to enhance the topic. Graphics Graphics used appropriately; greatly enhance the topic and aid in comprehension; are clear, crisp and well situated on the page. Graphics used appropriately most of the time; most graphics selected enhance the topic, are of good quality, and are situated in logical places on the page. Graphics used inappropriately and excessively; graphics poorly selected and don’t enhance the topic; some graphics are blurry and ill-placed.

30. Applications Share stories about people who succeeded by not giving up. (Invite them to your classroom.) Have students keep a log of weekly effort and achievements, reflect on it periodically and mathematically analyze the data. (Use grade sheets – hw, quiz, tests)

31. Applications Find ways to personalize recognition. Give awards for individual accomplishments. “Pause, Prompt, Praise.” –If student is struggling, pause to discuss, prompt with specific suggestion, then praise when performance improves.

32. Talk to your neighbor... Discuss one example of how you currently apply this strategy in your classroom. (5 minutes)

33. 4. Homework and Practice Homework provides students with the opportunity to extend their learning outside the classroom; amount assigned should vary by grade and teachers should try to give feedback on all homework assigned.

34. Homework and Practice Assign timed quizzes for hw and have students report on speed and accuracy. (Team approach) Focus practice on difficult concepts and set aside time for practice periods.

35. Practice Guided Practice should always come before Independent Practice Guided Practice should be modeled by teacher

36. Homework and Practice Establish a homework policy with advice – such as keeping a consistent schedule, setting, and time limit – that parents and students might not have considered.

37. Talk to your neighbor... Discuss one example of how you currently apply this strategy in your classroom. (5 minutes)

38. 5. Nonlinguistic representation Knowledge is stored in two forms: –Linguistic –Visual –Both forms should be used to stimulate brain activity.

39. Nonlinguistic Words and ImagesModels and Movement

40. Frayer Vocabulary Model

41. Ff Fables Definition Characteristics Examples Non-Examples Stories that use animals as main characters; teach lessons Animals that talk Teach life lessons Mouse and Lion Tortoise and Hare Cinderella Peter Pan

42. Frayer Vocabulary Model Definition Sentence I Think...Draw

43. Frayer Vocabulary Model Looks like?What does it eat? Where does it live? Tell 1 more thing... What is it?

44. Nonlinguistic Persuasive Essay: Top Bun = Position Tomato = Support Cheese = Support Hamburger = Support Lettuce = Support Bottom Bun = Conclusion

45. Story Structure Beginning Middle End

46. Story Structure Characters are in car Front tire = Problem Rear tire = Goal Road way = setting

47. Nonlinguistic Topical or Descriptive Each of five fingers and palm represent a point

48. Nonlinguistic T- Chart –Cause/Effect –Pro/Con –Compare/Contrast –Advantages/ Disadvantages

49. Nonlinguistic Cartoon chapter = sequence of events

50. Talk to your neighbor... Discuss one example of how you currently apply these strategies in your classroom. (5 minutes)

51. 6. Cooperative Learning Organizing students into cooperative groups yields a positive effect on overall learning. Design groups around core components of Cooperative Learning: –Positive Interdependence –Individual Accountability –Group Accountability –Social Skill Development –Face-to-Face Interaction

52. Cooperative Learning

53. Talk to your neighbor... Discuss one example of how you currently apply this strategy in your classroom. (5 minutes)

54. 7. Setting Objectives and Providing Feedback Setting objectives can provide students with a direction for their learning (Standards-Based Classroom). Feedback to students generally produces positive results.

55. Setting objectives What I KnowWhat I Want to KnowWhat I Learned

56. Setting Objectives and Providing Feedback

57. Feedback Teachers cannot give too much feedback. Make sure it is corrective in nature. Keep feedback timely and specific. Use rubrics to tell students how they did in relation to specific levels of knowledge.

58. Talk to your neighbor... Discuss one example of how you currently apply these strategies in your classroom. (5 minutes)

59. 8. Generating and Testing Hypotheses Research shows that a deductive approach (using a general rule to make a prediction) to this strategy works best. Whether deductive or inductive, students should be encouraged to make and explain their hypotheses and conclusions.

60. Generating and Testing Hypotheses Ask students to predict what would happen if an aspect of a familiar system were changed. Ask students to write a new ending to a movie or story.

61. Generating and Testing Hypotheses

62. Talk to your neighbor... Discuss one example of how you currently apply this strategy in your classroom. (5 minutes)

63. 9. Cues, Questions, and Advanced Organizers Cues, questions, and advanced organizers help students use what they already know about a topic to enhance further learning. Expose students to information before they learn it.

64. Cues, Questions, and Advanced Organizers Who? What? When? Where?

65. Anticipation Guide Vary the style of advanced organizer used: Tell a story Skim a text Create a graphic image Use 3-Column chart (KWL)

66. Talk to your neighbor... Discuss one example of how you currently apply this strategy in your classroom. (5 minutes)

67. Sources cited: Marzano, R.J., Pickering, D.J., and Pollock, J.E. (2001). Classroom instruction that works. Alexandria, VA: ASCD. Book discussion by Laura Varlas www.middleweb.com/MWL resources/

68. Application to your classroom: With a partner, select a card. The card corresponds to a graphic organizer which you will practice. Complete the example given, then create an application for your classroom and the content you teach. (15 minutes)

69. Sharing time: Partners share within the larger group.

70. Ticket to Leave Something I learned today that I can’t wait to use: Something that concerns me about implementing my new idea: