1. Marzano’s Instructional Strategies that Work
Shandyn Benson

3. 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

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

5. Comparing Classifying Creating Metaphors Creating Analogies

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

7. 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
Make handouts of rule-based summarizing strategy

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

9. 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

10. 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.

11. 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

12. “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

13. 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?

14. 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.

15. Websites for Homework help:

16. 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.

17. 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

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

19. 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.

20. 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

21. 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)

22. What are some other ways you have grouped students other than skill level?

23. 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

24. 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

25. Setting objective essential knowledge form

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

28. 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

31. 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

32. 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

33. Questions and cues by activating prior knowledge

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

35. Questions?
Comments.

36. References http://gets.gc.k12.va.us/VSTE/2008/