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Marzano’s Marzano’s Instructional Instructional

Strategies that Strategies that WorkWork

Shandyn BensonShandyn Benson

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Identifying Identifying Similarities and Similarities and

DifferencesDifferencesVariety of Ways-Comparing

similarities and differences-Classifying

grouping things that are alike-Metaphors

comparing two unlike things-Analogies

identifying relationships between pairs of

concepts

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Classroom Recommendations 1. Give a model for the process2. Use familiar concepts to teach

students the steps3. Use graphic organizers4. Guide students as needed

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Comparing Classifying

Creating Metaphors Creating Analogies

http://www.quia.com/quiz/747998.htmlhttp://www.quia.com/quiz/747998.htmlhttp://www.quia.com/hm/242970.htmlhttp://www.quia.com/cb/7146.html

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Summarizing and Note-Summarizing and Note-TakingTaking

Students need to be able to…1. Synthesize material2. Prioritize pieces of data3. Restate some information4. Organize concepts, topics and

details

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Classroom Recommendations1. Teach students the rule-based

summarizing strategy2. Use summary frames3. Teach students a variety of note-

taking formats (informal outline, web, combination notes)

4. Give students teacher prepared notes

5. Remind students to review their notes

http://gets.gc.k12.va.us/VSTE/2008/2summarize.htm

8Walter Pauk (1989)Walter Pauk (1989)

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Reinforcing Effort and Reinforcing Effort and Providing RecognitionProviding 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

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Classroom Recommendations1. Teach students that effort can

improve achievement2. Ask students to chart effort and

achievement3. Establish a rationale for

recognition4. Follow guidelines for effective

and ineffective praise5. Use recognition tokens6. Use the pause, prompt, and praise

technique

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Examples1. 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.

2. 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.”

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3. 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.”

4. “Good job Jackson. Keep it up.”

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Homework and PracticeHomework 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?

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Classroom Recommendations1. Establish and communicate a

homework policy2. Clarify the purpose of homework3. Have students use homework

assignment sheets4. Provide feedback on homework5. Determine which skills are worth

practicing

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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

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Using Non-Linguistic Using Non-Linguistic RepresentationsRepresentations

• 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.

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Classroom Recommendations1. Create graphic representations

through organizers2. Make physical models3. Generate mental pictures4. Draw pictures and pictographs5. Engage in kinesthetic activities

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KidPix Inspiration Kidspiration Excel

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Incorporating Incorporating Cooperative Learning Cooperative Learning

EffectivelyEffectively

When students are given opportunities to interact with each other in a variety of ways

their learning is enhanced

Robert Marzano

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Classroom Recommendations1. Use elements of cooperative

learning• Positive interdependence• Face-to-face promotive interaction• Individual and group accountability• Interpersonal and small group skills• Group processing

2. Vary group criteria3. Managing group size (3-5

recommended)

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What are some other ways you have grouped students other than skill

level?

http://gets.gc.k12.va.us/VSTE/2008/6cooperativelearning.htm

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Setting Objectives and Setting Objectives and Providing FeedbackProviding 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

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Classroom Recommendations1. Set objectives that are not too

specific2. Personalize objectives3. Communicate objectives4. Negotiate contracts5. Use criterion-referenced feedback

and explanations6. Use feedback from assessments7. Engage students in peer feedback8. Ask students to self-assess

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Generating and Testing Generating and Testing HypothesisHypothesis

Explaining knowledge enhances learning!

Examples of Strategies– Systems analysis– Problem solving– Historical investigation– Invention– Experimental inquiry– Decision making

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Classroom Recommendations1. Give students a model for the

process2. Use familiar content to teach

students the steps3. Give students graphic organizers4. Give students guidance as needed5. Ask students to explain their

hypotheses and conclusions

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Questions, Cues, and Questions, Cues, and Advance OrganizersAdvance Organizers

• Cuesexplicit reminders about what a

student is about to experience

• Questionshelp students analyze what they

already know

• Advance Organizershelp students retrieve what they know

about a topic and focus on the new information

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Classroom Recommendations1. Focus important information2. Use explicit cues3. Ask inferential and analytical

questions4. Use expository and narrative

advance organizers5. Teach students how to use graphic

advance organizers

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Questions?Comments.

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References 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