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MARZANO Research Laboratory

Research Based Instructional Practices For Student Achievement


Which Best Describes You?

•! Elementary teachers •! Middle level teachers •! High school teachers •! Administrators •! Instructional Coaches •! Heads of Department


Years in the profession •! Your number of years of experience!

–!1 -- 5 –!6 -- 10 –!11--15 –!16 -- 20 –!20 -- 29 –!30+


What is the most significant factor in student learning? !

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...the teacher in the classroom!"cutting-edge research concrete strategies sustainable success


“What Matters Very Much is "Which Classroom?”"

“If a student is in one of the most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.”"

"Deborah Loewenberg Ball, Dean of Education, University of Michigan


Let’s Dig In


The “Small” Miracle of Learning

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The Physiology of Learning

•! Neural networks grow when a concept is actively, personally, and specifically experienced by the learner.

•! When learners personally experience a concept neural networks grow.


Elements and Strategies

•! Elements = conditions of instructional practice that we know are brain friendly and are supported by research.

•! Strategies = how a teacher chooses to enact the element in the classroom. Each element can have many strategies.


PET Scans and Learning


Rules For Engagement

•! Sitting requires movement •! Listening must partner with Talking •! Images are stronger than Words •! Writing is a way of thinking •! Shorter Trumps Longer Time •! Novel Trumps Common


Helping students effectively interact with new knowledge.

8 Elements for New Knowledge •! Identifying critical information •! Organizing students to interact with new

knowledge •! Previewing new content •! Chunking content into digestible bites •! Processing new information •! Elaborating on new information •! Recording and representing new knowledge •! Reflecting on new knowledge


New Content Elements Design Question #2

•! Start with Solo Thinking

•! Preview the 8 elements for teaching new knowledge listed on page 2 or your handout.


Art and Science of Teaching Research

•! These elements are not necessarily “new” •! The question is!.are they common

practice within your classrooms? •! “Common sense is not always common

practice”!.Stephen Covey


Let’s Look at Several Elements and Strategies

Helping Students Interact With New Knowledge

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Identifying Critical Information

•! Use “hot” colors to draw attention to specific topics or words.

•! The brain is naturally drawn to Red, Orange, and Yellow.



•! Use coding systems for students as they are taking notes or reading.

•! Underline critical points of information •! Circle key words or ideas •! Draw arrows to connect important ideas



•! Content Vocabulary is foundational to everything we do in all subject areas.

•! It has to be identified as critical input and specifically taught as such.


Two Types of Vocabulary

•! Receptive Vocabulary –!Terms and phrases that an individual

recognizes. –!Reading and Listening Vocabulary

•! Productive Vocabulary –!Terms and phrases that an individual uses. –!Speaking and Writing Vocabulary –! Kamil and Hiebert 2005


We can witness areas of the brain in action during specific tasks.


Organizing Students To Interact With New Knowledge

•! This element is critical for retention because it helps students begin to personalize and own the content.


The Physiology of Learning

•! Neural networks grow when a concept is actively, personally, and specifically experienced by the learner.


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Student Grouping Strategies

•! Think, Pair, Share •! Speed Discussions •! Learning Appointments •! Find Someone Who •! Four Corners •! And a host of others!..that should be

used regularly.


How important are grouping strategies???

•! Grouping strategies are like Bacon! –!They can be added to anything to make it

better. •! They help students interact with the

content and allow teachers to assess learning!


Age = Attention Span

•! The brain needs a change of state! •! Attention span tops out at 18-20 minutes! •! Grouping routines help you enact this

principle whenever you need to do so.


Some important considerations

•! As much as possible use groups of 2 or 3 •! When can groups get too big? •! Use more than one grouping strategy.


Previewing

•! Students work with content prior to actual formal presentation or critical input.

•! Absolutely Critical for those coming with

little or no background knowledge.


New Learning Occurs Best When..

•! Learners have a basic, personal connection with a new concept.

•! Have an opportunity to do their own thinking and attach learning to their own experiences.

•! The brain is stimulated to find possible previous patterns that relate to new learning.

•! Smilkstein; We’re Born to Learn 2003


Easy ways to Preview

•! Brainstorming activities •! Word splash •! Anticipation guides •! KWL charts •! Short stories or video clips •! Previewing activity!.living it first

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Making Chunking Decisions

•! Using content expertise, teachers must determine the nature and size of information chunks.

•! Teachers have to know their students and their level of understanding in the content.

•! Remember what it was like to learn it for the first time????


Factors that can help guide decisions on chunking.


Primacy Recency Effect

•! During a learning episode we remember best that which occurs first.

•! Second best that which comes last. •! And least that which comes just past the

middle.


David Sousa – How the Brain Learns


Capacity of Working Memory

•! How many chunks can your learners handle?

•! It changes with age!


Working Memory and Age:

Age Capacity of Items In Working Memory

Minimum Maximum Average

Age 5 1 3 2

Age 14 3 7 5

Age 18 5 9 7 David Sousa – How the Brain Learns


How many information chunks can you handle at once?

•! 9217053 •! Write the number •! 9217053 •! Try this one •! 4915082637 •! Write the number •! 4915082637


Recording and Representing New Knowledge

•! This is where we can teach learners how to learn.

•! Equip them with some portable skills they

can take with them to college and career.


Summarizing and Note Taking •! We often forget half of this strategy by

simply engaging in note taking!.

•! Summarizing seals the deal!.

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Note Taking and Summarizing%

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Why is Summarizing so Critical?

As students personalize the information, they must effectively delete, substitute, and keep information. Teach with a format that allows for this.

cutting-edge research concrete strategies sustainable success


Combination Notes

Regular notes Symbol, picture or graphic

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A Few Summarizing Strategies


Limited Word Summaries

Read or review information and use a few words to summarize it.


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Write A Headline

Write a short newspaper headline to summarize the information.


Nonlinguistic Representations

•! Students build their own models based of new learning.

•! Allow them to develop the “graphic” representation to solidify meaning.

•! Helps students create mental images of their learning.

•! Includes Physical Models.




Elaborating On New Information

•! This is one place where being a skilled questioner can serve you well instructionally.


How do you compare to the research on questioning?

•! Page 6 in your handout please •! Solo thinking first: •! Read each of the four statements from the

research on questioning. •! How do your questioning strategies and

skills compare to the the research?


Planning For Questioning

Effective Questioning doesn’t just happen off the

cuff!.

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Research Finding:

Most teacher questions are at the lowest cognitive level—known as

fact, recall, or knowledge.

Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.


Implication:

Purposefully plan and ask questions that require students

to engage in various level of thinking.


Implication:

A few carefully prepared or selected questions are

preferable to large numbers of questions.


Develop Guiding Questions.

•! “Big Questions” •! A few questions to clearly focus the

learners. •! These will help you develop other

questions for formative assessment along the way.


Guiding Questions and the Brain

Key questions the brain will ask: 1.! Is new input important to me? 2.!Does it make sense or does it have

meaning?

•! Sousa: How The Brain Learns, 2006 2nd Edition


Four Levels of Questions!

Level 1 = Retrieval Level 2 = Comprehension Level 3 = Analysis Level 4 = Knowledge Utilization

Marzano Taxonomy 2009


Scaffolding questions!

•! Level One: •! Who •! Where •! What •! When •! List

•! Level Two: •! Discuss •! Describe •! Compare •! Explain •! Show


Scaffolding questions!

•! Level Three: •! Analyze •! Contrast •! Solve •! Distinguish between •! Illustrate •! Demonstrate

•! Level Four: •! Evaluate •! Appraise •! Judge •! Rate •! Defend

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Research finding: •! Teachers typically wait less than 1

second after asking a question before calling on a student to answer.

•! They wait even less time before speaking after the student has answered.

Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.


Wait Time There are two key wait times in questioning. Both are critical! 1.! After the question is

asked. 2.! After an answer is

given.

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Benefits of Wait Time

•! Students have more time to think. •! More students have time to prepare a

response. •! More students participate in responding. •! Students give longer, more considered

responses – increase of 300-700%



Implication:

•! Both wait times promote student thinking and foster more students’ formulating answers to questions.

•! Let the thought marinate a little!.



Helping students practice and deepen their understanding of

knowledge?


2 types of knowledge

Procedural Knowledge Declarative Knowledge

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Procedural Knowledge

•! Strategies, Skills and Processes: •! Long division, Dribbling a ball, Reading a

map

•! Practice is best in small amounts with Immediate feedback to the learner.


Declarative Knowledge

•! Understanding of information –!Protagonist vs. Antagonist –!Characteristics of atoms

•! 3 to 4 exposures minimum for practice •! 2 day gap maximum between exposures •! Feedback soon but not as Immediate


Identifying Similarities and Differences (Element 17)

1. Comparing 2. Classifying

3. Similes and Metaphors 4. Analogies

Declarative Knowledge


Avoid using just similarities

•! Similarities help learn the concepts!. •! Differences help recall the concepts!. •! We often teach or practice concepts using

just similarities! •! Learners then mix up the concepts during

recall!


•! The the process of identifying similarities and differences is found to be basic to human thought.

•! Learning is dependent on prior learning; therefore it is basic to ask, “How is this similar to and different from what I already know?”

Compare and Contrast!


Fractions and Decimals are different because Fractions __, but Decimals __.

Fractions __, but Decimals __.

Fractions and Decimals are similar because they both ________________.


Use a Comparison Matrix for multiple comparisons

7 elements should be the maximum


Item 1 Item 2 Item 3 Summary Statement about Similarities and Differences

Characteristic 1

Characteristic 2

Characteristic 3

Characteristic 4


Monarchy Dictatorship Democracy

How the leaders came

to power

Summary Statements

The reaction from the people

The role of the people

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Be sure to have the learners express what they learned through the comparison!

Written and/or Oral


Classifying

Not a natural skill for learners Teach Learners How To Learn


Classification Chart


Similes and Metaphors

•! Allow students to bring background knowledge to learning.

•! Many correct examples can exist as long as we ask why?


Solving Analogy Problems One or two terms are missing from an analogy! Students must complete the analogy and have a rationale for WHY they completed as they did.

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A couple of samples for you

Work with your elbow partners and provide terms that will complete the

following analogies:


Completing Analogies

•! Bone is to skeleton as word is to ______. Why?

•! Rhythm is to music as _____ is to _____. Why?


Completing Analogies

•! Bone is to Body as Word is to ______. Why?

•! Rhythm is to Music as _____ is to _____. Why?


Examining Errors in Reasoning

•! Primary intellectual skill (Costa, 2001)

•! A powerful way to deepen understanding


Let’s see a classroom example!


Examining Errors In Procedural Knowledge

Middle School Math

Strategy = My Favorite No

Teach Channel

Documents

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