marzano’s instructional strategies mitchell new teacher cohort january 2008
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Marzano’s Marzano’s Instructional StrategiesInstructional Strategies
Mitchell New Teacher CohortJanuary 2008
Category Ave. Effect Size (ES)
Percentile Gain
No. of ESs
Standard
Deviation (SD)
Identifying similarities and differences
1.61 45 31 .31
Summarizing and note taking 1.00 34 179 .50
Reinforcing effort and providing recognition
.80 29 21 .35
Homework and practice .77 28 134 .36
Nonlinguistic representations .75 27 246 .40
Cooperative learning .73 27 122 .40
Setting objectives and providing feedback
.61 23 408 .28
Generating and testing hypotheses .61 23 63 .79
Questions, cues, and advance organizers
.59 22 1,251 .26
“Classroom Instruction that Works”, Marzano, Pickering and Pollock
Categories of Instructional Strategies that Affect Student Achievement
What does this mean?
1.0 Standard Deviation•35 percentile points•2-4 grade equivalents•100 SAT score points•5 ACT composite score points•TIMMS would move from middle to the top five
Black and Wiliam (1998)
Identifying Identifying Similarities & DifferencesSimilarities & Differences
Nonlinguistic Nonlinguistic RepresentationRepresentation
Key UnderstandingsKey Understandings
• The “Core” to all learning (Robert Marzano, The “Core” to all learning (Robert Marzano, 2001)2001)
• Highly Robust Highly Robust • engaging students in the learning processengaging students in the learning process
• Leads to deeper student understandingLeads to deeper student understanding• Restructure understanding of contentRestructure understanding of content• Make new connections with things they already knowMake new connections with things they already know• Clear up misunderstandingsClear up misunderstandings
• Research indicates that there are four different Research indicates that there are four different forms of this activity that are highly effective.forms of this activity that are highly effective.
Expectations
The Big Picture:
• The brain works by building connections and associations
• The brain remembers more easily things that are unusual
How can we use this strategy to improve student
achievement? • Model
– presenting explicit guidance in identifying similarities and differences
• Guided & Independent practice – Stimulates divergent thinking
• Reflection - Represent similarities and differences in graphic or symbolic form – Nonlinguistic Representation
Additional Classroom Keys
• Multiple Exposure is KEY to deep understanding, to remembering, & to using information
• Shift in modalities• Attention span = 1 minute per 1 year of age???• 20 minutes (max. amount of attention span)• Don’t change topics – change HOW you work with the topic
• Reflection– 20/2/20 rule
• Re-explain & relate to prior knowledge within 20 minutes• Review & apply within 2 days• Reflect & re-apply within 20 days
highly effective “forms” to highly effective “forms” to identify similarities and identify similarities and
differencesdifferences
• Comparing• Classifying• Creating metaphors• Creating analogies
44
ComparingComparing• The identification of important The identification of important
characteristics is the key to characteristics is the key to effective comparison.effective comparison.
• It is these characteristics that It is these characteristics that are then used as the basis to are then used as the basis to
identify similarities and identify similarities and differences.differences.
-Marzano,2001-Marzano,2001
For example,For example,
Recognize Recognize and compare and compare the following the following plane and plane and solid solid geometric geometric figures: figures: square, square, rectangle, rectangle, triangle, . . .triangle, . . .
SD Standard: 3.G.1.1
(Comprehension)
For example,For example,
Recognize Recognize and compare and compare the following the following plane and plane and solid solid geometric geometric figures: figures: square, square, rectangle, rectangle, triangle, . . .triangle, . . .
SD Standard: 3.G.1.1
(Comprehension)
Graphic Organizers for Graphic Organizers for ComparingComparing
-most useful when comparing only two items -more useful to provide a greater number of details
Venn Diagram
Characteristics Items to be compared
Similarities
Similarities
Similarities
Similarities
Differences
Differences
Differences
Differences
#1 #2 #3
Comparison Matrix
ClassifyingClassifying• The process of grouping things The process of grouping things that are alike into categories on that are alike into categories on the basis of their characteristics.the basis of their characteristics.• It is critical to identify the rules It is critical to identify the rules
that govern class or category that govern class or category membership.membership.
-Marzano,2001-Marzano,2001
For example,For example,
InvertebratesInvertebrates
animals without a backbone or spinal column
VertebratesVertebrates
animals with a backbone or spinal column
For example,For example,
InvertebratesInvertebrates
animals without a backbone or spinal column
VertebratesVertebrates
animals with a backbone or spinal column
Graphic Organizers for Graphic Organizers for ClassificationClassification
-most useful when all categories are equal in generality
-more useful when all categories are not equal in generality
Place Categories in column headings
http://sddial.k12.sd.us/esa/doc/teachers/technology/Classification Table.doc
Creating Creating MetaphorsMetaphors
• The two items in a The two items in a metaphor are connected by metaphor are connected by
an abstract or non-literal an abstract or non-literal relationship.relationship.
-Marzano,2001-Marzano,2001
For example,For example,
Love is a Love is a rose.rose.
For example,For example,
Love is a Love is a rose.rose.
Graphic Organizer for MetaphorsGraphic Organizer for Metaphors
Element 1 Literal Pattern 1 Abstract Element 2Literal
Pattern 2
It depicts that two elements have somewhat different literal patterns, but they share a common abstract pattern.
Creating Creating AnalogiesAnalogies
• Analogies help us to see how Analogies help us to see how seemingly dissimilar things are seemingly dissimilar things are
similar.similar.•They increase our They increase our
understanding of new understanding of new information (most complex).information (most complex).
-Marzano,2001-Marzano,2001
Examples,Examples,
Carpenter is to hammer as painter is to brush.
Hot is to cold as night is to day.
Oxygen is to humans as carbon dioxide is to plants.
Core is to earth as nucleus is to atom.
Examples,Examples,
Carpenter is to hammer as painter is to brush.
Hot is to cold as night is to day.
Oxygen is to humans as carbon dioxide is to plants.
Core is to earth as nucleus is to atom.
Create Digital Graphic Organizers
• Build charts & diagrams with software– Word– Publisher– PowerPoint – Inspiration– Excel
Virtual Tools
• Bubbl.us– http://www.bubbl.us
• Visual Ranking Tool– http://www.intel.com/education/visualranking/index.htm
• Seeing Reason Tool– http://www.intel.com/education/seeingreason/index.htm
• Online science/math simulations, games, etc.– http://www.gresswell.vic.edu.au/students/games.htm
Performance TaskPerformance Task
• Teachers will design, implement, collect Teachers will design, implement, collect evidence, and reflect upon a lesson that evidence, and reflect upon a lesson that utilizes the strategy “Identifying utilizes the strategy “Identifying Similarities and Differences”.Similarities and Differences”.
• Assignment for next timeAssignment for next time– Design & implementDesign & implement– Collect evidence (student work)Collect evidence (student work)– Bring that evidenceBring that evidence
ESA3 Teacher Resources
• Technology Resources for Marzano’s Instructional Strategies– http://sddial.k12.sd.us/esa/doc/teachers/tech_marzan
o.htm