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Marzanos (Nine) High Yield Instructional Strategies

By Robert J Marzano

Adapted from the book: Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement, by Robert Marzano (2001)ObjectiveDiscuss the nine high yield strategiesShare ideas with others on your team, then with the faculty.

GOAL: Choose one of the nine strategies as a focus for your team for the month of December.Instructional StrategyIdentifying similarities and differences(Yields a 45 percentile gain)DefinitionComparing is the process of identifying similarities and differences between or among things or ideas.Teacher-Directed Comparison TaskThe teacher identifies for students the items they are to compare and the characteristics on which they are to base the comparison.Creates a focus for the type of conclusions students will reach.Used when a teachers goal is that all students obtain a general awareness of the same similarities and differences for the same characteristics.Student-Directed Comparison TaskStudents select the characteristics on which the items are to be compared, or the students select both the items to compare and the characteristics on which they are compared.Examples of Graphic Organizers for ComparisonLooks like...Sounds likeCause..EffectCompare...ContrastPro.Con

T-ChartVenn Diagram

Comparison MatrixComparison MatrixCharacteristicsItems to be compared#1#2#31.SimilaritiesDifferences2.SimilaritiesDifferences3.SimilaritiesDifferences4.SimilaritiesDifferencesDefinitionClassifying is the process of grouping things that are alike into categories on the basis of their categories.

Teacher-Directed Classification TaskStudents are given the elements to classify and the categories into which the elements should be classified.The focus is on placing items into their appropriate categories and understanding why they belong in those categories.Student-Directed Classification TaskStudents are given the items to classify but must form the categories themselves.Students can be asked to generate both the items to classify and the categories into which they are organized.Examples of Graphic Organizers for ClassificationCategoriesGraphic Organizers

DefinitionCreating Metaphors is the process of identifying a general or basic pattern in a specific topic and then finding another topic that appears to be quite different but that has the same general pattern.Teacher-Directed Metaphor TaskTeacher provides first element of the metaphor and the abstract relationship.This structure provides a scaffold on which students can build.Student-Directed Metaphor TaskStudents are presented with one element of a metaphor and asked to identify the second element and describe the abstract relationship.Example of Student-Directed Metaphor TaskCellGeneral, Abstract(Star Trek)Enterprise

NucleusThe part that runsThe bridgethe system

SelectivelyPart that keepsTransporter RoomPermeableout bad thingsMembraneand lets in thegood.DefinitionCreating analogies is the process of identifying relationships between pairs of concepts in other words, identifying relationships between relationships.Teacher-Directed AnalogiesTeacher presents an analogy. Example:thermometer is to temperature asodometer is to distanceThe teacher would ask the students to explain how the relationship between thermometer and temperature is similar to the relationship between odometer and distance.A teacher might also present students with one element missing within the four parts of an analogy.Examples of Teacher-Directed Analogiesoxygen is to humansascarbon dioxide is to plants

OR

eighty is to eight asdime is to ________Student-Directed AnalogiesAsks students to provide more elements of an analogy than do teacher-directed analogy tasks.Requires much more explanation from the student.Examples of Student-Directed AnalogiesRobert Frost is to poetryas_______ is to _______

OR

Relationship: _________________________is tois toDiscuss with teamDiscuss with your team, how you use Identifying similarities and differences in your classroom.3 minutes

Choose one example to share with the faculty Instructional StrategySummarizing and Note Taking(Yields a 34 percentile gain)DefinitionSummarizing is taking a text and Eliminating unnecessary information, Substituting some information Keeping important information Writing / rewriting, and analyzing information.

Students should be encouraged to put some information into own words.DefinitionNote taking is closely related to summarizing. During a lecture or after reading text, students must make a determination as to what is most important, and then state that information in an understandable form.Verbatim note taking is, perhaps, the least effective way to take notesNotes should be considered a work in progress.Notes should be used as study guides for testsThe more notes that are taken, the better.Teacher-Prepared NotesProvides students with a clear picture of what the teachers considers important.Provides students with a model of how notes might be taken.Some Examples of Formats for NotesThere is no one correct way to take notes.Different students might prefer different note-taking formats.

EXAMPLES:Informal OutlineWebbingCombination Notes (Informal Outline/Webbing)Discuss with teamDiscuss with your team, how you use Summarizing and Note Taking in your classroom.3 minutes

Choose one example to share with the faculty Instructional StrategyReinforcing Effort and Providing Recognition(Yields a 29 percentile gain)DefinitionA belief in effort ultimately pays off in terms of enhanced achievement.If you believe in your ability, you can tackle anything.Students can learn to change their beliefs to an emphasis on effort.Not all students realize the importance of believing in effort. Teachers should explain and exemplify the effort belief to students.Some students are not aware of the fact that the effort they put into a task has a direct effect on their success relative to the task.Teaching About EffortExplicitly teach and examplify the connection between effort and achievementProvide personal examplesSeek out and share examples of well-known athletes, educators, and political or social leadersStudents recall personal examples of times that they succeeded primarily because they didnt give up.Keeping Track of Effort and AchievementSome students will need to see the connection between effort and achievement.Ask students to periodically keep track of their effort and its relationship to achievement.This can be accomplished by presenting them with rubrics or student created charts.Effort and Achievement RubricsEffort and Achievement ChartRewardsRewards do not necessarily have a negative effect on intrinsic motivation.Reward is most effective when it is contingent on the attainment of some standard of performance.Abstract symbolic recognition is more effective than tangible rewards.Classroom Practice in Providing RecognitionPersonalizing RecognitionPause, Prompt, and PraiseConcrete Symbols of RecognitionDiscuss with teamDiscuss with your team, how you use Reinforcing Effort and Providing Recogn in your classroom.3 minutes

Choose one example to share with the faculty Instructional StrategyHomework and Practice(Yields a 28 percentile gain)HomeworkThe amount of homework assigned to students should be different from elementary to middle school to high school.Parent involvement in homework should be kept to a minimum.Purpose of homework should be identified and articulated.If homework is assigned, it should be commented on.Classroom Practice in Assigning HomeworkEstablish and communicate a homework policy.Students/Parents need to understand the purposes of homework, amount of homework, consequences of not completing homework, and parental involvement in homework.Design homework assignments that clearly articulate the purpose and outcome.Vary the approaches to providing feedback.

Instructional StrategyNonlinguistic Representations(Yields a 27 percentile gain)DefinitionNonlinguistic Representation is expressed as mental pictures or even physical sensations, such as smell, taste, touch, kinesthetic association, and sound.Guide for teachers in the use of nonlinguistic representationsCreating graphic representationsMaking physical modelsGenerating mental picturesDrawing pictures and pictographsEngaging in kinesthetic activityDiscuss with teamDiscuss with your team, how you use Cooperative Learning in your classroom.3 minutes

Choose one example to share with the faculty Instructional StrategyCooperative Learning(Yields a 23 percentile gain)Defining elements of cooperative learningPositive interdependence (a sense of sink or swim together)Face-to-face promotive interaction (helping each other learn, applauding success and efforts).Individual and group accountability (each of us has to contribute to the group achieving its goals).Interpersonal and small group skills (communication, trust, leadership, decision making, and conflict resolution).Group Processing (reflecting on how well the team is functioning and how to function even better).Success for Cooperative GroupsOrganizing groups based on ability levels should be done sparingly.Cooperative groups should be kept rather small in size.Cooperative learning should be applied consistently and systematically, but not overused.Instructional StrategySetting Objectives and Providing Feedback(Yields a 23 percentile gain)Generalizations from research on goal settingInstructional goals narrow what students focus on.Instructional goals should not be too specific.Students should be encouraged to personalize the teachers goals.Generalizations to guide the use of feedbackFeedback should be corrective in nature.Feedback should be timely.Feedback should be specific to a criterion.Students can effectively provide some of their own feedback.Discuss with teamDiscuss with your team, how you use Setting Objectives and Providing Feedback in your classroom.3 minutes

Choose one example to share with the faculty Instructional StrategyGenerating and Testing Hypotheses(Yields a 23 percentile gain)Generating and Testing HypothesesHypothesis generation and testing can be approached in a more inductive or deductive manner.Teachers should ask students to clearly explain their hypotheses and their conclusions.Discuss with teamDiscuss with your team, how you use Generating and Testing Hypothesis in your classroom.3 minutes

Choose one example to share with the faculty Instructional StrategyCues, Questions, and Advance Organizers(Yields a 22 percentile gain)Cues, Questions, and Advance OrganizersThe techniques in the final category of instructional strategies all help students retrieve what they already know about a topic.Activating prior knowledgeGuide in using cues and questionsCues and questions should focus on what is important as opposed to what is unusual.Higher level questions produce deeper learning than lower level questions.Waiting briefly before accepting responses from students has the effect of increasing the depth of students answers.Questions are effective learning tools even when asked before a learning experience. Mental setDiscuss with teamDiscuss with your team, how you use Questions, cues, and advance organizers in your classroom.3 minutes

Choose one example to share with the faculty GOALWith your team, choose one of the nine strategies as your focus for the month of December.