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Marzano’s Strategies for Effective Teaching

Marzano’s Strategies for Effective Teaching. 1. Identifying Similarities and Differences. Presenting students with explicit guidance in identifying similarities and differences Asking students to independently identify similarities and differences.

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Marzano’s Strategies for Effective Teaching

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  1. Marzano’s Strategies for Effective Teaching

  2. 1. IdentifyingSimilarities and Differences • Presenting students with explicit guidance in identifying similarities and differences • Asking students to independently identify similarities and differences. • Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge.

  3. 2. Summarizing • Students must delete some information, substitute some information, and keep some information. • To effectively to this, students must analyze the information at a fairly deep level.

  4. and Note-taking • Verbatim note-taking is the least effective way to take notes. • Notes should be considered a work in progress. • Notes should be used as study guides for tests.

  5. 3. Reinforcing Effort and Providing Recognition • Effort- Teacher should keep track of effort and achievement. (Charts on board; gradebooks) • Provide Recognition • Make it personal. • Make it specific. • Make it immediate, or at least prompt.

  6. 4. Homework and Practice • Have a clear homework policy. • Make purpose or homework clear. • Provide feedback.

  7. 5. Nonlinguistic Representations • Provide graphic organizers. • Use pictures/diagrams to illustrate concepts. • Include kinesthetic activities to reinforce learning. • Make physical models • Draw pictures www.heart-health-weightwatcher.com www.k12.nf.ca www.carlosag.net

  8. Cooperative Learning • Positive interdependence • Face-to-face interaction • Individual and group accountability • Interpersonal and small group skills • Group processing www.cartoonstock.com

  9. 7. Providing Feedback • Corrective—provide a correct answer or an explanation of what is accurate and what is inaccurate. • Timely. • Feedback should be criterion-referenced as opposed to norm-referenced. • Students can provide some of their own feedback.

  10. 8. Generating and Testing Hypotheses • Teachers should ask students to clearly explain their hypotheses and their conclusions. • Use a variety of structured tasks to guide students through generating and testing hypotheses. • Problem solving. • Historical investigation. • Invention • Decision making

  11. 9. Cues & Questions • Should focus on what is important as opposed to what is unusual. • “Higher level” questions produce deeper learning than “lower level questions.” • “Wait time” • Use questions before a learning experience.

  12. 9. Advance Organizers • Skim a text • Tell a story • Create a graphic image

  13. Sources: Adapted from Classroom Instruction That Works by R.J. Marzano, D.J. Pickering, and J.E. Pollock, 2001, Alexandria, VA:ASCD. Integrating Technology into the Classroom using Classroom Instruction that Works:Research-Based Strategies for Increasing Student Achievementby Robert J. Marzano, Debra J. Pickering, Jane E. Pollock. http://t4.jordan.k12.ut.us/professional_development/strategies/#one

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