Marzano’s (Nine) High – Yield Instructional Strategies By Robert J Marzano

1. Marzano’s (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)

2. Objective • Discuss the nine high yield strategies • Share 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.

3. Instructional Strategy Identifying similarities and differences(Yields a 45 percentile gain)

4. Definition • Comparing is the process of identifying similarities and differences between or among things or ideas.

5. Teacher-Directed Comparison Task • The 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 teacher’s goal is that all students obtain a general awareness of the same similarities and differences for the same characteristics.

6. Student-Directed Comparison Task • Students 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.

7. Examples of Graphic Organizers for Comparison

8. T-Chart Looks like………...Sounds like Cause……………..Effect Compare…………...Contrast Pro…………….Con

9. Venn Diagram

10. Comparison Matrix

11. Definition • Classifyingis the process of grouping things that are alike into categories on the basis of their categories.

12. Teacher-Directed Classification Task • Students 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.

13. Student-Directed Classification Task • Students 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.

14. Examples of Graphic Organizers for Classification

15. Categories

16. Graphic Organizers

17. Definition • Creating 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.

18. Teacher-Directed Metaphor Task • Teacher provides first element of the metaphor and the abstract relationship. • This structure provides a “scaffold” on which students can build.

19. Student-Directed Metaphor Task • Students are presented with one element of a metaphor and asked to identify the second element and describe the abstract relationship.

20. Example of Student-Directed Metaphor Task Cell General, Abstract (Star Trek)Enterprise Nucleus The part that runs The bridge the system Selectively Part that keeps Transporter Room Permeable out bad things Membrane and lets in the good.

21. Definition • Creating analogies is the process of identifying relationships between pairs of concepts – in other words, identifying relationships between relationships.

22. Teacher-Directed Analogies • Teacher presents an analogy. Example: thermometer is to temperature as odometer is to distance The 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.

23. Examples of Teacher-Directed Analogies oxygen is to humans as carbon dioxide is to plants OR eighty is to eight as dime is to ________

24. Student-Directed Analogies • Asks students to provide more elements of an analogy than do teacher-directed analogy tasks. • Requires much more explanation from the student.

25. Examples of Student-Directed Analogies Robert Frost is to poetry as _______ is to _______ OR is to Relationship: _________________________ is to

26. Discuss with team • Discuss with your team, how you use “Identifying similarities and differences” in your classroom. • 3 minutes • Choose one example to share with the faculty

27. Instructional Strategy Summarizing and Note Taking (Yields a 34 percentile gain)

28. Definition • Summarizing 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.

29. Definition • Note 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 notes • Notes should be considered a work in progress. • Notes should be used as study guides for tests • The more notes that are taken, the better.

30. Teacher-Prepared Notes • Provides students with a clear picture of what the teachers considers important. • Provides students with a model of how notes might be taken.

31. Some Examples of Formats for Notes • There is no one correct way to take notes. • Different students might prefer different note-taking formats. • EXAMPLES: • Informal Outline • Webbing • Combination Notes (Informal Outline/Webbing)

32. Discuss with team • Discuss with your team, how you use “Summarizing and Note Taking” in your classroom. • 3 minutes • Choose one example to share with the faculty

33. Instructional Strategy Reinforcing Effort and Providing Recognition (Yields a 29 percentile gain)

34. Definition • A 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.

35. Teaching About Effort • Explicitly teach and examplify the connection between effort and achievement • Provide personal examples • Seek out and share examples of well-known athletes, educators, and political or social leaders • Students recall personal examples of times that they succeeded primarily because they didn’t give up.

36. Keeping Track of Effort and Achievement • Some 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 Rubrics • Effort and Achievement Chart

37. Rewards • Rewards 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.

38. Classroom Practice in Providing Recognition • Personalizing Recognition • Pause, Prompt, and Praise • Concrete Symbols of Recognition

39. Discuss with team • Discuss with your team, how you use “Reinforcing Effort and Providing Recogn” in your classroom. • 3 minutes • Choose one example to share with the faculty

40. Instructional Strategy Homework and Practice (Yields a 28 percentile gain)

41. Homework • The 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.

42. Classroom Practice in Assigning Homework • Establish 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.

43. Instructional Strategy Nonlinguistic Representations (Yields a 27 percentile gain)

44. Definition • Nonlinguistic Representation is expressed as mental pictures or even physical sensations, such as smell, taste, touch, kinesthetic association, and sound.

45. Guide for teachers in the use of nonlinguistic representations • Creating graphic representations • Making physical models • Generating mental pictures • Drawing pictures and pictographs • Engaging in kinesthetic activity

47. Discuss with team • Discuss with your team, how you use “Cooperative Learning” in your classroom. • 3 minutes • Choose one example to share with the faculty

48. Instructional Strategy Cooperative Learning (Yields a 23 percentile gain)

49. Defining elements of cooperative learning • Positive 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).

50. Success for Cooperative Groups • Organizing 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.