Transcript Essential 9 - resourcesforteachers

Marzano’s Essential 9
Instructional Strategies
Engaged Time = Student Gains
Objectives
 examine
research-based instructional
strategies
 identify
methods for teaching these
strategies
 consider
which strategies you will
incorporate in your classroom
practice
Research
 Classroom
Instruction That Works by
Robert Marzano, Debra Pickering,
Jane Pollock
 Identified
nine instructional strategies
that are most likely to improve
student achievement across all
content areas and across all grade
levels
The Essential Nine
Average Percentile Rank Gains on Student
Achievement Tests
Identifying Similarities & Differences
45
Nonlinguistic Representations
34
Summarizing & Notetaking
29
Setting Objectives & Providing Feedback
28
Reinforcing Effort & Providing Recognition
27
Generating & Testing Hypotheses
27
Homework & Practice
23
Cues, Questions, & Advance Organizers
23
Cooperative Learning
22
Similarities and Differences
Research
The ability to break a concept into its
similar and dissimilar characteristics
allows students to understand and
solve complex problems by analyzing
them in a more simple way.
Identifying Similarities
and Differences
Variety of Ways
-Comparing
similarities and differences
-Classifying
grouping things that are alike
-Metaphors
comparing two unlike things
-Analogies
identifying relationships between pairs of
concepts
Identifying Similarities and
Differences
Recommendations:
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Give students a model for the process.
Use familiar content to teach steps.
Give students graphic organizers.
Guide students as needed.
Summarizing and Note Taking
Research
- encourages powerful learning
- leads to deeper understanding
- facilitates long-term recall
Verbatim note taking is the least effective
way to take notes.
Summarizing
Recommendations
 Verbal
summaries
 Written summaries
 Graphic organizers
 Have students paraphrase key points
Note Taking
Research
Note taking and summarizing are closely
related. Both require students to identify
what is most important about the
knowledge they are learning and then
state that knowledge in their own words.
Note Taking
Recommendations
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2.
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5.
Explicitly teach students a variety of
note-taking formats
Provide teacher-prepared notes
Provide an organizer for taking notes
Remind students to review their notes
Provide an activity for students to use
their notes
Reinforcing Effort &
Providing Recognition

Think, Pair, Share –
turn to your neighbor and discuss…
1. How do you reinforce students’ effort in
your classroom?
2. What is the purpose for reinforcing effort
in the classroom?
3. What makes reinforcing effort effective or
ineffective?
Reinforcing Effort &
Providing Recognition
People generally attribute success at any
given task to one of four causes:
Effort
Other people
Ability
Luck
Three of these four beliefs ultimately inhibit
achievement – (Covington 1983,1985)
Reinforcing Effort &
Providing Recognition
Research:
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.
Symbolic recognition is more effective than
tangible rewards. (charts)
Reinforcing Effort &
Providing Recognition
Recommendations:
•Recognize effort & progress throughout unit
•Specific praise (contingent and non-contingent)
•Intermittent celebrations
•Students chart effort and achievement
•Students record progress toward goals
Homework and Practice
Research
Both homework and practice give
students opportunities to deepen their
understanding and proficiency with
content they are learning.
Homework & Practice
Recommendations:
-Purpose
Not just “busy work”
Reinforce instruction
-Assignment sheets
Clarify what they are doing and why
Track progress
-Feedback
Be specific
Non Linguistic Representations
Research
-Engaging students in the creation of
nonlinguistic representation actually
stimulates and increases activity in
the brain
Non Linguistic Representations
Recommendations:
Generating mental images
Drawing pictures or pictographs
Constructing graphic organizers
Acting out content
Making physical models
Making revisions to physical models, mental
images, pictures, graphic organizers
Non Linguistic Representations
Use Graphic Organizers to:
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Make thinking visible
Activate current knowledge
Present information
Take notes
Summarize information
Assess student learning
Cooperative Learning
Research
Organizing students into cooperative
groups yields a positive effect on
overall learning if approach is
systematic and consistent.
Cooperative Learning

reading assignments (with or without the book on CD)
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research - online and/or reference materials
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lab/activity - hands on or worksheet
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journal/reflection entry into a computer or a notebook
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assessment/survey - online or onto paper
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peer editing
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games/simulations
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puzzles - software or paper
Cooperative Learning

discussion/reflection questions
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skill practice in pairs
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individual or group self-corrected tests
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create charts, graphs or diagrams
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flashcards - (create or use existing)
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direct instruction
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Prepare / edit presentations or skits – PPT, Word, photostory
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teacher centered work groups
Setting Objectives
& Providing Feedback
Research:
Students learn more efficiently when
they know the goals and objectives of a
specific lesson or learning activity.
Setting Objectives
 Begin
with a clear learning target
 Align objectives with standards
 Share expectations with students
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Know
Understand
Be able to do
Providing Feedback
Recommendations:
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Use various methods of assessment
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Feedback should be corrective in nature
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Give timely feedback.
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Feedback should be specific to criterion.
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Use self-assessment tools to gauge
progress.
Setting Objectives
& Providing Feedback
Generating & Testing
Hypotheses
Research:
Generating and testing hypotheses
involves the application of knowledge,
which enhances learning.
Generating & Testing
Hypotheses
Examples of Strategies
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Problem Solving
Investigation
Invention
Experimental Inquiry
Decision Making
Generating & Testing
Hypotheses
Recommendations:
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Use familiar content to teach the strategy
Give students a model for the strategy
Use graphic organizers
Provide guided practice
Have students explain their hypotheses and
conclusions
Questions, Cues &
Advance Organizers
Research:
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Questions
Help students analyze what they already
know
 Cues
Provide explicit reminders about what a
student is about to experience
 Advance Organizers
Help students retrieve what they know about a
topic and focus on the new information
Questions, Cues &
Advance Organizers
Recommendations:
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Introduce new vocabulary
Provide links to prior knowledge or experiences
Begin with student predictions
Tell students the topic of an article they are
about to read
Provide ways for students to organize new
content
Final Tip
 End
with a processing activity that
provides students with the
opportunity to use the new content
from the lesson.
Shaping Up Review
One thing that
you loved
learning about
today
Three most
important facts
from today’s
session.
Four things that
are important
concepts from
today’s session –
one in each
corner.
One all
encompassing
statement that
summarizes
today’s session.