Transcript Marzano’s High Leverage Strategies

Marzano’s Essential 9
High Leverage
Instructional Strategies
Objectives
By the end of the session you will...
 examine research-based instructional
strategies that affect student
achievement
 identify various methods for teaching
these strategies
 determine which strategies you will
incorporate in your classroom
practice.
Research
 Robert
Marzano, Debra Pickering,
Jane Pollock
 From books, Classroom Instruction
That Works & The Handbook for
Classroom Instruction that Works
 Identified nine instructional strategies
that are most likely to improve
student achievement across all
content areas and across all grade
levels
Clock Buddies
Sign your name on the top
of your paper.
Avoid people seated at your
table.
Find a different partner for 2:00; 4:00;
6:00; 8:00; 10:00; 12:00
Trade signatures.
Sit down as soon as you have all
signatures.
You have 2 minutes 14 seconds.
The Essential Nine
Categories Of Instructional Strategies
That Affect Student Achievement
Category
Percentile
Gain
Identifying similarities and
differences
45
Summarizing and note taking
34
Reinforcing effort and providing
recognition
29
Similarities and Differences
Research
The ability to break a concept into its
similar and dissimilar characteristics
allows students to understand (and
often solve) complex problems by
analyzing them in a more simple way.
Synectics
 Find
your 4:00 partner. Find another
pair, finish the following statement.
Going back to school after Winter
vacation is like ______________
because _________________ .
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
For Classroom Practice
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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
High leverage strategies because they:
- encourage powerful learning
- lead to deeper understanding
- endure long-term recall
Verbatim note taking is the least
effective way to take notes.
Summarizing
Recommendations
for Classroom Practice
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Use summary frames
Use a rule-based summary strategy
(a set of rules students can follow to
summarize text)
Summarizing
Use the Triad Summarizing format to
summarize the article “Moving With the
Brain in Mind”
Large Group Share
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
1.
2.
3.
Recommendations
For Classroom Practice
Teach students a variety of notetaking formats.
Give students teacher-prepared
notes.
Remind students to review their
notes.
Note Taking
Although note taking is one of the
most useful study skills a student can
cultivate, often teachers do not
explicitly teach note taking strategies
in the classroom.
Note Taking
Cornell Notes
Find your 10:00 partner and share.
What elements of the Cornell note format
make this type of note taking effective for
students?
How could this format be adapted for use
with younger students?
Reinforcing Effort
Believing in effort can serve as a
powerful motivational tool that
students can apply to any
situation
Reflecting on Current
Beliefs and Practices

Think, Pair, Share - Turn to your
neighbor and discuss…
How do you reinforce students’ effort in
your classroom?
 What is the purpose for reinforcing
effort in the classroom?
 What makes reinforcing effort effective
or ineffective?
 What questions do you have about
reinforcing effort?

RESEARCH

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)
Generalizations from Research
Not all students realize the importance
of believing in effort.
Implication is that teachers should
explain and exemplify the “effort
belief” to students.
Urdan,Midgley, & Anderman 1998
Generalizations from Research
Students can learn to change their beliefs
to an emphasis on effort
Students who were taught about the
relationship between effort and
achievement increased their achievement
more than students who were taught
techniques for time management and
comprehension of new material.
Van Overwalle & De Metsenaere, 1990
Recommendations for Classroom
Practice
Students need to be taught that
effort can improve achievement.
•Share personal examples of times you
have succeeded because you did not give
up
•Share examples of well-known athletes
and others who succeeded mainly because
they did not give up
•Have students share personal examples of
times they succeeded because they did not
give up.
Recommendations for Classroom
Practice
Have students chart effort and achievement
Charting their effort and
achievement will reveal patterns and
help students see the connection
between the two.
Reinforcing Effort
ORGANIZING CLASSROOMS FOR EFFORT
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Students know what is expected.
Fair and credible evaluations are used.
Curriculum is geared to standards.
Student responsibility for work is
emphasized.
Results are fixed, time varies.
Recognition of accomplishment is
utilized.
Providing Recognition
Providing recognition for
attainment of specific goals not
only enhances achievement, but it
stimulates motivation
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.
Abstract symbolic recognition is more
effective than tangible rewards.
Recommendations for
Classroom Practice
Establish a rationale for
reinforcing effort and providing
recognition
Follow guidelines for effective
and ineffective praise.
Link effort to achievement
Use the pause, prompt, and praise
technique
CHECKING FOR
UNDERSTANDING
Base Group ACTIVITY
Read the four examples of providing
recognition in the classroom.
In your group, evaluate each example
according to the Guidelines for Praise.
Determine if recognition is Effective or
Ineffective
Cite the specific criteria and explain your
thinking.
Teacher Recognition
Example 1: Dana was unable to make any connections
among the elements using a table of characteristics. Mr.
Mulder suggests she focus on one characteristic and look
for connections. When he returns later, Dana explains how
she had figured out a way to group the elements according
to boiling point. Mr. Mulder congratulates her on on
finding a valid connection.
Example 2: Mr. Mulder circulates as students are
working in small groups. He pauses at Station 1 and
comments, “Nice work on your calculations.” At
Station 2, he says, “Nice work on your graphs.” At
Station 3, he says, “Nice work on your calculations.
Teacher Recognition
Example 3: “You really did a good job working
through all of the steps and checking your answers
for this problem. I know you’ve had difficulties
with multi-step calculations before and sometimes
settled for getting any answer down on paper, even
if it wasn’t correct. Your determination with third
task really showed.”
Example 4: “Good job. Jackson. Keep it up.”
SNOWBALL ACTIVITY
On a post-it note answer this question.
Why are Reinforcing Effort and Providing
Recognition included in the nine
categories of Instructional Strategies
proven to increase student
achievement?
The Essential Nine
Categories Of Instructional Strategies
That Affect Student Achievement
Category
Percentile
Gain
Homework and practice
29
Nonlinguistic representations
28
Cooperative learning
27
Homework
Rationale
 Why
homework?
- Students are in school a short time
- Homework extends learning beyond
the school day
 Asset
or Liability?
- It depends on how it is used
Homework
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Take 3-4 minutes to answer these
questions on the handout provided.
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What are the purposes of homework?
What kind of homework do you assign your
students?
What makes homework effective, and how do
you know it has been?
What questions do you have about using
homework?
Find your 2:00 partner and share
Homework and Practice
Research
Both homework and practice give
students opportunities to deepen their
understanding and proficiency with
content they are learning.
Homework
Considerations/Recommendations
-Amount
10 X the # of the grade as a guideline
-Parent involvement
Parents as facilitators
-Homework policy
Feasible & defensible expectations
-Purpose
Without one, it’s “busy work”
-Assignment sheets
Clarify what they are doing and why
-Feedback (be specific)
Can improve student achievement
Practice
Research
 Students need to practice skills and
processes before they can use them
effectively.
 Goal is for learning a skill, not
learning information.
Practice
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Recommendations
For Classroom Practice
Determine which skills are worth
practicing.
Schedule massed and distributed
practice.
Help students shape a skill or
process (explicit instruction and
modeling)
Non Linguistic Representations
Research
-Teachers typically present new
knowledge to students linguistically.
-Engaging students in the creation of
nonlinguistic representation actually
stimulates and increases activity in
the brain.
Non Linguistic Representations
Recommendations
For Classroom Practice
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Graphic organizers
 Pictographic representations
 Mental images
 Physical models
Graphic Organizers
Use Graphic Organizers to:
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Activate current knowledge
Present information
Take notes
Summarize information
Assess student learning
Graphic Organizers
 Graphic
organizers make thinking
visible.
 Different graphic organizers
represent different kinds of thinking.
 Students must be taught how to use
graphic organizers.
 The goal is for students to be able to
select the appropriate graphic
organizer.
Graphic Organizers
Give One—Get One
 Take two post-it notes, on each
one, write one way that you have
used graphic organizers in your
classroom.
 Share
and exchange ideas with
other participants.
Cooperative Learning
Research
Organizing students into cooperative
groups yields a positive effect on
overall learning if approach is
systematic and consistent.
Cooperative Learning
Recommendations
For Classroom Use
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Teach students the elements of
cooperative learning
Vary grouping criteria
(informal, formal and base)
Manage group size
(3-5 students)
Cooperative Learning
Pair Square
Locate your Louvre Museum
partner, find another team.
 What
activity did we do today that is
an example of cooperative learning?
 What
are some ways you group
students other than skill level?
The Essential Nine
Category
Percentile
Gain
Setting objectives and providing
23
feedback
Generating and testing
hypotheses
23
Questions, cues and advance
organizers
23
Setting Objectives
and Providing Feedback
Research
Students learn more efficiently when
they know the goals and objectives of
a specific lesson or learning activity.
Setting Objectives
 What
do students need to know and
be able to do?
 How do I know they got it?
 What do I do when they don’t?
 What do I do when they do?
Setting Objectives
 Mastery
Objectives
 Language
 Written
Objectives
in Kid-Friendly Language
Setting Objectives
Recommendations
For Classroom Practice
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Set “standards-based” goals for a unit
and encourage students to set personal
learning goals on how they’ll achieve
them.
Communicate learning objectives to
parents so they can provide appropriate
support to students.
Setting Personal Learning Goals
GOAL: To become a better writer
MORE CONCRETE:
 I want to write more effective
introductions with clear, concise
thesis statements.
 I want to use good paragraph form in
my writing.
Providing Feedback
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Recommendations
For Classroom Practice
Use various methods of assessment.
Feedback should be corrective in nature.
Give timely feedback.
Feedback should be specific to criterion.
Self-assessment tools may be used to
gauge progress.
Providing Feedback
“Academic feedback is more
strongly and consistently related to
achievement than any other
teaching behavior. This
relationship is consistent
regardless of grade, socioeconomic
status, race or school setting.”
Bellon, Jerry J. Teaching from a Research
Knowledge Base. 1992
Providing Feedback
Find your Anagram Partner and share.
Why are rubrics an excellent way to give
students specific feedback?
Generating and Testing
Hypotheses
Research
Generating and testing hypotheses
involves the application of
knowledge, which enhances learning.
Generating and Testing
Hypotheses
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Examples of Strategies
Systems Analysis
Problem Solving
Historical Investigation
Invention
Experimental Inquiry
Decision Making
Generating and Testing
Hypotheses
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Recommendations
For Classroom Practice
Give students a model for the strategy
Use familiar content to teach the strategy
Make graphic organizers available
Provide guided practice
Have students explain their hypotheses
and conclusions
Cues, Questions, and
Advance Organizers
Research
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Cues
Explicit reminders about what a student is
about to experience
 Questions
Help students analyze what they already
know
 Advance Organizers
Help students retrieve what they know
about a topic and focus on the new
information
Cues, Questions, and
Advance Organizers
Recommendations
For Classroom Practice
Cues
 Telling students the topic of an
article they are about to read
 Reminding students to look for new
information when reading
Cues, Questions, and
Advance Organizers
Recommendations
For Classroom Practice
Questions
 Higher-level questions require
students to analyze information and
apply what they know
Cues, Questions, and Advance
Organizers
Research shows that…
1/3 of class interactions are questions
Primary grades: 150 per hour
Elementary/high: several hundred per
day
(Gage/Berliner)
Cues, Questions, and Advance
Organizers
Research shows that…
(Flanders)
RULE OF 2/3
2/3
2/3
2/3
2/3
of class time is verbal
of that time is questions
are asked by teacher
are answered by teacher
Advance Organizers
 Advance
organizers are
organizational frameworks teachers
present to students prior to teaching
new content to prepare them for what
they are about to learn.
 Advance organizers focus on
essential information and get
students ready to use the information.
Advance Organizers
Recommendations
For Classroom Practice
 SQRRR (survey, question, read, recite, review)
 Narrative
advance organizers (tell a
story to make personal connections)
 Expository
 Skim a text
 Use graphic organizers
Advance Organizers
Find your Merovingian King
partner and share:
 Review
SQ3R method.
What are some ways you
could implement this in your
classroom?
Review of Objectives
 examine
research-based
instructional strategies that affect
student achievement
 identify various methods for
teaching these strategies
 determine which strategies you
will incorporate in your classroom
practice.
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.