Transcript Marzano Instructional Strategies

Marzano Instructional
Strategies
Research-Based Instruction
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Robert Marzano, Debra Pickering, and Jane
Pollock reviewed hundreds of studies on
instructional practices that have proven to
effect student achievement.
Beginning with the method statistically
proven to be most effective, each method will
be described.
Identifying Similarities and
Differences
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Presenting students with explicit guidance in
identifying similarities and differences
enhances students’ understanding of and
ability to use knowledge.
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Asking students to independently identify
similarities and differences enhances
students’ understanding of and ability to use
knowledge.
Identifying Similarities and
Differences
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Representing similarities and differences in
graphic or symbolic form enhances students’
understanding of and ability to use
knowledge.
Identification of similarities and differences
can be accomplished in a variety of ways.
The identification of similarities and
differences is a highly engaging activity.
Suggested Teaching Strategies
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COMPARING—the
process of
identifying
similarities and
differences between
or among things or
ideas
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CLASSIFYING—the
process of grouping
things that are alike
into categories on
the basis of their
characteristics
Suggested Teaching Strategies
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CREATING
METAPHORS—
identifying a general
or basic pattern in a
specific topic and
then finding another
topic that appears to
be different but has
the same pattern
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CREATING
ANALOGIES—
identifying
relationships
between pairs of
concepts, identifying
relationships
between
relationships
Summarizing and Note Taking
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To effectively summarize, students must
delete some information, substitute
some information, and keep some
information.
To effectively delete, substitute, and
keep information, students must
analyze the information thoroughly.
Summarizing and Note Taking
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Being aware of the explicit structure of
information is an aid to summarizing
information.
Provide opportunities for students to
summarize key content.
Summarizing and Note Taking
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Teach students how to process
information for their own note taking.
Use summary frames and other
organizers to assist students who learn
visually.
Reinforcing Effort and
Providing Recognition
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Not all students realize the importance
of believing in effort.
Students can learn to change their
beliefs to an emphasis on effort.
Rewards do not necessarily have a
negative effect on intrinsic motivation.
Reinforcing Effort and
Providing Recognition
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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.
Homework and Practice
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The amount of homework assigned to
students should be different from
elementary to middle school to high
school.
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About 10 minutes per grade level
Parent involvement in homework should
be kept to a minimum.
Homework and Practice
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The purpose of homework should be
identified and articulated.
If homework is assigned, it should be
commented on.
Establish and communicate a homework
policy.
Homework and Practice
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Design homework assignments that
clearly articulate the purpose and
outcome.
Vary the approaches to providing
feedback on homework assignments.
Nonlinguistic Representations
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A variety of activities to produce
nonlinguistic representations should be
used.
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Creating graphic representations
Making physical models
Generating mental pictures
Drawing pictures and pictographs
Engaging in kinesthetic activities
Nonlinguistic Representations
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Nonlinguistic representations
should elaborate on the preexisting knowledge or the newly
introduced knowledge.
Cooperative Learning
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Organizing groups based on ability
should be done sparingly.
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Students of low ability perform worse when
they are placed in homogeneous groups.
Students of high ability perform only
marginally better when homogeneously
grouped.
Middle ability students benefit most.
Cooperative Learning
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Cooperative groups should be kept
small in size—3 or 4 members.
Cooperative learning should be applied
consistently and systematically, but not
overused.
Cooperative Learning
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Tasks given to cooperative groups
should be well structured.
If students do not have sufficient time
to practice skills independently,
cooperative learning is being overused.
Setting Objectives and
Providing Feedback
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Instructional goals narrow what
students focus on.
Instructional goals should not be too
specific.
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Goals stated in behavioral objective format
are not as effective as goals stated in more
general formats.
Setting Objectives and
Providing Feedback
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Students should be encouraged to
personalize the teacher’s goals,
adapting them to their personal needs
and desires.
Setting Objectives and
Providing Feedback
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Feedback should be corrective in nature.
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The best feedback shows students what is
accurate and what is not.
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Asking students to keep working on a task
until they succeed appears to enhance
student achievement.
Setting Objectives and
Providing Feedback
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Feedback should be timely.
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The larger the delay in giving feedback, the
less improvement one will see.
Feedback should be specific to a
criterion, telling students where they
stand relative to a specific target of
knowledge or skill.
Setting Objectives and
Providing Feedback
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Students can effectively provide some
of their own feedback.
In fact, non-authoritative feedback
produces the most gain.
Generating and Testing
Hypotheses
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Hypotheses generation and testing can
be approached in a more inductive or
deductive manner.
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Inductive—use general rules to make
prediction about specific event.
Deductive—specific pieces of information
lead to general conclusion.
Generating and Testing
Hypotheses
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Teachers should ask students
to clearly explain their
hypotheses and their
conclusions.
Generating and Testing
Hypotheses
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Appropriate teaching strategies include:
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Systems analysis
Problem solving opportunities
Historical investigations
Invention
Experimental inquiry
Use of decision making
Cues, Questions, and Advance
Organizers
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Cues, questions, and advanced organizers
should focus on what is important as opposed
to what is unusual.
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“Higher level” questions or advanced
organizers produce deeper learning than
“lower level” questions or advanced
organizers.
Cues, Questions, and Advance
Organizers
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“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.
Cues, Questions, and Advance
Organizers
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Advance organizers are most
useful with information that
is not well organized.
References
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“Marzano Instructional Strategies”