LanguageLanguageInstruction Instruction that Works:that Works:

Marzano’s Marzano’s Strategies for Strategies for World Language World Language Students and ELLsStudents and ELLs

Presenter: Presenter: Dr. Lori Langer Dr. Lori Langer de Ramírezde Ramírez

lori@miscositas.comlori@miscositas.comwww.MisCositas.comwww.MisCositas.com

Research-Based InstructionResearch-Based InstructionRobert Marzano, Debra Pickering, and Jane Pollock reviewed hundreds of studies on instructional practices that have proven to effect student achievement.

9 Essential Strategies1. Identifying Similarities and Differences2. Summarizing and Note Taking3. Reinforcing Effort and Providing Recognition4. Homework and Practice…5. Nonlinguistic Representations 6. Cooperative Learning7. Setting Objectives and Providing Feedback8. Generating and Testing Hypotheses9. Cues, Questions, & Advance Organizers

Identifying Similarities and DifferencesIdentifying Similarities and Differences

• Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge.

• COMPARING: the process of identifying similarities and differences between or among things or ideas.

Presenting students with explicit guidance in identifying similarities and differences enhances students’ understanding of and ability to use knowledge.

Identifying Similarities and Differences:Venn DiagramsVenn Diagrams

Identifying Similarities and Differences:Comparing with a Comparison Matrix Comparing with a Comparison Matrix

Identifying Similarities and Differences:ClassifyingClassifying

The process of grouping things that are alike into categories on the basis of their characteristics.

Identifying Similarities and Differences:Classifying with a Web FormatClassifying with a Web Format

Summarizing and Note TakingSummarizing and Note Taking

• 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.

• Being aware of the explicit structure of information is an aid to summarizing information.

• Provide opportunities for students to summarize key content.

• Teach students how to process information for their own note taking.

Summarizing and Note Taking:

Use summary frames and other organizers Use summary frames and other organizers to assist students who learn visually.to assist students who learn visually.

Summarizing and Note Taking: Sequencing EventsSequencing Events

Summarizing and Note Taking:

Informal outlines and webbingInformal outlines and webbing

Reinforcing Effort and Providing RecognitionReinforcing Effort and Providing Recognition

• 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:To Sticker or Not To Sticker?To Sticker or Not To Sticker?

• 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.

Reinforcing Effort and Providing Recognition:Electronic portfoliosElectronic portfolios

Reinforcing Effort and Providing Recognition:Gestures and classroom routinesGestures and classroom routines

Reinforcing Effort and Providing Recognition:How to praise a classmateHow to praise a classmate

Homework and PracticeHomework and Practice• The purpose of homework should be identified and

articulated.• Establish and

communicate a homework policy.

• Design homework assignments that clearly articulate the purpose and outcome.

Homework and Practice:Parent involvement in homework Parent involvement in homework

should be kept to a minimumshould be kept to a minimum..

Homework and Practice:

The importance of feedbackThe importance of feedback• If homework is

assigned, it should be commented on.

• Vary the approaches to providing feedback on homework assignments.

Nonlinguistic RepresentationsNonlinguistic Representations

• Nonlinguistic representations should elaborate on the preexisting knowledge or the newly introduced knowledge.

• A variety of activities to produce nonlinguistic representations should be used.

Nonlinguistic Representations: Creating graphic representations Creating graphic representations

Nonlinguistic Representations: Making physical modelsMaking physical models

Nonlinguistic Representations

Drawing pictures and pictographsDrawing pictures and pictographs

Nonlinguistic Representations:Engaging in kinesthetic activitiesEngaging in kinesthetic activities

Cooperative LearningCooperative LearningOrganizing groups based on ability

should be done sparingly. 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:Size and OrganizationSize and Organization

• Cooperative groups should be kept small in size: 3 or 4 members.• Cooperative learning should be applied consistently and systematically, but

not overused.• Tasks given to cooperative groups should be well structured.

Setting Objectives & Providing FeedbackSetting Objectives & Providing Feedback• Feedback should be corrective in nature.• The best feedback shows students what is accurate and what is not.• Asking students to keep working on a task until they succeed appears

to enhance student achievement.

Setting Objectives & Providing Feedback:PersonalizationPersonalization

Students should be encouraged to personalize the teacher’s goals, adapting them to their personal needs and desires.

Setting Objectives and Providing Feedback:

Criterion-basedCriterion-based• Feedback should be specific to

a criterion, telling students where they stand relative to a specific target of knowledge or skill.

• Students can effectively provide some of their own feedback.

Setting Objectives and Providing Feedback:

Time is of the EssenceTime is of the EssenceThe larger the delay in giving feedback, the less improvement one will see.

Generating and Testing HypothesesGenerating and Testing Hypotheses

Hypotheses generation and testing can be approached in a more inductive or deductive manner. Inductive: use

general rules to make prediction about specific event.

Deductive: specific pieces of information lead to general conclusion.

Generating and Testing Hypotheses:

Problem-solving Problem-solving

Generating and Testing Hypotheses:

InventionInvention

Cues, Questions, and Advance OrganizersCues, Questions, and Advance Organizers

• Cues, questions, and advanced organizers should focus on what is important as opposed to what is unusual.

• “Higher level” questions or advanced organizers produce deeper learning than “lower level” questions or advanced organizers.

Cues, Questions, and Advance Organizers:Questions are effective learning tools even Questions are effective learning tools even when asked before a learning experience.when asked before a learning experience.

Cues, Questions, and Advance Organizers:Wait timeWait time

Waiting briefly before accepting responses from students has the effect of increasing

the depth of students’ answers.