marzano’s essential 9 high leverage instructional strategies

Marzano’s Essential 9Marzano’s Essential 9High Leverage High Leverage

Instructional StrategiesInstructional Strategies

ObjectivesObjectives

By the end of the session you will...By the end of the session you will... examine research-based instructional examine research-based instructional

strategies that affect student strategies that affect student achievementachievement

identify various methods for teaching identify various methods for teaching these strategiesthese strategies

determine which strategies you will determine which strategies you will incorporate in your classroom incorporate in your classroom practice. practice.

ResearchResearch

Robert Marzano, Debra Pickering, Robert Marzano, Debra Pickering, Jane PollockJane Pollock

From books, From books, Classroom Instruction Classroom Instruction That Works & The Handbook for That Works & The Handbook for Classroom Instruction that WorksClassroom Instruction that Works

Identified nine instructional strategies Identified nine instructional strategies that are most likely to improve student that are most likely to improve student achievement across all content areas achievement across all content areas and across all grade levelsand across all grade levels

Clock BuddiesClock BuddiesSign 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 NineThe Essential NineCategories Of Instructional StrategiesCategories Of Instructional Strategies

That Affect Student AchievementThat Affect Student Achievement

CategoryCategory PercentilePercentile

GainGain

Identifying similarities and Identifying similarities and differencesdifferences

4545

Summarizing and note takingSummarizing and note taking 3434

Reinforcing effort and providing Reinforcing effort and providing recognitionrecognition

2929

Similarities and DifferencesSimilarities and Differences

ResearchResearch

The ability to break a concept into its The ability to break a concept into its similar and dissimilar characteristics similar and dissimilar characteristics allows students to understand (and allows students to understand (and often solve) complex problems by often solve) complex problems by analyzing them in a more simple way.analyzing them in a more simple way.

SynecticsSynectics

Find your 4:00 partner. Find another Find your 4:00 partner. Find another pair, finish the following statementpair, finish the following statement..

Going back to school after WinterGoing back to school after Winter

vacation is like ______________ vacation is like ______________

because _________________ .because _________________ .

Identifying Similarities Identifying Similarities and Differencesand Differences

Variety of WaysVariety of Ways-Comparing-Comparing

similarities and differencessimilarities and differences-Classifying-Classifying

grouping things that are alikegrouping things that are alike-Metaphors-Metaphors

comparing two unlike thingscomparing two unlike things-Analogies-Analogies

identifying relationships between pairs of identifying relationships between pairs of conceptsconcepts

Identifying Similarities and Identifying Similarities and DifferencesDifferences

Recommendations Recommendations

For Classroom PracticeFor Classroom Practice

Give students a model for the process.Give students a model for the process. Use familiar content to teach steps.Use familiar content to teach steps. Give students graphic organizers.Give students graphic organizers. Guide students as needed.Guide students as needed.

Summarizing and Note TakingSummarizing and Note Taking

ResearchResearchHigh leverage strategies because they:High leverage strategies because they: - encourage powerful learning- encourage powerful learning

- lead to deeper understanding- lead to deeper understanding- endure long-term recall- endure long-term recall

Verbatim note taking is the leastVerbatim note taking is the leasteffective way to take notes.effective way to take notes.

SummarizingSummarizing


for Classroom Practicefor Classroom Practice

Use summary framesUse summary frames Use a rule-based summary strategyUse a rule-based summary strategy

(a set of rules students can follow to (a set of rules students can follow to summarize text)summarize text)

SummarizingSummarizing

Use the Triad Summarizing format to Use the Triad Summarizing format to summarize the article “Moving With the summarize the article “Moving With the Brain in Mind”Brain in Mind”

Large Group ShareLarge Group Share

Note TakingNote Taking

ResearchResearch

Note taking and summarizing are Note taking and summarizing are closely related. Both require closely related. Both require students to identify what is most students to identify what is most important about the knowledge they important about the knowledge they are learning and then state that are learning and then state that knowledge in their own words.knowledge in their own words.


RecommendationsRecommendations


1.1. Teach students a variety of note- Teach students a variety of note- taking formats.taking formats.

2.2. Give students teacher-prepared Give students teacher-prepared notes.notes.

3.3. Remind students to review theirRemind students to review their

notes.notes.


Although note taking is one of the Although note taking is one of the most useful study skills a student can most useful study skills a student can cultivate, often teachers do not cultivate, often teachers do not explicitly teach note taking strategies explicitly teach note taking strategies in the classroom.in the classroom.

Note TakingNote TakingCornell NotesCornell Notes

Find yourFind your 10:0010:00 partner and share.partner and share.

What elements of the Cornell note format What elements of the Cornell note format make this type of note taking effective for make this type of note taking effective for students?students?

How could this format be adapted for use How could this format be adapted for use with younger students?with younger students?

Reinforcing Effort Reinforcing Effort

Believing in effort can serve as a powerful motivational tool that students can apply to any situation

Reflecting on Current Reflecting on Current Beliefs and PracticesBeliefs and Practices

Think, Pair, ShareThink, Pair, Share - - Turn to your neighbor and Turn to your neighbor and discuss…discuss…

How do you reinforce students’ effort in your How do you reinforce students’ effort in your classroom?classroom?

What is the purpose for reinforcing effort in the What is the purpose for reinforcing effort in the classroom?classroom?

What makes reinforcing effort effective or What makes reinforcing effort effective or ineffective?ineffective?

What questions do you have about reinforcing What questions do you have about reinforcing effort?effort?

RESEARCHRESEARCH

People generally attribute success at any People generally attribute success at any given task to one of four causesgiven task to one of four causes::

Effort

Other people

Ability

Luck

Three of these four beliefs ultimately inhibit achievement – (Covington 1983,1985)

Generalizations from ResearchGeneralizations from Research

Not all students realize the importance of believing in effort.

Urdan,Midgley, & Anderman 1998

Implication is that teachers should explain and exemplify the “effort belief” to students.

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

Generalizations from ResearchStudents can learn to change their beliefs to an emphasis on effort

Recommendations for Recommendations for Classroom PracticeClassroom Practice

•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.

Students need to be taught that effort can improve achievement.

Recommendations for Recommendations for Classroom PracticeClassroom 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 EffortReinforcing Effort

Students know what is expected.Students know what is expected. Fair and credible evaluations are used.Fair and credible evaluations are used. Curriculum is geared to standards.Curriculum is geared to standards. Student responsibility for work is Student responsibility for work is

emphasized.emphasized. Results are fixed, time varies.Results are fixed, time varies. Recognition of accomplishment is utilized.Recognition of accomplishment is utilized.

ORGANIZING CLASSROOMS FOR EFFORT

Providing RecognitionProviding Recognition

Providing recognition for attainment of specific goals not only enhances achievement, but it stimulates motivation

RESEARCHRESEARCH

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 recognitionFollow guidelines for effective and ineffective praise.

Link effort to achievement

Use the pause, prompt, and praise technique

CHECKING FOR CHECKING FOR UNDERSTANDINGUNDERSTANDING

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.

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.

Teacher Recognition

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

Why are Reinforcing Effort and Providing Recognition included in the nine categories of Instructional Strategies proven to increase student achievement?

On a post-it note answer this question.

The Essential NineThe Essential NineCategories Of Instructional StrategiesCategories Of Instructional Strategies

That Affect Student AchievementThat Affect Student Achievement

CategoryCategory PercentilePercentile

GainGain

2929

2828

2727

Homework and practice

Nonlinguistic representations

Cooperative learning

HomeworkHomework

RationaleRationale

Why homework?Why homework?- Students are in school a short time- Students are in school a short time- Homework extends learning beyond - Homework extends learning beyond

the school daythe school day

Asset or Liability?Asset or Liability? - It depends on how it is used- It depends on how it is used

HomeworkHomework

Take 3-4 minutes to answer these Take 3-4 minutes to answer these questions on the handout provided.questions on the handout provided. What are the purposes of homework?What are the purposes of homework? What kind of homework do you assign your What kind of homework do you assign your

students?students? What makes homework effective, and how do What makes homework effective, and how do

you know it has been?you know it has been? What questions do you have about using What questions do you have about using

homework?homework?

Find your 2:00 partner and shareFind your 2:00 partner and share

Homework and PracticeHomework and Practice

ResearchResearch

Both homework and practice give Both homework and practice give students opportunities to deepen their students opportunities to deepen their understanding and proficiency with understanding and proficiency with content they are learning.content they are learning.

HomeworkHomeworkConsiderations/RecommendationsConsiderations/Recommendations

--AmountAmount 10 X the # of the grade as a guideline10 X the # of the grade as a guideline

--Parent involvementParent involvement Parents as facilitators Parents as facilitators

--Homework policyHomework policy Feasible & defensible expectationsFeasible & defensible expectations

--PurposePurposeWithout one, it’s “busy work”Without one, it’s “busy work”

--Assignment sheetsAssignment sheetsClarify what they are doing and whyClarify what they are doing and why

--Feedback (be specific)Feedback (be specific)Can improve student achievementCan improve student achievement

PracticePractice ResearchResearch Students need to practice skills and Students need to practice skills and

processes before they can use them processes before they can use them effectively.effectively.

Goal is for learning a skill, not Goal is for learning a skill, not learning information.learning information.

PracticePractice

RecommendationsRecommendationsFor Classroom PracticeFor Classroom Practice

Determine which skills are worth Determine which skills are worth practicing.practicing.

Schedule massed and distributed Schedule massed and distributed practice.practice.

Help students shape a skill or Help students shape a skill or process (explicit instruction and process (explicit instruction and modeling)modeling)

Non Linguistic RepresentationsNon Linguistic Representations

ResearchResearch

-Teachers typically present new -Teachers typically present new

knowledge to students linguistically.knowledge to students linguistically.

-Engaging students in the creation of -Engaging students in the creation of

nonlinguistic representation actually nonlinguistic representation actually

stimulates and increases activity in stimulates and increases activity in

the brain.the brain.

Non Linguistic RepresentationsNon Linguistic Representations

Recommendations Recommendations For Classroom PracticeFor Classroom Practice

Graphic organizersGraphic organizers Pictographic representationsPictographic representations Mental imagesMental images Physical modelsPhysical models

Graphic OrganizersGraphic Organizers

Use Graphic Organizers to:Use Graphic Organizers to:

Activate current knowledgeActivate current knowledge Present informationPresent information Take notesTake notes Summarize informationSummarize information Assess student learningAssess student learning


Graphic organizers make thinking Graphic organizers make thinking visible.visible.

Different graphic organizers Different graphic organizers represent different kinds of thinking.represent different kinds of thinking.

Students must be taught how to use Students must be taught how to use graphic organizers.graphic organizers.

The goal is for students to be able to The goal is for students to be able to select the appropriate graphic select the appropriate graphic organizer.organizer.


Give One—Get OneGive One—Get One Take two post-it notes, on each Take two post-it notes, on each

one, write one way that you have one, write one way that you have used graphic organizers in your used graphic organizers in your classroom.classroom.

Share and exchange ideas with Share and exchange ideas with other participants. other participants.

Cooperative LearningCooperative Learning

ResearchResearch

Organizing students into cooperative Organizing students into cooperative groups yields a positive effect on groups yields a positive effect on overall learning if approach is overall learning if approach is systematic and consistent.systematic and consistent.

Cooperative LearningCooperative Learning

RecommendationsRecommendationsFor Classroom UseFor Classroom Use

• Teach students the elements of Teach students the elements of cooperative learningcooperative learning

• Vary grouping criteriaVary grouping criteria(informal, formal and base)(informal, formal and base)

• Manage group sizeManage group size (3-5 students)(3-5 students)

Cooperative LearningCooperative Learning Pair SquarePair Square

Locate your Locate your Louvre MuseumLouvre Museum partner, find another team.partner, find another team.

What activity did we do today that is What activity did we do today that is an example of cooperative learning?an example of cooperative learning?

What are some ways you group What are some ways you group students other than skill level?students other than skill level?

The Essential NineThe Essential NineCategoryCategory PercentilePercentile

GainGain

Setting objectives and providing Setting objectives and providing feedbackfeedback

2323

Generating and testing Generating and testing hypotheseshypotheses

2323

Questions, cues and advance Questions, cues and advance organizersorganizers

2323

Setting ObjectivesSetting Objectivesand Providing Feedbackand Providing Feedback

ResearchResearch

Students learn more efficiently when Students learn more efficiently when they know the goals and objectives of they know the goals and objectives of a specific lesson or learning activity.a specific lesson or learning activity.

Setting ObjectivesSetting Objectives

What do students need to know and What do students need to know and be able to do?be able to do?

How do I know they got it?How do I know they got it? What do I do when they don’t?What do I do when they don’t? What do I do when they do?What do I do when they do?


Mastery ObjectivesMastery Objectives

Language ObjectivesLanguage Objectives

Written in Kid-Friendly LanguageWritten in Kid-Friendly Language



For Classroom PracticeFor Classroom Practice Set “standards-based” goals for a unit Set “standards-based” goals for a unit

and encourage students to set personal and encourage students to set personal learning goals on how they’ll achieve learning goals on how they’ll achieve them.them.

Communicate learning objectives to Communicate learning objectives to parents so they can provide appropriate parents so they can provide appropriate support to studentssupport to students..

Setting Personal Learning GoalsSetting Personal Learning GoalsGOAL:GOAL: To become a better writer To become a better writer

MORE CONCRETE:MORE CONCRETE: I want to write more effective I want to write more effective

introductions with clear, concise introductions with clear, concise thesis statements.thesis statements.

I want to use good paragraph form in I want to use good paragraph form in my writing.my writing.

Providing FeedbackProviding Feedback


For Classroom PracticeFor Classroom Practice Use various methods of assessment.Use various methods of assessment. Feedback should be corrective in nature.Feedback should be corrective in nature. Give timely feedback.Give timely feedback. Feedback should be specific to criterion.Feedback should be specific to criterion. Self-assessment tools may be used to Self-assessment tools may be used to

gauge progress.gauge progress.


“ “Academic feedback is more strongly Academic feedback is more strongly and consistently related to and consistently related to achievement than any other achievement than any other teaching behavior. This relationship teaching behavior. This relationship is consistent regardless of grade, is consistent regardless of grade, socioeconomic status, race or socioeconomic status, race or school setting.”school setting.”

Bellon, Jerry J. Bellon, Jerry J. Teaching from a Research Teaching from a Research Knowledge BaseKnowledge Base. 1992. 1992


Find your Anagram Partner and share.Find your Anagram Partner and share.

Why are rubrics an excellent way to give Why are rubrics an excellent way to give students specific feedback?students specific feedback?

Generating and Testing Generating and Testing HypothesesHypotheses

ResearchResearch

Generating and testing hypotheses Generating and testing hypotheses involves the application of involves the application of knowledge, which enhances learning.knowledge, which enhances learning.


Examples of StrategiesExamples of Strategies Systems AnalysisSystems Analysis Problem Solving Problem Solving Historical InvestigationHistorical Investigation InventionInvention Experimental InquiryExperimental Inquiry Decision MakingDecision Making



For Classroom PracticeFor Classroom Practice Give students a model for the strategyGive students a model for the strategy Use familiar content to teach the strategyUse familiar content to teach the strategy Make graphic organizers availableMake graphic organizers available Provide guided practice Provide guided practice Have students explain their hypotheses Have students explain their hypotheses

and conclusionsand conclusions

Cues, Questions, and Cues, Questions, and Advance OrganizersAdvance Organizers

ResearchResearch CuesCues

Explicit reminders about what a student is Explicit reminders about what a student is about to experienceabout to experience

Questions Questions Help students analyze what they already Help students analyze what they already know know

Advance OrganizersAdvance OrganizersHelp students retrieve what they know Help students retrieve what they know about a topic and focus on the new about a topic and focus on the new informationinformation




CuesCues Telling students the topic of an Telling students the topic of an

article they are about to readarticle they are about to read Reminding students to look for new Reminding students to look for new

information when readinginformation when reading




QuestionsQuestions Higher-level questions require Higher-level questions require

students to analyze information and students to analyze information and apply what they knowapply what they know

Cues, Questions, and Advance Cues, Questions, and Advance OrganizersOrganizers

Research shows that…Research shows that…

1/3 of class interactions are questions1/3 of class interactions are questions

Primary grades: 150 per hourPrimary grades: 150 per hour

Elementary/high: several hundred per Elementary/high: several hundred per dayday

(Gage/Berliner)(Gage/Berliner)

Cues, Questions, and Advance Cues, Questions, and Advance OrganizersOrganizers

Research shows that…Research shows that…

(Flanders)(Flanders)RULE OF 2/3RULE OF 2/3

2/32/3 of class time is verbal of class time is verbal

2/32/3 of that time is questions of that time is questions

2/3 2/3 are asked by teacher are asked by teacher

2/32/3 are answered by teacher are answered by teacher

Advance OrganizersAdvance Organizers Advance organizers are organizational Advance organizers are organizational

frameworks teachers present to frameworks teachers present to students prior to teaching new content students prior to teaching new content to prepare them for what they are to prepare them for what they are about to learn.about to learn.

Advance organizers focus on Advance organizers focus on essential information and get students essential information and get students ready to use the information.ready to use the information.

Advance OrganizersAdvance Organizers


For Classroom PracticeFor Classroom Practice SQRRR (SQRRR (survey, question, read, recite, review)survey, question, read, recite, review)

Narrative advance organizers (tell a Narrative advance organizers (tell a story to make personal connections)story to make personal connections)

ExpositoryExpository Skim a text Skim a text Use graphic organizersUse graphic organizers

Advance OrganizersAdvance Organizers

Find your Merovingian King Find your Merovingian King partner and share:partner and share:

Review SQ3R method. Review SQ3R method. What are some ways you What are some ways you could implement this in your could implement this in your classroom?classroom?

Review of ObjectivesReview of Objectives

examine research-based examine research-based instructional strategies that affect instructional strategies that affect student achievementstudent achievement

identify various methods for identify various methods for teaching these strategiesteaching these strategies

determine which strategies you determine which strategies you will incorporate in your classroom will incorporate in your classroom practice. practice.

Shaping Up ReviewShaping Up Review

One thing that you loved

learning about today

One all encompassing statement that summarizes

today’s session.

Three most important facts

from today’s session.

Four things that are important concepts from

today’s session – one in each

corner.

marzano’s essential 9 high leverage instructional strategies

Documents

text slide

research note

variety of note

guide students

summarizing recommendations

differences recommendations

classroom instruction

mind large group share