Instructional Strategies by LevelsThe New Art and Science of Teaching by Robert Marzano

Visible Learning, Literacy, Math, and Teaching by John Hattie

Type of Learning

Definition Instructional Strategies in Math

Instructional Strategies in

Literacy

Marzano Strategies

Surface Learning/

Direct Instruction

Approaching Mastery

(2.0)

Build initial understanding of

concepts, skills, and vocabulary on a

topic.

Vocabulary instruction Number talks Word walls and graphic

organizers Worked examples Direct instruction Manipulatives Spaced practice Feedback Math talk and metacognition

Vocabulary instruction Leveraging prior knowledge Direct instruction Wide reading Repeated reading Collaborative learning Summarizing, annotating,

note-taking Feedback

Chunking content (pre-assessment, small bites, time to process)

Processing content (think-pair-share, collaborative processing)

Recording and representing content

Deep Learning/Practice

Mastery(3.0)

Deepen understanding by

making connections. This

occurs through collaborative

discussions using academic language. Students move to

deep learning when they plan,

investigate, and elaborate

Math norms: 1) Explain and justify solutions 2) make sense of solutions 3) say when you don’t understand or agree

Accountable talk Language frames Rich Mathematical tasks that

support deep learning Small and whole group

collaboration and discussion (solve-pair-square, all write, conversation roundtable)

Concept mapping Discussion with class and

peers Questioning Student questioning Close reading Accountable talk Reciprocal teaching Metacognitive strategies Feedback to learner Organizing and

transforming notes

Using deliberate practice sessions (teaching, guided practice, aggressive monitoring)

Examining similarities and differences

Examining errors in reasoning

Transfer Learning/

Knowledge Application

Exceeds Mastery

(4.0)

Students take the reins of their own learning and apply

their thinking to new contexts and

new situations

Mathematical tasks Self-questioning and self-

reflection (self-grading using success criteria)

Classroom discussion using precise language

Reciprocal teaching Problem – Solving Teaching

Synthesizing information across multiple documents

Socratic Seminar Extended Writing Problem-Solving Teaching

(investigate and craft an argument)

Debate (formal discussions) Peer tutoring Identifying similarities and

differences

Engaging students in cognitively complex tasks (problem-solving, decision making tasks, student designed tasks)

Providing resources and guidance

Generating and defending claims

Teacher ClarityFormative Assessment

Teacher-student RelationshipsFeedback

Student Self-Grading

The Balance of Surface, Deep, and Transfer LearningIt is useful when planning for precision teaching to think of the nature of the learning. It is a framing device for making decisions about how and when to engage in certain tasks. In any unit of study, your ongoing continuous assessment will tell you that your learners are in various places in their learning along this path, and will sometimes move back and forth between surface and deep as they build understanding. It is the teacher’s goal to provide interventions and strategies they need at the right time for the right reason.

Number talk - brief, ongoing daily routine that helps students develop computational fluency through the opportunity to share their thinking processes aloud

Worked Example- math problem that has been fully completed to show each step of a mathematician’s arrival at the solution (like an exemplar)

Vocabulary instruction – use of a word wall, direct instruction, or graphic organizer. Options for introducing vocabulary: 1) pre-teaching 2) Just-in-time and 3) formalizing

Spaced Practice - having multiple exposures to an idea over several days to attain learning and spacing the practice of skills over a long period of time

Leveraging prior knowledge – knowing what a student already knows and teaching with intention to build on what the student already knows

Key: Students must collaborate, discuss using academic vocabulary, solve problems, self-reflect and self-grade; and read, write,

and discuss at length.

Students must do this in both subjects.