Marzanos Instructional Strategies Mitchell New Teacher Cohort January

Marzano’s Instructional Strategies Mitchell New Teacher Cohort January 2008

Categories of Instructional Strategies that Affect Student Achievement Category Ave. Effect Size (ES) Percentile Gain No. of ESs Standard Deviation (SD) Identifying similarities and differences 1. 61 45 31 Summarizing and note taking 1. 00 34 179 . 50 Reinforcing effort and providing recognition . 80 29 21 . 35 Homework and practice . 77 28 134 . 36 Nonlinguistic representations . 75 27 246 . 40 Cooperative learning . 73 27 122 . 40 Setting objectives and providing feedback . 61 23 408 . 28 Generating and testing hypotheses . 61 23 63 . 79 Questions, cues, and advance organizers . 59 22 1, 251 . 26 “Classroom Instruction that Works”, Marzano, Pickering and Pollock

What does this mean? 1. 0 Standard Deviation • 35 percentile points • 2 -4 grade equivalents • 100 SAT score points • 5 ACT composite score points • TIMMS would move from middle to the top five Black and Wiliam (1998)

Identifying Similarities & Differences Nonlinguistic Representation

Expectations Key Understandings • The “Core” to all learning (Robert Marzano, 2001) • Highly Robust • engaging students in the learning process • Leads to deeper student understanding • Restructure understanding of content • Make new connections with things they already know • Clear up misunderstandings • Research indicates that there are four different forms of this activity that are highly effective.

The Big Picture: • The brain works by building connections and associations • The brain remembers more easily things that are unusual

How can we use this strategy to improve student achievement? • Model – presenting explicit guidance in identifying similarities and differences • Guided & Independent practice – Stimulates divergent thinking • Reflection - Represent similarities and differences in graphic or symbolic form – Nonlinguistic Representation

Additional Classroom Keys • Multiple Exposure is KEY to deep understanding, to remembering, & to using information • Shift in modalities • Attention span = 1 minute per 1 year of age? ? ? • 20 minutes (max. amount of attention span) • Don’t change topics – change HOW you work with the topic • Reflection – 20/2/20 rule • Re-explain & relate to prior knowledge within 20 minutes • Review & apply within 2 days • Reflect & re-apply within 20 days

4 • • highly effective “forms” to identify similarities and differences Comparing Classifying Creating metaphors Creating analogies

SD Content Standards

SD Content Standards Non Linguistic Representations

For example, Recognize and compare the following plane and solid geometric figures: square, rectangle, triangle, . . . SD Standard: 3. G. 1. 1 (Comprehension) Comparing • The identification of important characteristics is the key to effective comparison. • It is these characteristics that are then used as the basis to identify similarities and differences. -Marzano, 2001

Graphic Organizers for Comparing Characteristics Items to be compared #1 #2 #3 Similarities Differences Venn Diagram Similarities Differences Comparison Matrix -most useful when comparing only two items -more useful to provide a greater number of details

For example, Invertebrates Classifying animals without a backbone or spinal column Vertebrates • The process of grouping things that are alike into categories on the basis of their characteristics. • It is critical to identify the rules that govern class or category membership. -Marzano, 2001 animals with a backbone or spinal column

Graphic Organizers for Classification http: //sddial. k 12. sd. us/esa/doc/teachers/technology/Classification Table. doc Place Categories in column headings -most useful when all categories are equal in generality -more useful when all categories are not equal in generality

Creating Metaphors For example, Love is a rose. • The two items in a metaphor are connected by an abstract or non-literal relationship. -Marzano, 2001

Graphic Organizer for Metaphors Element 1 Literal Pattern 1 Abstract Literal Pattern 2 It depicts that two elements have somewhat different literal patterns, but they share a common abstract pattern. Element 2

Examples, Carpenter is to hammer as painter is to brush. Hot is to cold as night is to day. Oxygen is to humans as carbon dioxide is to plants. Core is to earth as nucleus is to atom. Creating Analogies • Analogies help us to see how seemingly dissimilar things are similar. • They increase our understanding of new information (most complex). -Marzano, 2001

Graphic Organizers for Analogies Is to Relationship Is to

Create Digital Graphic Organizers • Build charts & diagrams with software – – – Word Publisher Power. Point Inspiration Excel

Virtual Tools • Bubbl. us – http: //www. bubbl. us • Visual Ranking Tool – http: //www. intel. com/education/visualranking/index. htm • Seeing Reason Tool – http: //www. intel. com/education/seeingreason/index. htm • Online science/math simulations, games, etc. – http: //www. gresswell. vic. edu. au/students/games. htm

Performance Task • Teachers will design, implement, collect evidence, and reflect upon a lesson that utilizes the strategy “Identifying Similarities and Differences”. • Assignment for next time – Design & implement – Collect evidence (student work) – Bring that evidence

ESA 3 Teacher Resources • Technology Resources for Marzano’s Instructional Strategies – http: //sddial. k 12. sd. us/esa/doc/teachers/tech_marzano. htm