Marzano Instructional Strategies

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Marzano Instructional Strategies
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Research-Based Instruction

• 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.

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Identifying Similarities and Differences

• Presenting students with explicit guidance in
  identifying similarities and differences enhances
  students understanding of and ability to use
  knowledge.
• Asking students to independently identify
  similarities and differences enhances students
  understanding of and ability to use knowledge.

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Identifying Similarities and Differences

• 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.

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Suggested Teaching Strategies

• COMPARINGthe process of identifying similarities
  and differences between or among things or ideas

• CLASSIFYINGthe process of grouping things that
  are alike into categories on the basis of their
  characteristics

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Suggested Teaching Strategies

• CREATING METAPHORSidentifying a general or basic
  pattern in a specific topic and then finding
  another topic that appears to be different but
  has the same pattern

• CREATING ANALOGIESidentifying relationships
  between pairs of concepts identifying
  relationships between relationships

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Summarizing 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.

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Summarizing and Note Taking

• Being aware of the explicit structure of
  information is an aid to summarizing information.
• Provide opportunities for students to summarize
  key content.

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Summarizing and Note Taking

• Teach students how to process information for
  their own note taking.
• Use summary frames and other organizers to assist
  students who learn visually.

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Reinforcing 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.

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Reinforcing Effort and Providing Recognition

• 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.

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Homework and Practice

• The amount of homework assigned to students
  should be different from elementary to middle
  school to high school.
• About 10 minutes per grade level
• Parent involvement in homework should be kept to
  a minimum.

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Homework and Practice

• The purpose of homework should be identified and
  articulated.
• If homework is assigned it should be commented
  on.
• Establish and communicate a homework policy.

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Homework and Practice

• Design homework assignments that clearly
  articulate the purpose and outcome.
• Vary the approaches to providing feedback on
  homework assignments.

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Nonlinguistic Representations

• A variety of activities to produce nonlinguistic
  representations should be used.
• Creating graphic representations
• Making physical models
• Generating mental pictures
• Drawing pictures and pictographs
• Engaging in kinesthetic activities

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Nonlinguistic Representations

• Nonlinguistic representations should elaborate on
  the pre-existing knowledge or the newly
  introduced knowledge.

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Cooperative Learning

• Organizing 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.

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Cooperative Learning

• Cooperative groups should be kept small in size3
  or 4 members.
• Cooperative learning should be applied
  consistently and systematically but not
  overused.

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Cooperative Learning

• 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.

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Setting Objectives and Providing Feedback

• Instructional goals narrow what students focus
  on.
• Instructional goals should not be too specific.
• Goals stated in behavioral objective format are
  not as effective as goals stated in more general
  formats.

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Setting Objectives and Providing Feedback

• Students should be encouraged to personalize the
  teachers goals adapting them to their personal
  needs and desires.

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Setting Objectives and 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.

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Setting Objectives and Providing Feedback

• Feedback should be timely.
• 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.

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Setting Objectives and Providing Feedback

• Students can effectively provide some of their
  own feedback.
• In fact non-authoritative feedback produces the
  most gain.

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Generating and Testing Hypotheses

• Hypotheses generation and testing can be
  approached in a more inductive or deductive
  manner.
• Inductiveuse general rules to make prediction
  about specific event.
• Deductivespecific pieces of information lead to
  general conclusion.

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Generating and Testing Hypotheses

• Teachers should ask students to clearly explain
  their hypotheses and their conclusions.

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Generating and Testing Hypotheses

• Appropriate teaching strategies include
• Systems analysis
• Problem solving opportunities
• Historical investigations
• Invention
• Experimental inquiry
• Use of decision making

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Cues 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.

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Cues Questions and Advance Organizers

• 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.

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Cues Questions and Advance Organizers

• Advance organizers are most useful with
  information that is not well organized.

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References

• Marzano Instructional Strategies