Department Of Curriculum and Instruction 12000 Goodwood Blvd., Baton Rouge, LA 70815 Phone: [phone] FAX: [phone] EBRSCHOOLS.ORG

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• Department Of Curriculum and Instruction12000
  Goodwood Blvd., Baton Rouge, LA 70815Phone
  [phone] FAX [phone]EBRSCHOOLS.ORG
• Presenters
• Stacy Hill Kristi McNeil
• Secondary Content Trainers
• Janna LeGrange Loretta Webb
• Elementary Content Trainers

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Marzano Strategies

• Cues, Questions, and Advance Organizers

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Post-A-Thought

• Work as a group at your table
• Take a sticky note and jot down all the Marzano
  Strategies your group can recall
• Listen to and view cues and questions to activate
  prior knowledge

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Cues and Questions

• One strategy has 4 different forms
• Comparing
• Classifying
• Creating metaphors
• Creating analogies
• How can you use a strategy that deletes trivial
  and redundant material?
• When a student provides active participation how
  might this behavior be repeated?
• Reinforce the home school connection through
• Graphic organizers
• Pair and share, knee to knee, whos your shoulder
  partner?
• Describe what the learners will be able to do
  today and how well they achieved it afterwards.
• What strategy would involve inductive and
  deductive reasoning?
• Expository, narrative, skimming, and graphic

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Research Based Strategies

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representations
• Cooperative Learning
• Setting Objectives and providing Feedback
• Generating and Testing Hypotheses
• Cues, Questions, and Advance Organizers

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How can I possibly remember all of those
strategies???

• I saw Robin helping Nathan coach some gifted
  children.

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Questions, cues, and advance organizers

• Sets the stage for learning by finding out what
  students already know, then connect new ideas to
  students existing knowledge base.
• Creates a framework that helps students focus on
  what they are about to learn

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Prior Knowledge

• Prior knowledge can influence what we perceive
• If meaningful connections are not made new
  information may be memorized but lost after
  testing.

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Using Cues Questions

• Asking questions as you introduce new content
  will not only tell you what students already know
  but also whether they have misunderstandings.
• Asking questions and prompting students replies
  with cues can effectively guide students
  learning.

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Using Cues Questions

• Asking higher level questions with wait time
  produces deeper learning as well as conversation
  among students.
• Asking questions that focus on the important
  points helps to guide students towards the big
  picture.

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Cues Questions

• Account for 80 of what occurs in a given
  classroom.
• Research shows that elementary teachers who
  thought they were asking 12-20 questions every
  half hour were actually asking 45-150 questions
  every half hour.

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Post-A-Thought

• On sticky notes, write what you know about each
  Marzano strategy.

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Make A Map

• Choose a graphic organizer that best represents
  the information on your post-it notes.
• Draw the frame of the organizer on the large
  paper.
• Place your sticky notes appropriately on the
  graphic organizer.

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Advance Organizers

• An instructional component that is used before
  direct instruction or before a new topic
  (prepares the learner).
• Designed to bridge the gap between what the
  learner already knows and what she needs to know.

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Advance Organizers

• Marzano states, " Advance organizers take the
  surprise out of what is to come, help students
  retrieve what they already know about a topic,
  and focus them on the new information."

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• Advance organizers come in many different forms,
  such as
• Expository (a brief written summary)
• Narrative (telling a story)
• Skimming (quick read)
• Graphic (nonlinguistic)