Marzanos Top Strategies for Increasing Student Achievement

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Classroom Instruction that Works

• Marzanos Top Strategies for Increasing Student
  Achievement
• September 20, 2007
• Durfee-Lee

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4 Ways to Get Kids into GATE

• Standardized Testing
• Specific Academic Achievement
• (one subject area)
• High Achievement
• (2 areas ELA and Math)

• I.Q. Testing
• Situational Placement
• TABS observation sheet
• Peer nomination form
• Portfolio

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Tips for GATE referral

• Use your CST data
• If the student scores in the advanced strand,
  pull his/her CUM and see if they have a second
  year in the advanced strand.
• Even if the two years are not consecutive, the
  child will qualify.
• Peer Nomination Form -page 18 of tool kit
• The Peer Nomination Form is a tool that
  teachers in grades 4-8 can use with their classes
  to enlist the help of students in finding the
  gifted among their peers. Teachers are to make a
  class set and distribute. The teacher then
  tallies the responses to see which names are
  mentioned the most frequently.
• Call Chantal at x 2302 and we can talk about how
  to qualify a student that you feel is a GATE kid,
  but whos test scores arent quite there.

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Where Do I find the GATE Id Tool Kit?

• Go to the district website www.emcsd.org
• Schoolsgt GATEgtID Project
• Its a PDF document
• If you right click on it, you can choose Save
  As
• Name it and save it on your computers desktop

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Gifted v. special

• Everyone is special in his or her own way. All
  children are special.
• But giftedness is not specialness.
• And all children are not gifted.
• Are all children tall? Are all children short?
  Are all children hearing impaired? Are all
  children athletic? Are all children musical? Are
  all children brown-eyed? No.
• Are all children marvelous? Are all children
  beautiful? Are all children amazing? Are all
  children special? Are all children inspiring? Are
  all children unique? Are all children full of
  potential and possibilities? Yes. Of course!
• Gifted, as used in the field of gifted
  education, does not mean having a gift. Rather,
  it means that theres a significant learning
  difference present in that individual. Everyone
  has gifts that something special we each can
  offer the world - but not everyone learns as a
  gifted child learns.

http//blogs.edweek.org/teachers/unwrapping_the_gi
fted/
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Let's talk a little aboutEffect Size

• Measured in standard deviations or percentile
  gains
• Compares mean of control group to mean of
  experimental group

2 14 34 34
14 2
Lets focus on Percentile Gain
1 S.D. 1 S.D.
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Similarities and Differences- 45 Gain
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Compare and Contrast
BUT...how about this instead?
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Compare and Contrast with Classification Chart
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• Young children and pre-readers are capable of
  sophisticated thought.
• Non-readers can think and reason.

Source Primary Analogies by EPS (Educators
Publishing Service)
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Metaphors- Why important

• Loose Cannon- two words conjure up a perception
  about a co-worker.
• Youll visualize many details, as long as you
  know what a cannon is.
• Metaphors are a type of creative thinking,
  connecting two seemingly disparate things.
• In problem solving, metaphors can generate new
  solutions to personal, professional and technical
  problems.
• They are POWERFUL teaching tools.

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Think of...

• Langston Hughes Dream Deferred. He uses 5
  metaphors in eleven short lines, such as
• a raisin in the sun to express the
  frustration of African Americans in continually
  postponed justice and opportunity.
• William Blakes To See the World in a Grain of
  Sand, uses 4 metaphors in 4 lines to describe
  how understanding significant ideas is found in
  observing small things.

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Classification
Boxed Table most appropriate when all
categories are equal in their level of
generalization.
Categories
Graphic organizers can be student created They
can be given as advance organizers (prime the
brain) Fill in as we go over the material, for
homework, done in pairs- class work, as a review,
or used as a study guide for a test.
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Process/Cause-Effect Pattern

• Process/Cause-Effect Patterns organize
  information into a casual network leading to a
  specific outcome

An example would be study habits that make a good
student
Handout, p.10
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Episode Pattern
An Example would be information leading up to the
Civil War
p.11 handout
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Generalization/Principle Patterns

• Gereralization/Principle Patterns organize
  information into general statements with
  supporting details.
• An Example would be statements supporting a
  hypothesis that economic conditions were the
  cause of the Civil War.

p.12 handout
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Concept Pattern
A Concept Pattern could look like this
p. 13 handout
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Reinforcing Effort and Providing Recognition
29 gain

• Not all students realize the importance of
  believing in effort.
• Explicitly teach the connection between effort
  and achievement.
• Its obvious that you took a lot of time working
  on this graph.
• Sports analogies work very well...practice for
  improvement and pushing yourself when you feel
  your spent.
• Recognition is not the same as PRAISE.

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Providing Recognition

• Generalizations
• Alfie Kohn article Five Reasons to Stop Saying
  Good Job http//www.alfiekohn.org/articles.htmnul
  l
• Preferred is Recognition or I appreciate... I
  appreciate that you made your sisters lunch this
  morning. It was thoughtful and kind and helped us
  get out the door on time.
• I enjoyed your comment in class. I can tell you
  are a deep thinker. Merrill Harmin, Inspiring
  Active Learning

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Effective Recognition and Encouragment

• Inspiring Active Learning by Merrill Harmin
  yellow handout
• Volunteer read point 20-4. Lets take one bullet
  point at a time.
• Volunteer to read bullets -Strategy 2-1 Plain
  Corrects
• Lets look at the explanation below the bullets.
• What if they get the answer wrong?
• Plain Incorrects- point 20-2. Volunteer- read
  bullets
• Lets look at explanations below the bullets.

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DESCA Strategy 20-9

• Dignity- student desire to live with personal
  dignity
• Energy-sustained energy
• Self-Management
• Community
• Awareness- open minded awareness
• Merrill Harmin, Inspiring Active Learning

When someone loves you, the way they say your
name is different. You know that your name is
safe in their mouth. Billy, age 4
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Homework and Practice

• Generalizations
• The amount of homework assigned to students
  should vary be grade level- about 10 min./grade
  level rule.
• Purposeful- preparation and elaboration or
  practice (rote-not conceptual).
• Parent involvement in homework should be kept to
  a minimum. (Marzano, book p.63)-We want to know
  what kids dont know or cant do independently.
• Clearly articulated homework policy.

11-30 gain Marzano, p.64
No effect on achievement in grades K-3.
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Homework

• Is it necessary to grade or comment on every
  assignment?
• See what the research says on page 64 Figure
  5.3

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Homework

• How do I really know how much homework do I
  really give out?
• Some teachers have students write how long it
  took them to complete an assignment right under
  where they write their names on their papers.
• Differences among learners- helps identify which
  kids are still struggling with the material.
• Is there a point where there are diminishing
  returns in regards to amount of homework
  assigned?
• (See Alfie Kohn article on homework
  http//www.alfiekohn.org/articles.htmnull

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Conceptual Knowledge

• More Practice doesnt increase conceptual
  understanding. It reinforces it once it has been
  conceptualized.
• It is essential for students to understand how a
  skill or process works. The student will be most
  successful doing this in the classroom.
• For example, a student may be able to compute
  percentages when given a page of math problems
  but not able to solve a word problem that
  requires the use of percentages.
• This is where more time spent in class on
  real-life problems or using a hands-on approach
  works best.
• At this time, assign few homework problems and
  spend time with quick checks and deep teaching of
  the concept in class.

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Checking for conceputual knowledge

• During curriculum planning, a teacher must make a
  commitment to increasing students understanding
  of skills and processes and then plan activities
  to achieve this goal.
• Think about this How much instructional time is
  spent on grading homework?
• Can this time be reduced to increase
  instructional time?
• How can you use web-based resources and visual
  aids?

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Note Taking
34 gain

• Notes are a work in progress. Students should
  review and revise periodically in class.
• Notes should be used as a study guide for tests.

• The more notes taken the better. There is a
  strong relationship between the amount of
  information taken in notes and student
  achievement on tests.
• Use graphic organizers.

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Classroom Practice in Note Taking

• Teacher-Prepared Notes -Provides clear picture of
  what the teacher considers important
• Can be used as a study guide for tests
• Student-Prepared Notes
• -informal outline
• -webbing
• Class-Prepared Notes
• -Chunk material for pairs or trios to create
  parts of a study guide
• -Have them add diagrams or illustrations of
  concepts and ideas

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Vocabulary

• Directly Teach Critical Terms and Phrases (key
  terms and glossary and terms on the
  test/assessment that kids might not know)
• Limit the number of critical terms and phrases
  for any given topic.

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Active Engagement 5 step process

• Brief description/explanation
• Present a nonlinguistic representation
  (drawing/other)
• Ask kids to generate their own explanation/descrip
  tion
• Ask students to create their own non-linguistic
  representation (picture)
• Review and revise

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Student Example
Marzano.. R. 2004. Building Background Knowledge
for Academic Achievement
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www.inspiration.com
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Resources

• Marzano.. R. 2004. Building Background Knowledge
  for Academic Achievement
• Marzano, Pickering, Pollack, 2001. Classroom
  Instruction that Works
• Free online at http//www.mcrel.org/topics/Instr
  uction/products/110/
• PDF What Works in Schools (older version of
  CITW)-complete book
• Marzano, Pickering, Paynter, 2001. A Handbook for
  Classroom Instruction that Works
• Swartz, R, Parks, S. 1994. Infusing the Teaching
  on Critical Thinking into Elementary Instruction
  (handout- p.4-7) Outstanding resource!
• Harmin, Merrill. Inspiring Active Learning, A
  handbook for Teachers
• www.inspiration.com You can get a free 30-day
  trial of this graphic organizer program
• http//www.alfiekohn.org/articles.htmnull
  Articles by Alfie Kohn, author Punished by
  Rewards, The Homework Myth, Beyond Discipline