Marzano s (Nine) High-Yield Instructional Strategies

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1 Marzano s (Nine) High-Yield Instructional Strategies Information used to develop this resource taken directly from: Dean, C.B., Hubbell, E.R., Pitler, H., & Stone, B. (2012). instruction that works: Research-based strategies for increasing student achievement (2 nd ed.). Alexandria, VA: ASCD. Marzano, R. (2009). Setting the record straight on high-yield strategies. Phi Delta Kappan 91(1), Pitler, H. & Stone, B. (2012). A handbook for classroom instruction that works (2 nd ed.). Alexandria, VA: ASCD. Setting Objectives and Providing Feedback Setting objectives is the process of establishing a direction to guide learning. Providing feedback is an ongoing process in which teachers communicate information to students to help them better understand what they are to learn, what high-quality performance looks like, and what changes are necessary to improve their learning. Setting Objectives Providing Feedback Set learning objectives that are specific but not restrictive. Communicate learning objectives to students and parents. Connect the learning objectives to previous and future learning. Engage students in setting personal learning objectives. Objectives are visible Teacher or student reads objective Objectives are the driver of formative assessment during and at end of lessons Do Nows KWL Anticipation Guides Goal-setting activities using sentence stems such as I know that but I want to know more about and I want to know if or I can and I will for younger students Learning contracts Provide feedback that addresses what is correct and elaborates on what students need to do next. Provide feedback appropriately in time to meet students needs. Provide feedback that is criterion referenced. Engage students in the feedback process. Use of rubrics Teacher-student and peer conferencing Use of technology to increase the rate of feedback, help organize it, and document it for further reflection Blogs, wikis, EdModo Reinforcing Effort and Providing Recognition Reinforcing effort is a process that involves explicitly teaching students about the relationship between effort and achievement and acknowledging students efforts when they work hard to achieve. Providing recognition is the process of acknowledging students attainment of specific goals. Recognition and praise may have a more direct impact on socio-emotional indicators (self-efficacy, effort, persistence, and motivation) than on learning; however, the link between positive socio-emotional indicators and learning suggests that fostering the former will have positive effects on the latter over time.

2 Reinforcing Effort Providing Recognition Teach students about the relationship between effort and achievement. Provide students with explicit guidance about exactly what it means to expend effort. Ask students to keep track of their effort and achievement. Promote a mastery-goal orientation. Provide praise that is specific and aligned with expected performance and behaviors. Use concrete symbols of recognition. Hold high expectations Display finished products Praise students effort Encourage students to share ideas and express their thoughts Honor individual learning styles Conference individually with students Use authentic portfolios Create a stress-free environment Cooperative Learning Provides opportunities for students to interact in ways that enhance and deepen learning. Provides an environment in which students can reflect upon their newly acquired knowledge, process what they are learning by talking and actively listening to their peers, and develop a common understanding about various topics. Emphasizes positive interdependence and individual accountability-skills potential employers value. Cooperative Learning Include elements of both positive interdependence and individual accountability Keep group size small. Use cooperative learning consistently and systematically. Integrate content and knowledge through: Group engagement Shared reading and writing Plays Science projects Debates Jigsaws Group reports Choral reading Cues, Questions, and Advance Organizers Cues: hints to students about the content of an upcoming lesson; they reinforce information that students already know and provide some new information on the topic. Questions: allow students to access previously learned information on a topic and assess what they do not already know. Advance Organizers: help students use their background knowledge to learn new information. Advance organizers are stories, pictures, and other introductory materials that set the stage for learning. They are introduced before a lesson to draw attention to important points, identify relationships within the material, and relate material to students prior knowledge Catapult Learning. All rights reserved. 2

3 Cues and Questions Advance Organizers Nonlinguistic Representations Non-linguistic Representations Nonlinguistic Representations Focus on what is important. Use explicit clues. Ask inferential questions. Ask analytic questions. Use expository advance organizers. Use narrative advance organizers. Use skimming as an advance organizer. Use graphic advance organizers. Graphic organizers Providing guiding questions before a lesson Predicting Drawing conclusions Skim chapters to identify key vocabulary, concepts & skills SQ3R Cornell notes Annotating the text Anticipation guides Frayer Model Use graphic organizers. Make physical models or manipulatives. Generate mental pictures. Create pictures, illustrations, and pictographs. Engage in kinesthetic activities. Visual tools and manipulatives Problem-solution organizers Spider webs Diagrams Concept maps Drawings Charts Thinking maps Graphic organizers Story boards Make physical models Use graphic organizers. Make physical models or manipulatives. Generate mental pictures. Create pictures, illustrations, and pictographs. Engage in kinesthetic activities. Visual tools and manipulatives Problem-solution organizers Spider webs Diagrams Concept Drawings Charts Thinking maps Graphic organizers Story boards Make physical models 2015 Catapult Learning. All rights reserved. 3

4 Summarizing and Note-Taking Summarizing is the process of distilling information down to the most salient points to aid in understanding, memorizing, and learning the relevant material. Note taking refers to the process of capturing key ideas through writing, drawing, or audio recording for later access. Both help students deepen their understanding of information because these strategies involve higher order thinking skills. Students must analyze information at a deep level as they decide which information to keep, which to delete, and which to replace with more general terms. Summarizing Note Taking Teach students the rule-based summarizing strategy. Use summary frames. Engage students in reciprocal teaching. Give students teacher-prepared notes. Teach students a variety of note-taking formats. Provide opportunities for students to revise their notes and use them for review. Summary frames Rule-based summarizing Reciprocal teaching Quick writes Graphic organizers Column notes Affinity diagrams Assigning Homework and Providing Practice Homework refers to opportunities for students to learn or review content and skills outside of the regular school day. It can also be used as an opportunity to connect background knowledge to an upcoming unit by providing advance organizers such as engaging students in making observations, watching videos, initiating conversations, and complementing reading assignments. Practice is the art of repeating a specific skill or reviewing small amounts of information to increase recall, speed, and accuracy. This strategy refers to the need to devote time to reviewing what students have already learned so that it becomes immediately accessible for cognitive use. Assigning Homework Providing Practice Develop and communicate a district or school homework policy. Design homework assignments that support academic learning and communicate their purpose. Provide feedback on assigned homework. Clearly identify and communicate the purpose of practice activities. Design practice sessions that are short, focused, and distributed over time. Provide feedback on practice sessions. Retell, recite and review learning for the day at home Use reflective journals Inform parents of goals and objectives Plan with grade-level teams for homework distribution, etc Catapult Learning. All rights reserved. 4

5 Identifying Similarities and Differences Comparing Classifying Creating Metaphors Creating Analogies Identifying Similarities and Differences The process of identifying similarities between or among things or ideas. The term contrasting refers to the process of identifying differences. Most educators, however, use the term comparing to refer to both. The process of organizing things into groups and labeling them according to their similarities. The process of identifying a general or basic pattern in a specific topic and then finding another topic that appears to be quite different but has the same general pattern. Identifying relationships between pairs of concepts identifying relationships between relationships. Teach students a variety of ways to identify similarities and differences. Guide students as they engage in the process of identifying similarities and differences. Provide supporting cues to help students identify similarities and differences. Thinking maps T-Charts Venn diagrams Classifying Analogies Word sorts Cause and effect links QAR Affinity diagrams Compare and contrast organizers Frayer model Generating and Testing Hypotheses Applies knowledge by using two thinking processes that can be used alone or in tandem with each other. Deduction: involves using general rules to make a prediction about a future event or action. Induction: involves making inferences that are based on knowledge that students already have or information that is presented to them. Generating and Testing Hypotheses Engage students in a variety of structured tasks for generating and testing hypotheses. Ask students to explain their hypotheses and their conclusions. Thinking processes Constructivist practices Investigating and exploring Social construction of knowledge Use of inductive and deductive reasoning Questioning the Author (QtA) Finding other ways to solve a math problem 2015 Catapult Learning. All rights reserved. 5

6 Revised Bloom s Taxonomy of Verbs with Associated Question Starters Susan Abelein, Ph.D. (2013) Remembering: Recalling Information Question Starters recognize state Show me in the text where, when, who? list relate What happened after...? Who spoke to...? describe locate How many...? Which is true or false...? name find Can you name the...? Describe what happened at...? Tell me why? Find the meaning of...? What is...? Understanding: Explaining Ideas or Concepts summarize distinguish Restate in your own words What will happen next? paraphrase classify explain outline predict restate describe examine Who do you think? What is the main idea? Distinguish setting between and. Provide an example? Describe when Explain how you found Applying: Using Information in Another Familiar Situation implement show How would you solve? Use one strategy to solve use execute solve illustrate construct complete Which factors would you manipulate to.? Group the following How would this look if implemented in? Apply the approach to your own experience Analyzing: Breaking Information into Parts to Explore Understandings and Relationships compare investigate How is this similar to or different from? contrast categorize Why did occur? Identify the tipping point organize deconstruct distinguish identify explain separate Break down the steps Separate the causes from effects Explain the series of events that led to Distinguish among the choices Evaluating: Justifying a Decision or Course of Action check hypothesize critique experiment judge select justify argue prioritize debate Is there a better solution to? Defend your position on (use text-based evidence) Respectfully, critique your peer s position on Justify your solution Evaluate the effectiveness of. Creating: Generating New Ideas, Products, or Ways of Viewing Things design formulate What would happen if? Design a to do construct plan produce devise imagine invent Formulate a counter-argument to Construct a problem for your peers to solve Given your approach, devise a formula to solve Imagine how the character would handle the circumstances 2015 Catapult Learning. All rights reserved. 6

7 Differentiation References Hollas, B. (2007). Differentiating instruction in a whole group setting. Peterborough, NH: Crystal Spring Books. Tomlinson, C.A. & Moon, T.R. (2013). Assessment and student success in a differentiated classroom. Alexandria, VA: ASCD. Tomlinson, C.A. (2001). How to differentiate instruction in mixed ability classrooms (2 nd ed.). Alexandria, VA: ASCD. Tomlinson, C.A. & Allan, S.D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: ASCD. Tomlinson, C.A. & Imbeau, M.B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD. Tomlinson, C.A. (2014). The differentiated classroom (2 nd ed.). Alexandria, VA: ASCD. Wormeli, R. (2005). Busting myths about differentiated instruction. Retrieved from Student Characteristics for which Teachers Can Differentiate Student Characteristics Readiness: A teacher constructs tasks or provides learning choices at different levels of difficulty. Interest: A teacher aligns key skills and material for understanding from a curriculum segment with topics or pursuits that intrigue students. Learning Profile: A teacher addresses learning styles, student talent, or intelligence profiles Catapult Learning. All rights reserved. 7

8 Differentiating Content, Process, Product, and Environment Adapted from the work of Carol Ann Tomlinson Content Process Product Environment Content is the input of teaching and learning consisting of facts, concepts, generalizations, principles attitudes and skills related to a subject, as well as materials that represent those elements. Includes both what the teacher plans for students to learn and how the student gains access to the desired knowledge, understanding, skills. How the learner comes to understand and own the key facts, concepts, generalizations, and skills of the subject. In the language of school, process is often spoken of as the activity. Products refers to the items a student can use to demonstrate what he or she has come to know. Product assignments should help students-individually or in groupsrethink, use, and extend what they have learned over a long period of time-a unit, a semester, or even a year. The element of the curriculum students can most directly own. Three fundamental and crucial classroom environment factors: Positive and respectful adult- student relationships High academic standards paired with high levels of support Physically and emotionally safe locations Based on, student: readiness, interests, learning profiles (learning needs) Curriculum compacting Varied texts and resource materials Learning contracts Flexible pacing Interest centers Extension activities Alternative assignments Minilessons (for reteaching/reinforcement) Notetaking organizers Flexible grouping Independent projects Group interaction/discussion Simulations Tiered activities Learning contracts Activity choice/extension menus Learning centers Jigsaws Tiered products Choice menus Graduated rubrics Criteria generated by students Furniture arrangement and floor plan Wall space and bulletin boards Materials, supplies, and organizers Groups: Learning centers One-on-one instruction Small-group investigation Whole-group instruction DI Online Video Resources: Differentiation Central: Teaching Channel Videos: ASCD Sample Video: The Teaching Channel: (choose Videos and under Topics, choose Differentiation) 2015 Catapult Learning. All rights reserved. 8