1. Marzano’s Instructional Strategies Mitchell New Teacher Cohort January 2008

2. CategoryAve. Effect Size (ES) Percentile Gain No. of ESs Standard Deviation (SD) Identifying similarities and differences1.614531.31 Summarizing and note taking1.0034179.50 Reinforcing effort and providing recognition.802921.35 Homework and practice.7728134.36 Nonlinguistic representations.7527246.40 Cooperative learning.7327122.40 Setting objectives and providing feedback.6123408.28 Generating and testing hypotheses.612363.79 Questions, cues, and advance organizers.59221,251.26 “Classroom Instruction that Works”, Marzano, Pickering and Pollock Categories of Instructional Strategies that Affect Student Achievement

3. 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)

4. Identifying Similarities & Differences Nonlinguistic Representation

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

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

7. 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

8. 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

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

10. SD Content Standards

11. SD Content Standards Non Linguistic Representations

12. Comparing The identification of important characteristics is the key to effective comparison. 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 It is these characteristics that are then used as the basis to identify similarities and differences. -Marzano,2001 For example, Recognize and compare the following plane and solid geometric figures: square, rectangle, triangle,... SD Standard: 3.G.1.1 (Comprehension) For example, Recognize and compare the following plane and solid geometric figures: square, rectangle, triangle,... SD Standard: 3.G.1.1 (Comprehension)

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

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

15. Graphic Organizers for Classification -most useful when all categories are equal in generality -more useful when all categories are not equal in generality Place Categories in column headings http://sddial.k12.sd.us/esa/doc/teachers/technology/Classification Table.doc

16. Frayer Model Define a concept using attributes Model how concept differs from similar concepts Guided Practice –Provide examples and discuss why these fit –Provide non-examples and discuss why these don’t fit Independent Practice –provide examples and non-examples for students to examine/sort/categorize

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

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

19. Creating Analogies Analogies help us to see how seemingly dissimilar things are similar. Analogies help us to see how seemingly dissimilar things are similar. They increase our understanding of new information (most complex).They increase our understanding of new information (most complex). -Marzano,2001 -Marzano,2001 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. 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.

20. Graphic Organizers for Analogies Is to Relationship

21. Create Digital Graphic Organizers Build charts & diagrams with software –Word –Publisher –PowerPoint –Inspiration –Excel

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

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

24. ESA3 Teacher Resources Technology Resources for Marzano’s Instructional Strategies –http://sddial.k12.sd.us/esa/doc/teachers/tech_marzano.htmhttp://sddial.k12.sd.us/esa/doc/teachers/tech_marzano.htm