Effective Research-Based Strategies Marzano Brick to Virtual Effective Research-Based Strategies Marzano

The Research

10 Instructional Strategies Vocabulary Comparing, contrasting, classifying, analogies, and metaphors Summarizing and note-taking Reinforcing effort and giving praise Homework and practice Nonlinguistic representation Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Cues, questions, and advanced organizers Marzano1 (2000) identified ten research-based, effective instructional strategies that cut across all content areas and all grade levels. Each requires specific implementation techniques to produce the effect sizes reported, so their use requires learning to use them correctly.

Comparing, contrasting, classifying, analogies, and metaphors #1 Comparing, contrasting, classifying, analogies, and metaphors 45 percentile points

Comparing, contrasting, classifying, analogies, and metaphors #1 The Research Finding similarities and differences are basic mental operations to human thought Providing explicit guidance will enhance students understanding of and use of knowledge. This is best when teacher wants a specific focus. Directly encourage discussion of similarities and differences Allow students to identify independently to allow for divergent thinking Classification, metaphors and analogies all require identifying similarities and differences Many tools can be used to achieve same outcome Comparing, contrasting, classifying, analogies, and metaphors

Summarizing and Note-Taking #2 Summarizing and Note-Taking 34 percentile points

Summarizing and Note-taking #2 Research Includes 3 things: deleting, substituting, and keeping To do this the students really need to analyze the information. Teaching how the information is structured within the text will enhance their ability to summarize. (titles, headings, etc.) Summarizing and Note-taking Marzano1 (2000) identified ten research-based, effective instructional strategies that cut across all content areas and all grade levels. Each requires specific implementation techniques to produce the effect sizes reported, so their use requires learning to use them correctly.

#3 Vocabulary 32 percentile points

Vocabulary #3 The Research Must encounter words in context More reading = more exposure to words Direct instruction of vocabulary significantly increases student retention Even slight mention of new terms increases retention of new terms The lower the ability level of students the more important the direct instruction of vocabulary Best way of learning a new word is to associate an image with it Best results occur with direct instruction of words students are working with. Vocabulary

Reinforcement and Providing Recognition #4 Reinforcement and Providing Recognition 29 percentile points

Reinforcing effort and recognition #4 Research You need to track the connection between effort and achievement. Rewards in general decrease intrinsic motivation. Reward needs to be tied closely to performance. Symbolic recognition is more effective than tangible awards. The more abstract the reward the more powerful they are. Reinforcing effort and recognition Marzano1 (2000) identified ten research-based, effective instructional strategies that cut across all content areas and all grade levels. Each requires specific implementation techniques to produce the effect sizes reported, so their use requires learning to use them correctly.

#5 Homework and Practice 28 percentile points

#5 Research Homework and practice Even with practice, there should be a purpose and an outcome with feedback. Mastering skill requires focused practice. Practice should be used to extend and refine knowledge. Homework and practice Marzano1 (2000) identified ten research-based, effective instructional strategies that cut across all content areas and all grade levels. Each requires specific implementation techniques to produce the effect sizes reported, so their use requires learning to use them correctly.

Nonlinguistic Representation #6 Nonlinguistic Representation 27 percentile points

Nonlinguistic representation #6 Research Creating graphic organizers Physical models Generating mental pictures Drawing pictures and pictographs Engaging in kinesthetic activity Nonlinguistic representation Marzano1 (2000) identified ten research-based, effective instructional strategies that cut across all content areas and all grade levels. Each requires specific implementation techniques to produce the effect sizes reported, so their use requires learning to use them correctly.

#7 Cooperative Learning 27 percentile points

#7 Research Cooperative Learning Five defining elements of cooperative learning: positive interdependence, face-to-face interaction, group processing, appropriate use of social skills, individual and group accountability, and interpersonal small group skills. Organizing students in groups have had a major impact in student learning. Groups should be small in size, used consistently but not over used. Cooperative Learning Marzano1 (2000) identified ten research-based, effective instructional strategies that cut across all content areas and all grade levels. Each requires specific implementation techniques to produce the effect sizes reported, so their use requires learning to use them correctly.

Setting objectives and Providing feedback #8 Setting objectives and Providing feedback 23 percentile points

Setting objectives and providing feedback #8 Research Objectives narrow what the student needs to focus on. Students should have own personal goals. The most powerful single modification that enhances achievement is feedback. Feedback should be corrective. It should be specific and timely. The more delay there is in feedback the less improvement there is in achievement. This is one area that is frequently under used. Setting objectives and providing feedback Marzano1 (2000) identified ten research-based, effective instructional strategies that cut across all content areas and all grade levels. Each requires specific implementation techniques to produce the effect sizes reported, so their use requires learning to use them correctly.

Generating and Testing Hypothesis #9 Generating and Testing Hypothesis 23 percentile points

Generating and testing hypotheses #9 Research Inductive and Deductive thinking Give the students opportunities to problem solve. Examples: experiments, inventions Generating and testing hypotheses Marzano1 (2000) identified ten research-based, effective instructional strategies that cut across all content areas and all grade levels. Each requires specific implementation techniques to produce the effect sizes reported, so their use requires learning to use them correctly.

Cues, Questions, and Advance Organizers #10 Cues, Questions, and Advance Organizers 22 percentile points

Cues, questions, and advanced organizers #10 The Research Activating prior knowledge Cues are hints about what is coming Questions ask what they know to provide focus Higher level questioning is more effective Focus on important not interesting Prior to learning Cues, questions, and advanced organizers