Effective Instructional Strategies Marzano’s “Essential Nine” PowerPoint adapted form MCREL’s Instructional Strategies Ppt. http://manila.esu6.org/instructionalstrategies/

Part 1 May 27, 2008

McRel - Mid-continent Research for Education and Learning Marzano and other researchers at McRel have identified 9 instructional strategies that are most likely to improve student achievement in all content areas and grades. This is outlined in Marzano’s book, “Classroom Instruction that Works”

Resources: Book and Website Summary of Research (both) Classroom Practice (both) Examples of Strategies (book) Technology Resources (website) Website: http://manila.esu6.org/instructionalstrategies

Workshop Website http://ncs.district.googlepages.com/integratingtechnologywithmarzano%27sninein

Strategies 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice 5. Nonlinguistic representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Cues, questions, and advance organizers

Instructional Strategies broken down Three types - Cognitive, Academic and Motivational

Cognitive Strategies Identifying Similarities/Differences Nonlinguistic Representations Generating and Testing Hypotheses

Academic Strategies Summarizing and Note Taking Homework and Practice Cues, Questions and Advance Organizers (Activating Prior Knowledge)

Motivational Strategies Reinforcing Effort and Providing Recognition Cooperative Learning Setting Objectives and Providing Feedback

Summary of Research from: http://manila. esu6 Guidance in identifying similarities and differences deepens students' understanding of and ability to apply knowledge. Independently identifying similarities and differences deepens students' understanding of and the ability to apply knowledge. Representing similarities and differences in graphic or symbolic form deepens students' understanding of and ability to apply knowledge. Identifying similarities and differences can be accomplished by: comparing, classifying, creating metaphors, and creating analogies. Summary of Research on Identifying Similarities and Differences

Implementation Students benefit first by direct instruction - this has to be modeled Point out similarities and differences. Present students with similarities and differences explicitly when this helps them reach a learning goal. As a result of the teacher's instruction, students recognize similarities and differences in order to understand something specific. After which, let students explore similarities and differences on their own Teach students to recognize the different forms. Help students recognize when they are classifying, comparing, or creating analogies or metaphors

Similarities & Differences COMPARING: Identifying similarities & differences between or among things or ideas. CLASSIFYING: Grouping things that are alike into categories based on their characteristics. CREATING ANALOGIES: Identifying relationships between pairs of concepts (Relationships between relationships) CREATING METAPHORS: Identifying a general pattern in a specific topic then finding another topic that is different, but has the same general pattern. Marzano's research indicates there are four processes that identify how items, events, processes, or concepts are similar and different. These strategies result in understanding content at a deeper level.

Technology Integration Take some time to go through our workshop website for Similarities and Differences Technology Integration: http://ncs.district.googlepages.com/similaritiesanddifferences (approximately 20 minutes)

Nonlinguistic Representations This strategy enhances a student's ability to represent and elaborate on knowledge using mental images. When students elaborate on knowledge, they understand it in greater depth and are more successful at recalling it. New knowledge is usually presented in a linguistic form. When students use imagery in addition to linguistic form, the effects on achievement can be significant.

Nonlinguistic Representations A variety of activities produce nonlinguistic representations. Creating graphic representations. Generating mental pictures. Drawing pictures and pictographs, physical models and drawings. Engaging in kinesthetic activity. Nonlinguistic representations should elaborate on knowledge.

Technology Integration Take some time to go through our workshop website for Nonlinguistic Representations Technology Integration: http://ncs.district.googlepages.com/nonlinguisticrepresentations (approximately 20 minutes)

Generating and Testing Hypotheses Deductive thinking requires students to apply current knowledge to make a prediction about a future action or event. Inductive thinking involves students in a process of drawing new conclusions based on information they know or have presented to them. Teachers should ask students to clearly explain their hypotheses and their conclusions. Research has shown the power of asking students to explain, in a variety of communication modes, their predictions and results

Technology Integration Take some time to go through our workshop website for Generating and Testing Hypothesis Technology Integration: http://ncs.district.googlepages.com/generatingandtestinghypotheses

June 4, 2008 (tentative - date to be rescheduled) Part 2 June 4, 2008 (tentative - date to be rescheduled)

Summarizing To effectively summarize, students must delete some information, substitute some information and keep some information. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. Being aware of the explicit structure of information is an aid to summarizing information.

Note Taking Verbatim is the least effective way to take notes. Notes should be considered a work in progress. Notes should be use as study guides for tests. The more notes that are taken, the better.

Homework Less homework should be assigned to younger students than to older students. Parent involvement in homework should be kept to a minimum. The purpose of homework should be identified and articulated. If homework is assigned, it should be commented on.

Cues and Questions Cues and questions should focus on what is important as opposed to what is unusual. "Higher level" questions produce deeper learning than lower level questions. "Waiting" briefly before accepting responses from students increases the depth of student answers. Questions are effective learning tools even when asked before a learning experience.

Advance Organizers Advance Organizers should focus on what is important as opposed to what is unusual. "Higher level" advance organizers produce deeper learning than the "lower level" advance organizers. Advance Organizers are most useful with information that is not well organized. Different types of advanced organizers produce different results.

Reinforcing Effort People generally attribute success at any given task to one of four causes: ability, effort, other people and luck. Not all students realize the importance of believing in effort. Students can learn to change their beliefs to an emphasis on effort.

Providing Recognition Rewards do not necessarily have a negative effect on intrinsic motivation. Reward is most effective when it is contingent on the attainment of some standard of performance. Abstract symbolic recognition is more effective than tangible rewards.

Practice Mastering a skill requires a fair amount of focused practice. While practicing, students should adapt and shape what they have learned.

Cooperative Learning Organizing groups based on ability should be done sparingly. Cooperative groups should be kept small in size. Cooperative learning should be applied consistently and systematically, but not overused. Five Defining Elements Positive interdependence Face-to-face interaction Individual and group accountability Interpersonal and small group skills Group

Setting Objectives Instructional goals/objectives narrow what students focus on. Instructional goals/objectives should not be too specific. Students should be encouraged to personalize the teacher's goals.

Providing Feedback Feedback should be "corrective" in nature by explaining to students what they are doing correctly and incorrectly. Feedback should be specific to a criterion. Feedback should be timely. Students can effectively provide some of their own feedback.