MARZANO’S HIGH YIELD STRATEGIES 1 Heather Stewart Region 4 PD Lead Consultant heather.stewart@dpi.nc.gov 1

OBJECTIVES Describe the specific strategies, research generalizations, and resulting classroom implications for the high yield strategies Recognize the ways in which you currently use the high yield strategies as part of effective instructional practices Recognize when these instructional strategies are used appropriately and meaningfully at their grade level range or content area Assess use of the instructional strategies in the classroom 2

STUDENTS DON’T LEARN BY OSMOSIS! Think Meaning of the quote? How do kids learn? What are Best Practices in teaching? Pair Choose a buddy Discuss thoughts Share For the good of the group Ah-ha! 3

HOW KIDS LEARN Learning Depends on the Student!!!!! Visualizing Hands-on Modeling Conferencing Reading Making connections Schema Prior knowledge Graphic organizers Learning Depends on the Student!!!!! 4 4

BEST PRACTICES And much, much more… Lesson Protocols Data Driven Standards-based Formative Assessments Scaffolding Zone of Proximal Development Differentiated Instruction UDL Principles Levels of Engagement Assess-Plan-Teach-Reflect And much, much more… 5 5

PURPOSE IS COMPREHENSION Five Premises Basic to Reading Comprehension Reader constructs meaning by making connections between new information and what is already known Prior knowledge plays an important role in learning Reading and writing are connected Learning is a socially interactive process Comprehension is dependent on METACOGNITION Reading comprehension is thinking about what you are thinking while you are reading. 6 6

RESEARCH ON EFFECTIVE COMPREHENSION INSTRUCTION Comprehension improves with effective teaching, not intelligence Comprehension improves with teacher demonstration for strategy development Strategy learning takes time “The research on comprehension strategy teaching provides powerful evidence that most struggling readers benefit enormously when we can construct lessons that help make the comprehension processes visible.” Richard Allington, What Really Matters for Struggling Readers

MARZANO’S RESEARCH Effects of instruction on student learning Identifying those strategies that have the highest probability of enhancing student achievement Teacher has the control Coleman report – not school, home influence, race, socioeconomics, ability Rosenthal, Hunter, & Schmidt – schools make a difference Good, Sanders – teacher influence McREL – Mid-continent Research for Education and Learning Meta-analysis to determine effect size; average effect of a given technique 8 8

INSTRUCTIONAL STRATEGIES Structures Balanced Literacy Four-Blocks Guided Reading 5 Components Environment Centers Literacy Stations Walls that Talk Practice Data-Based Decision Making Protocols Strategies Skills Monitoring Tools Planning Grouping Assessing

NINE HIGH YIELD STRATEGIES Identifying Similarities and Differences Summarizing and Note-Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypothesis Questions, Cues, and Advance Organizers Activity – Label level of importance. Nine Categories – 14 strategies 10 10

What are we doing? Why are we doing it? How do we do it well? LEADING QUESTIONS What are we doing? Why are we doing it? How do we do it well? 11 11

IDENTIFYING SIMILARITIES AND DIFFERENCES Give students a model for the process Use familiar content to teach students the steps for comparing Give students graphic organizers for comparing Guide students as needed 12 12

SUMMARIZING AND NOTE TAKING Cornell notes 13 13

REINFORCING EFFORT AND PROVIDING RECOGNITION Teaching students that effort can improve achievement Ask students to chart effort and achievement Intrinsic vs. extrinsic reinforcements What works for one may not work for all 14 14

HOMEWORK AND PRACTICE Establishing and communicating a homework policy Clarifying the purpose of homework Asking students to use homework assignment sheets Commenting on homework Independence!!! If homework and class work are forms of practice, what do we do about grading? Friday Folder Peer share and review Check Lists 15 15

NONLINGUISTIC REPRESENTATIONS Graphic organizers Pictographic representations Mental images Physical models Kinesthetic representations Poster activity UDL principals 16 16

COOPERATIVE LEARNING Positive interdependence Face-to-face promotive interaction Individual and group accountability Interpersonal and small group skills Group processing A sense of sink or swim Helping each other learn, applauding success and efforts Each of us has to contribute to the group achieving its goals Communication, trust, leadership, decision making, and conflict resolution Reflecting on how well the team is functioning and how to function even better 17 17

SETTING OBJECTIVES AND PROVIDING FEEDBACK Setting objectives that are not too specific Personalizing objectives Communicating objectives Using criterion-referenced feedback and explanations Engaging students in peer feedback Asking students to self-assess 18 18

GENERATING AND TESTING HYPOTHESIS Applying Knowledge Six different types of tasks systems analysis problem solving decision making historical investigation experimental inquiry invention Dollar bill and reaction time Airplanes Problem solving in Marzano book 19 19

QUESTIONS, CUES, AND ADVANCE ORGANIZERS Before-During-After Reading “Front Loading” Focus on what is important, NOT what is unusual Focus on “higher level” questions 20 20

KEY IDEAS Instructional implications Formative Assessments Student engagement Literate environment Higher level thinking skills Technology integration Differentiation Data driven Instructional implications Student engagement Literate environment Higher level thinking skills Technology integration Differentiation 21 21

MAKE AN IMPACT ON STUDENT LEARNING. 22

RESOURCES Marzano, Robert J. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. ASCD, Alexandria, Virginia. 2001. Marzano HYS resource website http://gets.gc.k12.va.us/VSTE/2008/index.htm Heather Stewart Heather.stewart@dpi.nc.gov LGCESC website Stewart website 23 23