M ARZANO – W HAT W ORKS I N C LASSROOM I NSTRUCTION Nine Essential Instructional Strategies

1. I DENTIFYING SIMILARITIES AND DIFFERENCES - helps with understanding and analyzing Teacher can present similarities and differences followed by a discussion OR Teacher can ask students to present similarities and differences on their own Graphic Organizers : Venn Diagram or charts to compare and contrast, or classify items

2. S UMMARIZING AND N OTE T AKING SUMMARIZING Promotes greater comprehension Students analyze a subject and pick out what is important Teacher needs to provide guidelines NOTE TAKING Note taking is important for learning Review and revision of notes should be encouraged

3. R EINFORCING E FFORT AND P ROVIDING R ECOGNITION REINFORCING EFFORT Teachers should show the connection between effort and achievement Share stories or keep a log of weekly efforts and achievements PROVIDING RECOGNITION Recognition is effective to promote effort Find ways to personalize recognition Pause, Prompt, Praise Pause to discuss problem Prompt with specific suggestions If student’s performance improves, offer praise

4. H OMEWORK AND P RACTICE HW should extend learning outside the classroom Should be relevant and purposeful Teachers should try to give feedback on homework to maximize effectiveness Establish a consistent HW policy Focus practice on difficult concepts both in and out of class

5. N ONLINGUISTIC R EPRESENTATIONS Knowledge is stored in 2 forms : linguistic and visual Nonlinguistic representations stimulates and increase brain activity Incorporate words and images Use physical models and physical movements

6. C OOPERATIVE L EARNING Has a positive effect on overall learning Keep groups small and don’t overuse this strategy

7. S ETTING O BJECTIVE AND P ROVIDING F EEDBACK SETTING OBJECTIVES Provides students with a direction for their learning Should be adaptable to students KWL PROVIDING FEEDBACK Feedback is important to the learning process Use rubrics Keep feedback timely and specific Make sure feedback is corrective in nature

8. G ENERATING AND T ESTING H YPOTHESES Have students make predictions based on general rules (deductive reasoning) Students should be able to explain their hypothesis and conclusions Ask students to build something with limited resources and explain what worked and what didn’t work

9. C UES, Q UESTIONS, AND A DVANCE O RGANIZERS Helps students use what they already know about a topic to enhance further learning Pause briefly after asking a question Vary the style of advance organizer used – tell a story, skim a text, create a graphic organizer