ED 530 THEORIST PRESENTATION SPRING SEMESTER 2010 SCOTT LENIO Robert J. Marzano

Dr. Marzano’s Education BA, English, Iona College,1968 Masters, Reading/Language Arts, Seattle University, 1971 PHD, Curriculum and Instruction, University of Washington, 1974

Background CEO and Cofounder of Marzano Research Laboratory in Englewood, Colorado. Leading Researcher in Education Speaker, Author and Trainer in Education Written 30 books and over 150 articles, on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include Designing & Teaching Learning Goals & Objectives, District Leadership That Works, Designing & Assessing Educational Objectives, Making Standards Useful in the Classroom, and The Art and Science of Teaching. His practical translations of the most current research and theory into classroom strategies are internationally known and widely practiced by both teachers and administrators.

Nonlinguistic Representations Asking students to: a. Generate mental images representing content b. Draw pictures or pictographs representing content c. Construct graphic organizers representing content d. Act out content e. Make physical models of content f. Make revisions in their mental images, pictures, pictographs, graphic organizers, and models

Cooperative Learning Organizing students in: a. Cooperative groups when appropriate b. Ability groups when appropriate

Assessment Progress Report Use Assessments as sources of information for both students and teachers Follow assessments with high-quality corrective instruction Give students second chances to demonstrate success

Nine Categories of Dr. Marzano’s Strategies Identifying Similarities and Differences  Assigning in class and homework assignments that involve a. Comparison b.Comprehension c.Metaphors d.Analogies

Summarizing and Note Taking Asking students to a.Generate verbal summaries b.Generate written summaries c.Take Notes d.Revise Their Notes 1. Correct errors 2. Add information

Reinforcing Effort and Providing Recognition a. Recognizing and Celebrating progress toward learning goals throughout a unit b. Reinforcing the importance of effort c. Celebrating progress of students towards learning goals at the end of a unit

Homework and Practice a. Providing specific feedback on all assigned homework b.Assigning homework for the purpose of practicing skills and procedures that have been the focus of instruction

Setting Objectives and Providing Feedback a. Setting specific learning goals at the beginning of a unit b. Asking students to set their own learning goals at the beginning of the unit c. Providing feedback on learning goals throughout the unit d. Asking student to keep track of their progress on learning goals e. Providing summative feedback at the end of a unit f. Asking students to assess themselves at the end of a unit

Generating and Testing Hypothesis Engaging students in projects that involve generating and testing hypotheses through a. problem solving tasks b. decision making tasks c. investigation tasks d. experimental inquiry tasks e. systems analysis tasks f. invention tasks

Questions, Cues and Advanced Organizers Prior to presenting new content, Ask questions that a. help students recall what they might already know about the content b. provide students with direct links with what they have studied previously c. provide ways for student to organize or think about the content

Bibliography Robert J. Marzano. Retrieved February 2, 2010, from tree.com/Public/ProfDev.aspx?node=&parent=&Sho wPresenter=true&ProductID=SHF202. tree.com/Public/ProfDev.aspx?node=&parent=&Sho wPresenter=true&ProductID=SHF202 Franklin High Inservice. Retrieved February 2, web/indexnew.html. 0web/indexnew.html