1. Marzano Instructional Model Overview
Toby Boss
ESU 6

2. Objectives Provide an overview of the model
Discuss the need to have a common language of instruction
Generate examples from teacher practice
Resources can be accessed at:

3. Name it. Describe it. Say why it’s good.
Craft Knowledge
“…the knowledge about the practice that is collected, codified, legitimated, and shared by professionals.”
(Burney, 2006)
Name it.
Describe it.
who, what, when, how
Say why it’s good.
why
KEY: intentional replication!
EIS 2010

4. Thinking about instruction…
List two or three successful strategies that you use with your students.
Examples
Inside/Outside Circle
15 to 25

5. Expert Perceptions Richard Elmore
Education is a profession without a practice.
We haven’t developed a clear sense of what we do, and how it relates to our core mission.
It is no longer acceptable to say that teaching is a mysterious thing, that occurs idiosyncratically in every classroom.
We need a systematic answer to the question of how we do what we do.

6. The Art & Science of Teaching 10 “design questions” teachers ask of themselves as they plan a unit of instruction.

7. The Art and Science of Teaching
Ten Design Questions – What will I do to:
establish and communicate learning goals, track student progress, and celebrate success?
help students effectively interact with new knowledge?
help students practice and deepen their understanding of new knowledge?
help students generate and test hypotheses about new knowledge?
engage students?
establish or maintain classroom rules and procedures?
recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?
establish and maintain effective relationships with students?
communicate high expectations for all students?
develop effective lessons organized into a cohesive unit?

8. Why do we need a common language of instruction?
Provides a method to talk about instruction
Provides a way to name, share and replicate strategies
Provides a framework for reflection and goal setting

9. Background People are motivated by three things
Purpose
Autonomy
Mastery
(Robert Marzano and Daniel Pink citing Edward Deci)
Mastery of anything takes about 10,000 hours (Gladwell) or 10 years (Marzano)
Teaching is complex and takes about 10 years to master

10. Presumptions Teaching is complex
The model should be “robust” enough to capture this complexity – 41 strategies
Teachers need not do them all
Gains are incremental - get better at a few each year
Feedback using a common language of instruction is critical

11. Lesson Segments “Thin slices” of instruction Those involving routines
Those involving content
Those enacted on the spot

12. MRL Scales for Reflective Practice: General Scale
Innovating
New strategies are created to meet needs of specific students or class as a whole
Applying
Strategy is used and monitored to see if it has desired effect
Developing
Strategy is used but in a mechanistic way
Beginning
Strategy is used but pieces are missing
Not Using
Strategy is called for but not used

13. Incremental Improvement
It takes deliberate practice to over the course of 10 years to be an expert
Teachers need not do all the strategies – not only one way to teach – it’s complex!
Choose one or two for improvement with deliberate practice
Goals for improvement should be set at appropriate stages (yearly, semester, quarter)

14. The Art and Science of Teaching Learning Goals and Feedback
Interacting with New Knowledge
Practicing and Deepening
Generating and Testing Hypotheses
Student Engagement
Establishing Rules and Procedures
Adherence to Rules and Procedures
Teacher-Student Relationships
High Expectations
Page 7, The Art & Science of Teaching
OPTIONAL/DON’T DO!!!!!!
Whole group:
Go through each question: STAND UP if you think this works in your system, ‘crouch’ if you’re not sure, stay seated if you doesn’t think this works for your system.
Expect to hear some, “Yeah, buts…”
Dialogue: OK, if these all have a place in your system, how might these look DIFFERENT????
Keep that filter ‘on’ as we continue our work today. 14

15. The Art and Science of Teaching
Student Engagement
High Expectations
Teacher/Student Relationships
Adherence to Rules and Procedures
ENACTED ON THE SPOT
INVOLVES ROUTINES
Learning Goals and Feedback
Rules and Procedures
ADDRESSES CONTENT IN SPECIFIC WAYS
Summarize where we’ve been, where we’re heading: ENGAGEMENT
Interacting with New Knowledge
Practicing and Deepening
Generating/ Testing Hypotheses 15
Heflebower, Marzano Research Laboratory
cutting-edge research concrete strategies sustainable success

16. Lesson Segments “Thin slices” of instruction Those involving routines
Those involving content
Those enacted on the spot

17. The Art and Science of Teaching Routine Segments
INVOLVES ROUTINES
Learning Goals and Feedback
Rules and Procedures
Summarize where we’ve been, where we’re heading: ENGAGEMENT

18. Routine Segments Communicate learning goals Track student progress
Celebrate success
Establish classroom rules and procedures
Organize the physical layout of the room

19. Discuss What are examples of routine segments from your practice?
How do you:
Communicate to students the learning goal?
Establish and teach procedures?
Provide feedback?
Celebrate?
Organize the room?

20. ADDRESSES CONTENT IN SPECIFIC WAYS
The Art and Science of Teaching
Content Segments
ADDRESSES CONTENT IN SPECIFIC WAYS
Summarize where we’ve been, where we’re heading: ENGAGEMENT
Interacting with New Knowledge
Practicing and Deepening
Generating/ Testing Hypotheses 20

21. Content Segments Interact with new knowledge
Practice and deepen content
Generate and test hypothesis

22. Discuss What are examples of content segments from your practice?
How do you:
Introduce content?
Practice content?
Provide projects to apply content?

23. cutting-edge research concrete strategies sustainable success
On the Spot Segments
Student Engagement
High Expectations
Teacher/Student Relationships
Adherence to Rules and Procedures
ENACTED ON THE SPOT
Summarize where we’ve been, where we’re heading: ENGAGEMENT 23
Heflebower, Marzano Research Laboratory
cutting-edge research concrete strategies sustainable success

24. On the Spot Segments Student engagement
Adherence to rules and procedures
Teacher –student relationships
High expectations

25. Discuss What are examples of on the spot segments from your practice?
How do you:
Engage students?
Address adherence to rules?
Build relationships?
Communicate high expectations?

26. Thinking about instruction…
List two or three successful strategies that you use with your students.
Discuss where you would find these strategies in the Marzano Model

27. The Art and Science of Teaching
Student Engagement
High Expectations
Teacher/Student Relationships
Adherence to Rules and Procedures
ENACTED ON THE SPOT
INVOLVES ROUTINES
Learning Goals and Feedback
Rules and Procedures
ADDRESSES CONTENT IN SPECIFIC WAYS
Summarize where we’ve been, where we’re heading: ENGAGEMENT
Interacting with New Knowledge
Practicing and Deepening
Generating/ Testing Hypotheses 27
Heflebower, Marzano Research Laboratory
cutting-edge research concrete strategies sustainable success

28. Resources http://marzanoresearch.com/site
ESU 6 YouTube: