1. Dr. Marzano’s Nine Effective Strategies for Teaching and Learning

2. Why Marzano?
Using these strategies are great for maximizing student potential
Very dynamic and can be used in most situations and combined with most strategies
21st Century Learning Skills
PBL

3. What does the data show

4. What does the data show

5. Similarities and differences
“The ability to break a concept into its similar and dissimilar characteristics allows students to understand (and often solve) complex problems by analyzing them in a more simple way.”

6. Similarities and differences
Comparing and contrasting information
Organizing/classifying similar items
Metaphors
How are things different
Analogies
How are thing similar

7. Similarities and differences
Venn Diagrams
T-Charts
Multi column and row charts
Students identify, explain, and create analogies and metaphors

8. Summarizing and note-taking
“These skills promote greater comprehension by asking students to analyze a subject to expose what's essential and then put it in their own words. According to research, this requires substituting, deleting, and keeping some things and having an awareness of the basic structure of the information presented.”

9. Summarizing and note-taking
Verbatim note-taking is not effective
Old school “copy this”
Students need to understand to find the information that is most relevant while eliminating non-essential information
“Put into your own words” = paraphrase

10. Summarizing and note-taking
Formal outline
Power Outline
Take a key concept and have students find supporting points
Summarizing and paraphrasing
Cornell notes, double column note-taking, affinity diagrams

11. Summarizing and note-taking

12. Reinforcing effort and providing feedback
“Teachers need to help students see the relationship between effort, achievement, and recognition.”

13. Reinforcing effort and providing feedback
Students are able to learn the connection between effort and achievement
Make it relevant to them
Share success stories of famous people and then have them think of personal or family success stories
Pause, prompt, praise
Pause to take time to prompt (guide them toward right answer) students.
Once they reach the desired outcome, offer specific praise

14. Reinforcing effort and providing feedback
Provide immediate and relevant feedback
Write your feedback in students’ journals
Hold high expectations for students and yourself
“Praise publically, but scold privately”
Display student work

15. Homework and Practice
“Practice supports learning; homework needs to be intentional and have a specific goal or outcome.”

16. Homework and Practice “Practice makes perfect”
Goal is to have students practice the skills they learned in class
Needs to be relevant and not “busy work”
Varies depending on grade level and subject

17. Homework and Practice
Expectations for homework need to be set early in school year
Get parents on board to help create a routine for students to follow
However, parents should have minimum involvement in the work itself
Keep a homework log for students
Provide immediate and relevant feedback on the homework

18. Non-linguistic Representation
“Incorporate visuals, images, pictographs, and pantomimes to reinforce concepts and vocabulary.”

19. Non-linguistic Representation
Two ways of storing knowledge:
Logistically (verbal)
Visual (non-verbal, non-linguistic)
Helps stimulate brain activity in general, not just the “knowledge-storing” areas

20. Non-linguistic Representation
Using symbols and imagery
Pictograms, spider-web diagrams, concept maps, illustrations, map work
Participate in kinesthetic activities
Moving around, interacting with one another, dancing, etc…

21. Cooperative Learning
“Research shows that organizing students into cooperative groups yields a positive effect on overall learning.”

22. Cooperative Learning General rules of group work
No “busy work”
Limit use of ability groups
Keep groups small
Set expectations and a routine from the very beginning of the year
Great 21st Century Learning skills

23. Cooperative Learning Work in small groups to complete assignment PBL
Think, pair, share
Students read passage and draw own conclusions
They then discuss their conclusions

24. Cooperative Learning Jigsaw method Competitions between groups
First grouping works together to gather and learn information…they become experts
Second grouping involves experts working with other experts to teach each one another the different information
Competitions between groups

25. Setting goals and providing feedback
“Set objectives that are adaptable to student learning goals and provide feedback toward those goals.”

26. Setting goals and providing feedback
Have goals and objectives on the board with an agenda for the students to follow
I keep the same rough agenda every day:
Bell Ringer; Go over goals and objectives; Review section; New Work; Activity; Wrap-up
Create long-term unit objectives and goals as well

27. Setting goals and providing feedback
Feedback needs to be relevant and given in a timely manner
Make it corrective in nature

28. Setting goals and providing feedback
Displaying and going over goals and objectives
KWL
What we already know, what we want to know, and what we learned
Contracts and developing routines from the first day

29. Generating and testing hypothesis
“Students should generate, explain, test and defend hypotheses using both inductive and deductive strategies through problem solving, history investigation, invention, experimental inquiry, and decision making

30. Generating and testing hypothesis
Investigative problem solving
Find possible solutions
Test them
Find best solution
System analysis
Students study systems (economics, government, weather, etc…)
Create predications using analysis

31. Generating and testing hypothesis
Historical investigation
Invention
Inductive and deductive investigations

32. Questions, cues, and advanced organizers
Use questions, cues, and advanced organizers to help students tap into their background knowledge to make sense of information.”

33. Questions, cues, and advanced organizers
Ask relevant questions
Wait for responses, don’t rush
“Three second rule”= teacher doesn’t take answer until three seconds have passed
Vary your questioning

34. Questions, cues, and advanced organizers
Graphic organizers
Anticipation guides
Students create their own questions for quizzes and tests

35. Useful References
Breaks down each of the strategies and provides examples of the strategies being used
Also has links to other sites full of good examples
Cornell notes

36. Useful References
Jim Shipley and Associates. Marzano Strategies Chart from

37. General references
Maddox, V. (2010). Get motivated with Marzano: High-yield instructional strategies.