1. Effective Research-Based Strategies Marzano
Brick to Virtual
Effective Research-Based Strategies
Marzano

2. The Research

3. 10 Instructional Strategies
Vocabulary
Comparing, contrasting, classifying, analogies, and metaphors
Summarizing and note-taking
Reinforcing effort and giving praise
Homework and practice
Nonlinguistic representation
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and advanced organizers
Marzano1 (2000) identified ten research-based, effective instructional
strategies that cut across all content areas and all grade levels. Each
requires specific implementation techniques to produce the effect sizes
reported, so their use requires learning to use them correctly.

4. Comparing, contrasting, classifying, analogies, and metaphors#1
Comparing, contrasting, classifying, analogies, and metaphors 45
percentile points

5. Comparing, contrasting, classifying, analogies, and metaphors#1
The Research
Finding similarities and differences are basic mental operations to human thought
Providing explicit guidance will enhance students understanding of and use of knowledge. This is best when teacher wants a specific focus.
Directly encourage discussion of similarities and differences
Allow students to identify independently to allow for divergent thinking
Classification, metaphors and analogies all require identifying similarities and differences
Many tools can be used to achieve same outcome
Comparing, contrasting, classifying, analogies, and metaphors

6. Summarizing and Note-Taking#2
Summarizing and Note-Taking 34
percentile points

7. Summarizing and Note-taking#2
Research
Includes 3 things: deleting, substituting, and keeping
To do this the students really need to analyze the information.
Teaching how the information is structured within the text will enhance their ability to summarize. (titles, headings, etc.)
Summarizing and Note-taking
Marzano1 (2000) identified ten research-based, effective instructional
strategies that cut across all content areas and all grade levels. Each
requires specific implementation techniques to produce the effect sizes
reported, so their use requires learning to use them correctly.

8. #3
Vocabulary 32
percentile points

9. Vocabulary #3 The Research Must encounter words in context
More reading = more exposure to words
Direct instruction of vocabulary significantly increases student retention
Even slight mention of new terms increases retention of new terms
The lower the ability level of students the more important the direct instruction of vocabulary
Best way of learning a new word is to associate an image with it
Best results occur with direct instruction of words students are working with.
Vocabulary

10. Reinforcement and Providing Recognition#4
Reinforcement and Providing Recognition 29
percentile points

11. Reinforcing effort and recognition#4
Research
You need to track the connection between effort and achievement.
Rewards in general decrease intrinsic motivation.
Reward needs to be tied closely to performance.
Symbolic recognition is more effective than tangible awards.
The more abstract the reward the more powerful they are.
Reinforcing effort and recognition
Marzano1 (2000) identified ten research-based, effective instructional
strategies that cut across all content areas and all grade levels. Each
requires specific implementation techniques to produce the effect sizes
reported, so their use requires learning to use them correctly.

12. #5
Homework and Practice 28
percentile points

13. #5 Research Homework and practice
Even with practice, there should be a purpose and an outcome with feedback.
Mastering skill requires focused practice.
Practice should be used to extend and refine knowledge.
Homework and practice
Marzano1 (2000) identified ten research-based, effective instructional
strategies that cut across all content areas and all grade levels. Each
requires specific implementation techniques to produce the effect sizes
reported, so their use requires learning to use them correctly.

14. Nonlinguistic Representation#6
Nonlinguistic Representation 27
percentile points

15. Nonlinguistic representation#6
Research
Creating graphic organizers
Physical models
Generating mental pictures
Drawing pictures and pictographs
Engaging in kinesthetic activity
Nonlinguistic representation
Marzano1 (2000) identified ten research-based, effective instructional
strategies that cut across all content areas and all grade levels. Each
requires specific implementation techniques to produce the effect sizes
reported, so their use requires learning to use them correctly.

16. #7
Cooperative Learning 27
percentile points

17. #7 Research Cooperative Learning
Five defining elements of cooperative learning: positive interdependence, face-to-face interaction, group processing, appropriate use of social skills, individual and group accountability, and interpersonal small group skills.
Organizing students in groups have had a major impact in student learning.
Groups should be small in size, used consistently but not over used.
Cooperative Learning
Marzano1 (2000) identified ten research-based, effective instructional
strategies that cut across all content areas and all grade levels. Each
requires specific implementation techniques to produce the effect sizes
reported, so their use requires learning to use them correctly.

18. Setting objectives and Providing feedback#8
Setting objectives and Providing feedback 23
percentile points

19. Setting objectives and providing feedback#8
Research
Objectives narrow what the student needs to focus on.
Students should have own personal goals.
The most powerful single modification that enhances achievement is feedback.
Feedback should be corrective. It should be specific and timely.
The more delay there is in feedback the less improvement there is in achievement.
This is one area that is frequently under used.
Setting objectives and providing feedback
Marzano1 (2000) identified ten research-based, effective instructional
strategies that cut across all content areas and all grade levels. Each
requires specific implementation techniques to produce the effect sizes
reported, so their use requires learning to use them correctly.

20. Generating and Testing Hypothesis#9
Generating and Testing Hypothesis 23
percentile points

21. Generating and testing hypotheses#9
Research
Inductive and Deductive thinking
Give the students opportunities to problem solve.
Examples: experiments, inventions
Generating and testing hypotheses
Marzano1 (2000) identified ten research-based, effective instructional
strategies that cut across all content areas and all grade levels. Each
requires specific implementation techniques to produce the effect sizes
reported, so their use requires learning to use them correctly.

22. Cues, Questions, and Advance Organizers
#10
Cues, Questions, and Advance Organizers 22
percentile points

23. Cues, questions, and advanced organizers
#10
The Research
Activating prior knowledge
Cues are hints about what is coming
Questions ask what they know to provide focus
Higher level questioning is more effective
Focus on important not interesting
Prior to learning
Cues, questions, and advanced organizers