1. Marzano’s Essential 9 High Leverage Instructional Strategies

2. Objectives By the end of the session you will...
examine research-based instructional strategies that affect student achievement
identify various methods for teaching these strategies
determine which strategies you will incorporate in your classroom practice.

3. Research Robert Marzano, Debra Pickering, Jane Pollock
From books, Classroom Instruction That Works & The Handbook for Classroom Instruction that Works
Identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels

4. Clock Buddies Sign your name on the top of your paper.
Avoid people seated at your table.
Find a different partner for 2:00; 4:00; 6:00; 8:00; 10:00; 12:00
Trade signatures.
Sit down as soon as you have all signatures.
You have 2 minutes 14 seconds.

5. The Essential Nine Categories Of Instructional Strategies That Affect Student Achievement
Category
Percentile
Gain
Identifying similarities and differences 45
Summarizing and note taking 34
Reinforcing effort and providing recognition 29

6. Similarities and Differences
Research
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.

7. Synectics Going back to school after Winter
Find your 4:00 partner. Find another pair, finish the following statement.
Going back to school after Winter
vacation is like ______________
because _________________ .

8. Identifying Similarities and Differences
Variety of Ways
-Comparing
similarities and differences
-Classifying
grouping things that are alike
-Metaphors
comparing two unlike things
-Analogies
identifying relationships between pairs of
concepts

9. Identifying Similarities and Differences
Recommendations
For Classroom Practice
Give students a model for the process.
Use familiar content to teach steps.
Give students graphic organizers.
Guide students as needed.

10. Summarizing and Note Taking
Research
High leverage strategies because they:
- encourage powerful learning
- lead to deeper understanding
- endure long-term recall
Verbatim note taking is the least
effective way to take notes.

11. for Classroom Practice
Summarizing
Recommendations
for Classroom Practice
Use summary frames
Use a rule-based summary strategy
(a set of rules students can follow to summarize text)

12. Summarizing
Use the Triad Summarizing format to summarize the article “Moving With the Brain in Mind”
Large Group Share

13. Note Taking
Research
Note taking and summarizing are closely related. Both require students to identify what is most important about the knowledge they are learning and then state that knowledge in their own words.

14. For Classroom Practice
Note Taking
Recommendations
For Classroom Practice
Teach students a variety of note- taking formats.
Give students teacher-prepared notes.
Remind students to review their notes.

15. Note Taking
Although note taking is one of the most useful study skills a student can cultivate, often teachers do not explicitly teach note taking strategies in the classroom.

16. Note Taking Cornell Notes
Find your 10:00 partner and share.
What elements of the Cornell note format make this type of note taking effective for students?
How could this format be adapted for use with younger students?

17. Reinforcing Effort
Believing in effort can serve as a powerful motivational tool that students can apply to any situation

18. Reflecting on Current Beliefs and Practices
Think, Pair, Share - Turn to your neighbor and discuss…
How do you reinforce students’ effort in your classroom?
What is the purpose for reinforcing effort in the classroom?
What makes reinforcing effort effective or ineffective?
What questions do you have about reinforcing effort?

19. RESEARCH
People generally attribute success at any given task to one of four causes:
Effort
Other people
Ability
Luck
Three of these four beliefs ultimately inhibit achievement – (Covington 1983,1985)

20. Generalizations from Research
Not all students realize the importance of believing in effort.
Implication is that teachers should explain and exemplify the “effort belief” to students.
Urdan,Midgley, & Anderman 1998

21. Generalizations from Research
Students can learn to change their beliefs to an emphasis on effort
Students who were taught about the relationship between effort and achievement increased their achievement more than students who were taught techniques for time management and comprehension of new material.
Van Overwalle & De Metsenaere, 1990

22. Recommendations for Classroom Practice
Students need to be taught that effort can improve achievement.
Share personal examples of times you have succeeded because you did not give up
Share examples of well-known athletes and others who succeeded mainly because they did not give up
Have students share personal examples of times they succeeded because they did not give up.

23. Recommendations for Classroom Practice
Have students chart effort and achievement
Charting their effort and achievement will reveal patterns and help students see the connection between the two.

24. Reinforcing Effort ORGANIZING CLASSROOMS FOR EFFORT
Students know what is expected.
Fair and credible evaluations are used.
Curriculum is geared to standards.
Student responsibility for work is emphasized.
Results are fixed, time varies.
Recognition of accomplishment is utilized.

25. Providing Recognition
Providing recognition for attainment of specific goals not only enhances achievement, but it stimulates motivation

26. RESEARCH
Rewards do not necessarily have a negative effect on intrinsic motivation.
Reward is most effective when it is contingent on the attainment of some standard of performance.
Abstract symbolic recognition is more effective than tangible rewards.

27. Recommendations for Classroom Practice
Establish a rationale for reinforcing effort and providing recognition
Follow guidelines for effective and ineffective praise.
Link effort to achievement
Use the pause, prompt, and praise technique

28. CHECKING FOR UNDERSTANDING
Base Group ACTIVITY
Read the four examples of providing recognition in the classroom.
In your group, evaluate each example according to the Guidelines for Praise.
Determine if recognition is Effective or Ineffective
Cite the specific criteria and explain your thinking.

29. Teacher Recognition
Example 1: Dana was unable to make any connections among the elements using a table of characteristics. Mr. Mulder suggests she focus on one characteristic and look for connections. When he returns later, Dana explains how she had figured out a way to group the elements according to boiling point. Mr. Mulder congratulates her on on finding a valid connection.
Example 2: Mr. Mulder circulates as students are working in small groups. He pauses at Station 1 and comments, “Nice work on your calculations.” At Station 2, he says, “Nice work on your graphs.” At Station 3, he says, “Nice work on your calculations.

30. Teacher Recognition
Example 3: “You really did a good job working through all of the steps and checking your answers for this problem. I know you’ve had difficulties with multi-step calculations before and sometimes settled for getting any answer down on paper, even if it wasn’t correct. Your determination with third task really showed.”
Example 4: “Good job. Jackson. Keep it up.”

31. SNOWBALL ACTIVITY On a post-it note answer this question.
Why are Reinforcing Effort and Providing Recognition included in the nine categories of Instructional Strategies proven to increase student achievement?

32. The Essential Nine Categories Of Instructional Strategies That Affect Student Achievement
Category
Percentile
Gain 29 28 27
Homework and practice
Nonlinguistic representations
Cooperative learning

33. Homework Rationale Why homework? - Students are in school a short time
- Homework extends learning beyond
the school day
Asset or Liability?
- It depends on how it is used

34. Homework
Take 3-4 minutes to answer these questions on the handout provided.
What are the purposes of homework?
What kind of homework do you assign your students?
What makes homework effective, and how do you know it has been?
What questions do you have about using homework?
Find your 2:00 partner and share

35. Homework and Practice Research
Both homework and practice give students opportunities to deepen their understanding and proficiency with content they are learning.

36. Homework Considerations/Recommendations
-Amount
10 X the # of the grade as a guideline
-Parent involvement
Parents as facilitators
-Homework policy
Feasible & defensible expectations
-Purpose
Without one, it’s “busy work”
-Assignment sheets
Clarify what they are doing and why
-Feedback (be specific)
Can improve student achievement

37. Practice
Research
Students need to practice skills and processes before they can use them effectively.
Goal is for learning a skill, not learning information.

38. For Classroom Practice
Recommendations
For Classroom Practice
Determine which skills are worth practicing.
Schedule massed and distributed practice.
Help students shape a skill or process (explicit instruction and modeling)

39. Non Linguistic Representations
Research
-Teachers typically present new
knowledge to students linguistically.
-Engaging students in the creation of
nonlinguistic representation actually
stimulates and increases activity in
the brain.

40. Non Linguistic Representations
Recommendations
For Classroom Practice
Graphic organizers
Pictographic representations
Mental images
Physical models

41. Graphic Organizers Use Graphic Organizers to:
Activate current knowledge
Present information
Take notes
Summarize information
Assess student learning

42. Graphic Organizers Graphic organizers make thinking visible.
Different graphic organizers represent different kinds of thinking.
Students must be taught how to use graphic organizers.
The goal is for students to be able to select the appropriate graphic organizer.

43. Graphic Organizers Give One—Get One
Take two post-it notes, on each one, write one way that you have used graphic organizers in your classroom.
Share and exchange ideas with other participants.

44. Cooperative Learning Research
Organizing students into cooperative groups yields a positive effect on overall learning if approach is systematic and consistent.

45. Cooperative Learning Recommendations For Classroom Use
Teach students the elements of cooperative learning
Vary grouping criteria
(informal, formal and base)
Manage group size
(3-5 students)

46. Cooperative Learning Pair Square
Locate your Louvre Museum partner, find another team.
What activity did we do today that is an example of cooperative learning?
What are some ways you group students other than skill level?

47. The Essential Nine Category Percentile Gain
Setting objectives and providing feedback 23
Generating and testing hypotheses
Questions, cues and advance organizers

48. Setting Objectives and Providing Feedback
Research
Students learn more efficiently when they know the goals and objectives of a specific lesson or learning activity.

49. Setting Objectives What do students need to know and be able to do?
How do I know they got it?
What do I do when they don’t?
What do I do when they do?

50. Setting Objectives Mastery Objectives Language Objectives
Written in Kid-Friendly Language

51. For Classroom Practice
Setting Objectives
Recommendations
For Classroom Practice
Set “standards-based” goals for a unit and encourage students to set personal learning goals on how they’ll achieve them.
Communicate learning objectives to parents so they can provide appropriate support to students.

52. Setting Personal Learning Goals
GOAL: To become a better writer
MORE CONCRETE:
I want to write more effective introductions with clear, concise thesis statements.
I want to use good paragraph form in my writing.

53. For Classroom Practice
Providing Feedback
Recommendations
For Classroom Practice
Use various methods of assessment.
Feedback should be corrective in nature.
Give timely feedback.
Feedback should be specific to criterion.
Self-assessment tools may be used to gauge progress.

54. Providing Feedback
“Academic feedback is more strongly and consistently related to achievement than any other teaching behavior. This relationship is consistent regardless of grade, socioeconomic status, race or school setting.”
Bellon, Jerry J. Teaching from a Research Knowledge Base. 1992

55. Providing Feedback Find your Anagram Partner and share.
Why are rubrics an excellent way to give students specific feedback?

56. Generating and Testing Hypotheses
Research
Generating and testing hypotheses involves the application of knowledge, which enhances learning.

57. Generating and Testing Hypotheses
Examples of Strategies
Systems Analysis
Problem Solving
Historical Investigation
Invention
Experimental Inquiry
Decision Making

58. Generating and Testing Hypotheses
Recommendations
For Classroom Practice
Give students a model for the strategy
Use familiar content to teach the strategy
Make graphic organizers available
Provide guided practice
Have students explain their hypotheses and conclusions

59. Cues, Questions, and Advance Organizers
Research
Cues
Explicit reminders about what a student is about to experience
Questions
Help students analyze what they already know
Advance Organizers
Help students retrieve what they know about a topic and focus on the new information

60. Cues, Questions, and Advance Organizers
Recommendations
For Classroom Practice
Cues
Telling students the topic of an article they are about to read
Reminding students to look for new information when reading

61. Cues, Questions, and Advance Organizers
Recommendations
For Classroom Practice
Questions
Higher-level questions require students to analyze information and apply what they know

62. Cues, Questions, and Advance Organizers
Research shows that…
1/3 of class interactions are questions
Primary grades: 150 per hour
Elementary/high: several hundred per day
(Gage/Berliner)

63. Cues, Questions, and Advance Organizers
Research shows that…
(Flanders)
RULE OF 2/3
2/3 of class time is verbal
2/3 of that time is questions
2/3 are asked by teacher
2/3 are answered by teacher

64. Advance Organizers
Advance organizers are organizational frameworks teachers present to students prior to teaching new content to prepare them for what they are about to learn.
Advance organizers focus on essential information and get students ready to use the information.

65. For Classroom Practice
Advance Organizers
Recommendations
For Classroom Practice
SQRRR (survey, question, read, recite, review)
Narrative advance organizers (tell a story to make personal connections)
Expository
Skim a text
Use graphic organizers

66. Advance Organizers
Find your Merovingian King partner and share:
Review SQ3R method. What are some ways you could implement this in your classroom?

67. Review of Objectives
examine research-based instructional strategies that affect student achievement
identify various methods for teaching these strategies
determine which strategies you will incorporate in your classroom practice.

68. Shaping Up Review
Four things that are important concepts from today’s session – one in each corner.
One thing that you loved learning about today
One all encompassing statement that summarizes today’s session.
Three most important facts from today’s session.