Marzano Strategies Lacey Hoogland. Outcomes Increase awareness and understanding two research-based...
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Marzano Strategies
Lacey Hoogland
Outcomes
• Increase awareness and understanding two research-based instructional strategies.
• Gain ideas about how to use the strategies in an effective manner.
Norms
• Take care of your own needs
• Limit side conversations
• Hands up = come back to large group
• Respect other’s opinion and viewpoints
Marzano Resources
Nonlinguistic RepresentationCategory Percentile Gain Identifying Similarities and Differences 45
Summarizing and Note taking 34 Reinforcing Effort and Providing Recognition
29
Homework and Practice 28 Nonlinguistic Representations 27 Cooperative Learning 27 Setting Objectives & Providing Feedback 23
Generating & Testing Hypotheses 23
Cues, Questions, & Advance Organizers 22
Nonlinguistic Forms
Nonlinguistic
• A variety of activities produce nonlinguistic representations
• Nonlinguistic representations should elaborate on or add to knowledge
Graphic Organizers
Fact Fact
Topic
Fact Fact
Graphic Organizers
Equilateral Triangle
Wonder Wheel
http://www.gapminder.org/
Body Story
• Group yourselves by birthday month.
• Then from birthday month break into groups of 3-4.
• Together create a “body story” using the directions associated with your template.
ABC Chart
ABC Chart
Process/Cause-Effect Patterns
• Organize information into a casual network leading to a specific outcome or into a sequence of steps leading to a specific product
Process/Cause-Effect Patterns
Healthy Person
Physical Models
• Concrete representation of the knowledge that is being learned
• Helps establish an image• Students design and build physical models
Lego Model
Kinesthetic Activity
• Generates a mental image of the knowledge
• Role playing allows students to demonstrate their knowledge
Why Kinesthetic Activity?
• Students who are physically active are more alert and have better concentration– The brain makes up 2% of our body but takes
20% of our oxygen. – During physical activity, respiration rates
increase and breathing becomes deeper, and oxygen rich blood is circulated to the brain.
– Thus, performance and achievement increases.
Human Histogram
• Do not put your name on the top sheet!
• Circle your answer to each question.
Cooperative LearningCategory Percentile Gain Identifying Similarities and Differences 45
Summarizing and Note taking 34 Reinforcing Effort and Providing Recognition
29
Homework and Practice 28 Nonlinguistic Representations 27 Cooperative Learning 27 Setting Objectives & Providing Feedback 23
Generating & Testing Hypotheses 23
Cues, Questions, & Advance Organizers 22
What Is It?
• Two or more people working interpedently, engaging in positive interaction and group processing, studying together and teaching one another to maximize each individuals learning.
Research
• Think, Pair, Share– What does research say about cooperative
learning? • “Cooperative Learning has an effect size
of .78”• “Organizing students in heterogeneous
cooperative learning at least once a week has a significant effect on learning.” (Marzano, Pickering and Pollock, 2001)
Example
• Sleepy• Grumpy• Doc• Dopey• Happy• Bashful• Sneezy
Cooperative Activity
• Jigsaw Reading– Count off by 5’s – Your number corresponds to which numbered
section you will read– Gather together with like numbers and share
what you read– Now gather with the other 4 numbers so you
have a 1-5 in each group and share what you read
Cooperative Learning
• Positive Interdependence• Face to Face Interaction• Individual
Accountability/Responsibility• Interpersonal and Small Group Goals• Group Processing
Designing Groups
• Numbers Make the Difference– Groups of 3-4 produce the largest percentile
gain at 9– Pairs indicate the next largest percentile gain
at 6– Groups of 5-7 indicate a negative result with -1
– Medium ability homogenous groups displayed the largest percentile gain of 19
Designing Groups
• Stand Up and walk 17 steps then stop and group with the 2 people nearest to you
• Share the types of grouping either you use, have used or know about with your group members.
Designing Groups
• Informal Groups– Think, Pair, Share– Jigsaw
• Formal– Several days, weeks– Task will include basic cooperative learning
strategies• Base Groups– Long-term – Provide Support
Management in Cooperative Learning
• Key 1 – Planning• Key 2 – Team Building
– Team identity– Mutual Support– Valuing Differences– Developing Synergy– Sharing
• Key 3 – Teacher’s Role– Facilitator– Assessment– Self-reflection
Technology in Cooperative Learning
Cacoo
Cacoo
Cacoo
Concentric Circles
• What have you done this year for nonlinguistic representation?
• What might you do you in the future?• What Marzano Strategies have you
implemented this year?
SAT 10: Language Arts
Lacey Hoogland&
Keiz Shultz
Overview
• Measurements: Language– Prewriting– Composing– Editing– Narrative– Informative– Persuasive– Thinking Skills
Connection to Standards/DStep
• Look at the State Writing Standards: Which standards address the areas below? – Prewriting– Composing– Editing– Narrative– Informative– Persuasive– Thinking Skills
Sentences
Who WhatWhere When How Action
• Choose a Partner or Triad
• Taking Your Sentences Handout write 5 sentences together as described on your handout
Best Sentences
Lucky Dog with friends in summer
My dog is named Lucky. I play with my friends in the summer.
My dog Lucky loves to jump on my bed. In the summer I like to play baseball with my friends.
Best SentencesWhat kind of SENTENCE can you write?
off topic doesn’t make sense
incorrect use of capital letters no ending punctuation
on topic makes sense correct use of capital letters end punctuation
stretches topic shares details creates interesting sentence
Using Colors to Teach Organization
GoBack!
Stop!
SlowDown
Go! Topic
Reason, Detail, or Fact.
Explain the Reason, Detail, or Fact
Remind the reader of your topic.
2.11
Information Outline
• Topic=
Effective Paragraphs for Writing
Informative (Expository) paragraphs need:• A title• A topic sentence• Transitions• Good explanations and examples• A conclusion
Two Column Notes
1. Write the topic2. Read a paragraph3. Find the big idea4. Write the big idea on the left5. Put notes on the right6. Take notes on all paragraphs
Two Column Notes
Topic = RecessGames Four Square
Hop ScotchBalls
Playground SwingsSlidesMonkey Bars
Sand
Practice
Saints
Information Outline
• Topic=
Using Colors to Teach Organization
GoBack!
Stop!
SlowDown
Go! Write a topic sentence
Give a reason, detail, or fact. Use a transition.
Explain. Give an example.
Remind the reader of your topic.
2.11
Topic Sentence
• Green means “go.”• Green asks the writer to decide—– “What am I going to prove?” (reason)– “What am I going to explain?” (detail)– “What information will I share?”
(fact)
Reasons/Details/Facts
• Yellow means “slow down.”• Introduce key concepts to support the
topic sentence.• The main supporting ideas (reasons, details
or facts) for the topic sentence.• Look for common patterns or categories in
the brainstorming.
2.11
Explain
• Red means “stop and explain.”• Present evidence.• Provide explanation and examples.
2.11
Conclusion• Green means “go back to your
topic.”• Restate the topic and the position.• Do not introduce new information.• Use synonyms and leave your
reader with something to remember.
2.11
Information Outline
• Topic=
Write Your Paragraph
• Group with two others who do not teach the same grade level as you.
• Using your Saints graphic organizer and your Saints outline write your paper using the strategies of Go, Slow Down, Stop! and Go Back!
Lead Example
• Topic: Rules at Lunch– Topic Sentence: Even though we might be
excited, we know we have to follow the rules in the school cafeteria.
• Topic: Rules at Lunch– Lead: Everyone in my class is happy when the
lunch bell rings. We are all hungry and anxious to talk to our friends. Even though we might be excited, we know we have to follow the rules in the school cafeteria.
Stretch Your Ideas & Leads
• Add more RED (K-3) pair with a neighbor to determine what other details you could add
• Add a Lead (4-5) BLUE– Adding to your topic sentence– Important Fact– Humorous– Background Information
5 Elements of Informative Writing
• Organization is the key. • Topic sentences and thesis statements are
the heart.• Transitions are the glue.• Examples, evidence, and explanations are
the meat.• Conclusions tie it all together.
Two Column Notes
• Group as follows: K & 1, 2 & 3, 4 & 5• Choose a reader who comes up to select a
book• While listening to the book determine the
Topic, Main Points and Supporting Details – Differentiated for grade level
• Compare your notes/ listening
Two Column Math
• How many inches are in a foot? This column will include
sentences to show student thinking.
This column will be where students work out their
problem.
Step 1
Step 2
Step 3
This box must include the answer and reiterate the question.
Two Column MathWhat is the total of 38 + 61?
This column will include sentences to show student thinking.
This column will be where students work out their problem.
Step 1I would take 30 plus 60 equals 90
30 + 60 = 90
Step 2I would take 8 plus 1 equals 9
8 + 1 = 9
Step 3Ninety plus nine equals 99
90 + 9 = 99
Step 4The total of 38 + 61 equals 99
This box must include the answer and reiterate the question.
38 + 61 = 99
Two Column Notes
• Uses:– Comprehension before writing– Comparing and Contrasting – What You Know, How You Know It – During presentations, discussions, videos etc.– Formative Tool to gauge where students are at
in their learning– Math, Reading, Religion
Review
• Non-Linguistic Representation• Cooperative Learning • Two Column Notes • Persuasive Writing
Lesson Plans
• In your small group, choose a recorder, and discuss one of the following:– What have I done this year that utilizes some
of todays techniques?– What ideas come to mind that I could utilize
these techniques before the end of the school year?