Marzano’s Marzano’s Instructional StrategiesInstructional Strategies

Mitchell New Teacher CohortJanuary 2008

Category Ave. Effect Size (ES)

Percentile Gain

No. of ESs

Standard

Deviation (SD)

Identifying similarities and differences

1.61 45 31 .31

Summarizing and note taking 1.00 34 179 .50

Reinforcing effort and providing recognition

.80 29 21 .35

Homework and practice .77 28 134 .36

Nonlinguistic representations .75 27 246 .40

Cooperative learning .73 27 122 .40

Setting objectives and providing feedback

.61 23 408 .28

Generating and testing hypotheses .61 23 63 .79

Questions, cues, and advance organizers

.59 22 1,251 .26

“Classroom Instruction that Works”, Marzano, Pickering and Pollock

Categories of Instructional Strategies that Affect Student Achievement

What does this mean?

1.0 Standard Deviation•35 percentile points•2-4 grade equivalents•100 SAT score points•5 ACT composite score points•TIMMS would move from middle to the top five

Black and Wiliam (1998)

Identifying Identifying Similarities & DifferencesSimilarities & Differences

Nonlinguistic Nonlinguistic RepresentationRepresentation

Key UnderstandingsKey Understandings

• The “Core” to all learning (Robert Marzano, The “Core” to all learning (Robert Marzano, 2001)2001)

• Highly Robust Highly Robust • engaging students in the learning processengaging students in the learning process

• Leads to deeper student understandingLeads to deeper student understanding• Restructure understanding of contentRestructure understanding of content• Make new connections with things they already knowMake new connections with things they already know• Clear up misunderstandingsClear up misunderstandings

• Research indicates that there are four different Research indicates that there are four different forms of this activity that are highly effective.forms of this activity that are highly effective.

Expectations

The Big Picture:

• The brain works by building connections and associations

• The brain remembers more easily things that are unusual

How can we use this strategy to improve student

achievement? • Model

– presenting explicit guidance in identifying similarities and differences

• Guided & Independent practice – Stimulates divergent thinking

• Reflection - Represent similarities and differences in graphic or symbolic form – Nonlinguistic Representation

Additional Classroom Keys

• Multiple Exposure is KEY to deep understanding, to remembering, & to using information

• Shift in modalities• Attention span = 1 minute per 1 year of age???• 20 minutes (max. amount of attention span)• Don’t change topics – change HOW you work with the topic

• Reflection– 20/2/20 rule

• Re-explain & relate to prior knowledge within 20 minutes• Review & apply within 2 days• Reflect & re-apply within 20 days

highly effective “forms” to highly effective “forms” to identify similarities and identify similarities and

differencesdifferences

• Comparing• Classifying• Creating metaphors• Creating analogies

44

SD Content Standards

SD Content StandardsNon Linguistic Representations

ComparingComparing• The identification of important The identification of important

characteristics is the key to characteristics is the key to effective comparison.effective comparison.

• It is these characteristics that It is these characteristics that are then used as the basis to are then used as the basis to

identify similarities and identify similarities and differences.differences.

-Marzano,2001-Marzano,2001

For example,For example,

Recognize Recognize and compare and compare the following the following plane and plane and solid solid geometric geometric figures: figures: square, square, rectangle, rectangle, triangle, . . .triangle, . . .

SD Standard: 3.G.1.1

(Comprehension)

For example,For example,

Recognize Recognize and compare and compare the following the following plane and plane and solid solid geometric geometric figures: figures: square, square, rectangle, rectangle, triangle, . . .triangle, . . .

SD Standard: 3.G.1.1

(Comprehension)

Graphic Organizers for Graphic Organizers for ComparingComparing

-most useful when comparing only two items -more useful to provide a greater number of details

Venn Diagram

Characteristics Items to be compared

Similarities

Similarities

Similarities

Similarities

Differences

Differences

Differences

Differences

#1 #2 #3

Comparison Matrix

ClassifyingClassifying• The process of grouping things The process of grouping things that are alike into categories on that are alike into categories on the basis of their characteristics.the basis of their characteristics.• It is critical to identify the rules It is critical to identify the rules

that govern class or category that govern class or category membership.membership.

-Marzano,2001-Marzano,2001

For example,For example,

InvertebratesInvertebrates

animals without a backbone or spinal column

VertebratesVertebrates

animals with a backbone or spinal column

For example,For example,

InvertebratesInvertebrates

animals without a backbone or spinal column

VertebratesVertebrates

animals with a backbone or spinal column

Graphic Organizers for Graphic Organizers for ClassificationClassification

-most useful when all categories are equal in generality

-more useful when all categories are not equal in generality

Place Categories in column headings

http://sddial.k12.sd.us/esa/doc/teachers/technology/Classification Table.doc

Creating Creating MetaphorsMetaphors

• The two items in a The two items in a metaphor are connected by metaphor are connected by

an abstract or non-literal an abstract or non-literal relationship.relationship.

-Marzano,2001-Marzano,2001

For example,For example,

Love is a Love is a rose.rose.

For example,For example,

Love is a Love is a rose.rose.

Graphic Organizer for MetaphorsGraphic Organizer for Metaphors

Element 1 Literal Pattern 1 Abstract Element 2Literal

Pattern 2

It depicts that two elements have somewhat different literal patterns, but they share a common abstract pattern.

Creating Creating AnalogiesAnalogies

• Analogies help us to see how Analogies help us to see how seemingly dissimilar things are seemingly dissimilar things are

similar.similar.•They increase our They increase our

understanding of new understanding of new information (most complex).information (most complex).

-Marzano,2001-Marzano,2001

Examples,Examples,

Carpenter is to hammer as painter is to brush.

Hot is to cold as night is to day.

Oxygen is to humans as carbon dioxide is to plants.

Core is to earth as nucleus is to atom.

Examples,Examples,

Carpenter is to hammer as painter is to brush.

Hot is to cold as night is to day.

Oxygen is to humans as carbon dioxide is to plants.

Core is to earth as nucleus is to atom.

Graphic Organizers for AnalogiesGraphic Organizers for Analogies

Is to

Is to

Relationship

Create Digital Graphic Organizers

• Build charts & diagrams with software– Word– Publisher– PowerPoint – Inspiration– Excel

Virtual Tools

• Bubbl.us– http://www.bubbl.us

• Visual Ranking Tool– http://www.intel.com/education/visualranking/index.htm

• Seeing Reason Tool– http://www.intel.com/education/seeingreason/index.htm

• Online science/math simulations, games, etc.– http://www.gresswell.vic.edu.au/students/games.htm

Performance TaskPerformance Task

• Teachers will design, implement, collect Teachers will design, implement, collect evidence, and reflect upon a lesson that evidence, and reflect upon a lesson that utilizes the strategy “Identifying utilizes the strategy “Identifying Similarities and Differences”.Similarities and Differences”.

• Assignment for next timeAssignment for next time– Design & implementDesign & implement– Collect evidence (student work)Collect evidence (student work)– Bring that evidenceBring that evidence

ESA3 Teacher Resources

• Technology Resources for Marzano’s Instructional Strategies– http://sddial.k12.sd.us/esa/doc/teachers/tech_marzan

o.htm