Presented By: Heather Stewart Regional Literacy Consultant Region 4 State Support Team 1.
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Transcript of Presented By: Heather Stewart Regional Literacy Consultant Region 4 State Support Team 1.
1
COMPREHENSION STRATEGIES AND BEST
PRACTICES: MARZANO’S HIGH YIELD STRATEGIES
Presented By: Heather Stewart
Regional Literacy Consultant
Region 4 State Support Team
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HOW KIDS LEARNVisualizing
Hands-on
Modeling
Conferencing
Reading
Making connections
Schema
Prior knowledge
Graphic organizers
Learning Depends on the Student!!!!!
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FIVE PREMISES BASIC TO READING COMPREHENSION Reader constructs meaning by making
connections between new information and what is already known
Prior knowledge plays an important role in learning
Reading and writing are connected Learning is a socially interactive process Comprehension is dependent on
METACOGNITION
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BEST PRACTICES Lesson Protocol Data Driven Standards-based Scaffolding Zone of Proximal Development Differentiated Instruction UDL Principals Levels of Engagement Assess-Plan-Teach-Reflect
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MARZANO’S RESEARCH Effects of instruction on student learning Identifying those strategies that have
the highest probability of enhancing student achievement
Teacher has the controlEffective Pedagogy
Instructional Strategies
Management Techniques
Curriculum Design
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NINE HIGH YIELD STRATEGIES Identifying Similarities and Differences Summarizing and Note-Taking Reinforcing Effort and Providing
Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing
Feedback Generating and Testing Hypothesis Questions, Cues, and Advance
Organizers
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LEADING QUESTIONS What are we doing? Why are we doing it? How do we do it well?
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IDENTIFYING SIMILARITIES AND DIFFERENCES Give students a model for the process Use familiar content to teach students
the steps for comparing Give students graphic organizers for
comparing Guide students as needed
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SUMMARIZING AND NOTE TAKINGSummarizing Teaching students
rules-based strategies
Using summary frames
Modeling Think aloud
Note Taking Variety of formats Teacher prepared
notes Time for review
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REINFORCING EFFORT AND PROVIDING RECOGNITION Teaching students that effort can
improve achievement Ask students to chart effort and
achievement Intrinsic vs. extrinsic reinforcements What works for one may not work for all
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HOMEWORK AND PRACTICE Establishing and communicating a
homework policy Clarifying the purpose of homework Asking students to use homework
assignment sheets Commenting on homework Independence!!!
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NONLINGUISTIC REPRESENTATIONS Graphic organizers Pictographic representations Mental images Physical models Kinesthetic representations
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COOPERATIVE LEARNING Positive interdependence Face-to-face promotive interaction Individual and group accountability Interpersonal and small group skills Group processing
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SETTING OBJECTIVES AND PROVIDING FEEDBACK Setting objectives that are not too
specific Personalizing objectives Communicating objectives Using criterion-referenced feedback and
explanations Engaging students in peer feedback Asking students to self-assess
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GENERATING AND TESTING HYPOTHESIS Applying Knowledge Six different types of tasks
systems analysisproblem solvingdecision makinghistorical investigationexperimental inquiryinvention
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QUESTIONS, CUES, AND ADVANCE ORGANIZERS Before-During-After Reading “Front Loading” Focus on what is important, NOT what is
unusual Focus on “higher level” questions
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KEY IDEAS Instructional implications Student engagement Literate environment Higher level thinking skills Technology integration Differentiation Data driven
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RESOURCESMarzano, Robert J. Classroom Instruction that
Works: Research-Based Strategies for Increasing Student Achievement. ASCD, Alexandria, Virginia. 2001.
Lake/Geauga County Educational Service Center Website
http://www.lcesc.k12.oh.us/
Heather Stewart’s Literacy Website
http://stewartsliteracynet.weebly.com/