Marzano Instructional Model Overview

Toby BossESU 6

Objectives

• Provide an overview of the model• Discuss the need to have a common language

of instruction• Generate examples from teacher practice• Resources can be accessed at:http://tobyboss.wikispaces.com/home

Craft Knowledge

• Name it.• Describe it.

– who, what, when, how

• Say why it’s good.– why

“…the knowledge about the practice that is collected, codified, legitimated, and shared by professionals.”

(Burney, 2006)

Thinking about instruction…

• List two or three successful strategies that you use with your students.

• Examples– Inside/Outside Circle– 15 to 25

Expert PerceptionsRichard Elmore

• Education is a profession without a practice.

• We haven’t developed a clear sense of what we do, and how it relates to our core mission.

• It is no longer acceptable to say that teaching is a mysterious thing, that occurs idiosyncratically in every classroom.

• We need a systematic answer to the question of how we do what we do.

The Art & Science of Teaching 10 “design questions” teachers ask of themselves as they plan a unit of instruction.

The Art and Science of TeachingTen Design Questions – What will I do to:1. establish and communicate learning goals, track student progress, and

celebrate success?2. help students effectively interact with new knowledge?3. help students practice and deepen their understanding of new knowledge?4. help students generate and test hypotheses about new knowledge?5. engage students?6. establish or maintain classroom rules and procedures?7. recognize and acknowledge adherence and lack of adherence to classroom

rules and procedures?8. establish and maintain effective relationships with students?9. communicate high expectations for all students?10. develop effective lessons organized into a cohesive unit?

Why do we need a common language of instruction?

• Provides a method to talk about instruction • Provides a way to name, share and replicate

strategies• Provides a framework for reflection and goal

setting

Background

• People are motivated by three things– Purpose– Autonomy– Mastery

• (Robert Marzano and Daniel Pink citing Edward Deci)

• Mastery of anything takes about 10,000 hours (Gladwell) or 10 years (Marzano)

• Teaching is complex and takes about 10 years to master

Presumptions

• Teaching is complex• The model should be “robust” enough to

capture this complexity – 41 strategies• Teachers need not do them all• Gains are incremental - get better at a few

each year• Feedback using a common language of

instruction is critical

Lesson Segments

• “Thin slices” of instruction– Those involving routines– Those involving content– Those enacted on the spot

MRL Scales for Reflective Practice:General Scale

• Innovating– New strategies are created to meet needs of specific

students or class as a whole• Applying

– Strategy is used and monitored to see if it has desired effect

• Developing– Strategy is used but in a mechanistic way

• Beginning– Strategy is used but pieces are missing

• Not Using– Strategy is called for but not used

Incremental Improvement• It takes deliberate practice to over the

course of 10 years to be an expert• Teachers need not do all the strategies –

not only one way to teach – it’s complex!• Choose one or two for improvement with

deliberate practice• Goals for improvement should be set at

appropriate stages (yearly, semester, quarter)

1. Learning Goals and Feedback2. Interacting with New Knowledge3. Practicing and Deepening4. Generating and Testing Hypotheses5. Student Engagement6. Establishing Rules and Procedures7. Adherence to Rules and Procedures8. Teacher-Student Relationships9. High Expectations

Page 7, The Art & Science of Teaching

The Art and Science of Teaching

Heflebower, Marzano Research Laboratorycutting-edge research concrete strategies sustainable success

Learning Goals and Feedback

Rules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expectations

T

each

er/S

tude

nt R

elat

ions

hips

Adherence to R

ules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting with New

Knowledge

The Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

15

Lesson Segments• “Thin slices” of instruction

– Those involving routines– Those involving content– Those enacted on the spot

Learning Goals and Feedback

Rules and Procedures

INVOLVES ROUTINES

The Art and Science of Teaching

Routine Segments

Routine Segments

• Communicate learning goals• Track student progress• Celebrate success• Establish classroom rules and procedures• Organize the physical layout of the room

Discuss

• What are examples of routine segments from your practice?

• How do you:– Communicate to students the learning goal?– Establish and teach procedures?– Provide feedback?– Celebrate?– Organize the room?

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting with New

Knowledge

The Art and Science of Teaching

Content Segments

ADDRESSES CONTENT IN SPECIFIC WAYS

20

Content Segments

• Interact with new knowledge• Practice and deepen content• Generate and test hypothesis

Discuss

• What are examples of content segments from your practice?

• How do you:– Introduce content?– Practice content?– Provide projects to apply content?

Heflebower, Marzano Research Laboratorycutting-edge research concrete strategies sustainable success

ENACTED ON THE SPOT

Student Engagement

High Expectations

T

each

er/S

tude

nt R

elat

ions

hips

Adherence to R

ules and Procedures

On the Spot Segments

23

On the Spot Segments

• Student engagement• Adherence to rules and procedures• Teacher –student relationships• High expectations

Discuss

• What are examples of on the spot segments from your practice?

• How do you:– Engage students?– Address adherence to rules?– Build relationships?– Communicate high expectations?

Thinking about instruction…

• List two or three successful strategies that you use with your students.

• Discuss where you would find these strategies in the Marzano Model

Heflebower, Marzano Research Laboratorycutting-edge research concrete strategies sustainable success

Learning Goals and Feedback

Rules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expectations

T

each

er/S

tude

nt R

elat

ions

hips

Adherence to R

ules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting with New

Knowledge

The Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

27

Resources

• http://marzanoresearch.com/site• http://esu6mrl.wikispaces.com• http://esu6craftknowledge.wikispaces.com• ESU 6 YouTube:

http://www.youtube.com/user/esu6pd