Marzano’s Classroom Instruction that Works

Robyn Lopez and Anne LaskeyJuly 22, 2015

Nine Categories and Percentile Gains

O Identifying Similarities & Differences 45%

O Summarizing & Note Taking 35%

O Reinforcing Effort & Providing Recognition 29%

O Homework & Practice 28%

O Nonlinguistic Representation 27%

O Cooperative Learning 27%

O Setting Objectives & Providing Feedback 23%

O Generating & Testing Hypotheses 23%

O Questions, Cues, & Advanced Organizers 23%

Similarities and Differences

O CompareO ClassifyO Creating MetaphorsO Creating Analogies

Identifying Similarities and Differences

Recommendations for Classroom Practice

O Give students a model for the process

O Use familiar content to teach students the steps

O Give students graphic organizersO Guide students as needed

Identifying Similarities and Differences

COMPARING

…is the process of identifying similarities and differences between or among things or ideas.

Identifying Similarities and DifferencesCLASSIFYING

…is the process of grouping things that are alike into categories on the basis of their characteristics.

Identifying Similarities and Differences

CREATING METAPHORS

…is the process of identifying a general or basic pattern in a specific topic and then find another topic that appears to be quite different but that has the same general pattern.

Identifying Similarities and Differences

CREATING ANALOGIES

…is the process of identifying relationships between pairs or concepts, in other words, identifying relationships between relationships.

What Is Summarizing?

O Summarizing is a skill with high-reaching implications for reading comprehension and content area success.

O When summarizing students are asked to take larger sections of text and reduce it to their bare essentials, the gist, the key ideas, and the main points that are worth noting remembering.

Summarize When…

O You want to establish background or offer an overview of a topic.

O You want to describe common knowledge (from several sources) about a topic.

O You want to determine the main idea of a single source.

What Usually Happens vs. What You Want Them to Do

O They write down everything Pull out main ideaO They write down next to nothing Focus on key detailsO They give complete sentences Use Key words/ phrasesO They write way too much Break down the larger ideasO They don’t write enough Write only enough to

convey the gistO They copy word for word Takes succinct but complete notes

Graphic Organizers

…are one of the most popular ways for students to represent the knowledge they have encountered in a critical-input experience. ~ Marzano

They provide a visual framework that helps students interpret, organize, and represent relationships found in text.

Why Use Graphic Organizers

O Higher-level thinking

O Comprehension

O Memory

O Brain-based learning

O Multiple intelligence

O Language learning & ESL

O Promote focused discussion

O Assist instructional planning

O Activate and develop prior knowledge

O Flexible & endless in application

Five Main Types of Graphic Organizers

O Web

O Chart/Matrix

O Tree/Map

O Chain

O Venn Diagram

Cooperative LearningCLASSROOM PRACTICE

O Use a variety of criteria for grouping studentsO Informal Groups, Formal Groups, Base GroupsO Can be used to: - clarify expectations for tasks - focus students’ attention - allow students tie to more deeply process information - provide time for closureO Manage group sizeO Combining cooperative learning with other

classroom structures

Cooperative Learning

Variety of Reasons to Use Cooperative Learning

O Broadens student’s range of experiences to enhance the workplace of the future

O Provides a variety of ways to foster communications skills, high-level thinking skills, and social skills

Cues & Questions

O Are at the heart of classroom practice

O Might account for as much as 80% of what occurs in a given classroom

O Are ways that a classroom teacher helps students use what they already know about a topic

Generalizations That Guide Teachers in Using Cues &

QuestionsO Should focus on what is important

as opposed to what is unusual

O Higher level questions vs. Lower level questions

O Wait-time

Jerry Seinfield’s SNL History Lesson

Classroom Practices in Cues & Questions

O Explicit Cues

O Questions that Elicit Inferences

O Analytic Questions

Six Steps to Effective Vocabulary Instruction

Step 1: The teacher provides a description, explanation, or example of the new term.Step 2: Students restate the explanation of the new term in their own words.Step 3: Students create a nonlinguistic representation of the term.Step 4: Students periodically do activities that help them add to their knowledge of vocabulary terms.Step 5: Periodically students are asked to discuss the terms with one another.Step 6: Periodically students are involved in games that allow them to play with the terms.

We are at the beginning of a new era in education…

…one in which research will provide strong, explicit

guidance for the classroom teacher.

~Robert Marzano