Marzano’s Nine

1. Marzano’s Nine Weatherford ISD Mini Conference February 21, 2011 Presented by Darryl Cross

2. Resources • Classroom Instruction that Works • A Handbook for Classroom Instruction that Works • Classroom Instruction that Works for English Language Learners • Using Technology with Classroom Instruction that Works • School Leadership that Works • The Highly Engaged Classroom

3. The Research 30 Years of Accumulated Research Classroom Instruction that Works (ASCD, 2001) • Robert J. Marzano • Debra J. Pickering • Jane E. Pollock

4. The “Nine” • Identifying Similarities and Differences • Summarizing and Note Taking • Reinforcing Effort and Providing Recognition • Homework and Practice • Nonlinguistic Representations

5. The “Nine” • Cooperative Learning • Setting Objectives and Providing Feedback • Generating and Testing Hypotheses • Cues, Questions, and Advance Organizers

6. Using A Handbook for Classroom Instruction

7. 1. Identifying Similarities and Differences

8. 4 Processes for Identifying Similarities and Differences • Comparing • Classifying • Creating Metaphors • Creating Analogies

9. Recommendations for Classroom Practice in the Use of these 4 Tasks • Give students a model for the processes • Use familiar content to teach comparing, classifying, creating metaphors, and creating analogies • Give students graphic organizers • Give students guidance as needed

10. 2. Summarizing and Note Taking

11. Summarizing: Classroom Practice Recommendations • Teaching students the rule-based summarizing strategy • Using summary frames • Teaching students reciprocal teaching and the group-enhanced summary

12. Note Taking: Classroom Practice Recommendations • Teaching students a variety of note taking strategies • Giving students teacher prepared notes • Reminding students to review their notes

13. 3. Reinforcing Effort and Providing Recognition

14. Reinforcing Effort: Classroom Practice Recommendations • Teaching students that effort can improve achievement • Asking students to chart effort and achievement

15. Providing Recognition: Classroom Practice Recommendations • Establish a rationale for recognition • Following guidelines for effective and ineffective praise • Using recognition tokens • Using the pause, prompt, and praise technique

16. 4. Homework and Practice

17. Homework: Classroom Practice Recommendations • Establishing and communicating a homework policy • Clarifying the purpose of homework • Asking students to use homework assignment sheets • Commenting on homework

18. Practice: Classroom Practice Recommendations • Determining which skills are worth practicing • Scheduling massed and distributed practice • Asking students to chart speed and accuracy • Helping students shape a skill or process

19. 5. Nonlinguistic Representations (Representing Knowledge)

20. Nonlinguistic Representations: Classroom Practice Recommendations • Graphic organizers • Pictorial representations • Mental images • Physical models • Kinesthetic representations

21. 6. Cooperative Learning (Learning Groups)

22. Cooperative Learning: Classroom Practice Recommendations • Using elements of cooperative learning: • Face-to-face interaction • Individual and group accountability • Positive interdependence • Interpersonal and small group skills • Group processing

23. Cooperative Learning: Classroom Practice Recommendations • Varying grouping criteria such as informal, formal, and base groups • Manage group size

24. 7. Setting Objectives and Providing Feedback

25. Setting Objectives: Classroom Practice Recommendations • Setting objectives that are not too specific • Personalizing objectives • Communicating objectives • Negotiating contracts

26. Providing Feedback: Classroom Practice Recommendations • Using criterion-referenced feedback and explanations • Using feedback from assessments • Engaging students in peer feedback • Asking students to self-assess

27. 8. Generating and Testing Hypotheses

28. 6 Processes for Generating and Testing Hypotheses • Systems Analysis • Problem Solving • Decision Making • Historical Investigation • Experimental Inquiry • Invention

29. Recommendations for Classroom Practice in the Use of these 6 Tasks • Giving students a model for the processes • Using familiar content to teach students the steps for these tasks • Giving students graphic organizers for these tasks • Giving students guidance as needed • Asking students to explain their hypotheses and conclusions

30. 9. Cues, Questions, and Advance Organizers

31. Cues and Questions: Classroom Practice Recommendations • Focusing important information • Using explicit cues • Asking inferential questions • Asking analytical questions

32. Advance Organizers: Classroom Practice Recommendations • Using expository advance organizers • Using narrative advance organizers • Teaching students skimming as a form of advance organizers • Teaching students how to use graphic organizers

33. Putting It All Together

34. Additional Resources • Association for Supervision and Curriculum Development (www.ascd.org) • Print Materials • Online Professional Development • Conferences and Workshops • Audio and Video Media • PD 360 • www.marzanoresearch.com