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Marzano’s Nine Best Practices to Improve Student Achievement. Presented October 26, 2007 “Expect Success and Nothing Less”. Best Practices Impacting Student Achievement. Rank the best practices from 1-9 with 1 having the greatest impact on student achievement.

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Marzano’s Nine Best Practices to Improve Student Achievement

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Marzano s nine best practices to improve student achievement l.jpg

Marzano’s Nine Best Practices to Improve Student Achievement

Presented

October 26, 2007

“Expect Success and Nothing Less”


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Best Practices Impacting Student Achievement


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  • Rank the best practices from 1-9 with 1 having the greatest impact on student achievement.

  • Predict the percentile gain that each best practice has on student achievement.


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1. Finding Similarities and Differences

2. Summarizing and Note Taking

3. Reinforce Effort and Give Praise

4. Assigning Homework and Practice

5. Cooperative Learning

6. Nonlinguistic Representation

7. Setting Objectives and Providing Feedback

8. Generating and Testing Hypotheses

9. Cues, Questions, and Advance Organizers

Best Practices: Percent Increase on Student Achievement


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1. Finding Similarities and Differences 45%

2. Summarizing and Note Taking 34%

3. Reinforce Effort and Give Praise 29%

4. Assigning Homework and Practice 28%

5. Cooperative Learning 27%

6. Nonlinguistic Representation 27%

7. Setting Objective and Providing Feedback 23%

8. Generating and Testing Hypotheses 23%

9. Cues, Questions, and Advance Organizers 22%

Best Practices: Percent Increase on Student Achievement


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Finding Similarities and Differences Increases Student Achievement by 45%

  • The ability to break a concept into its similar and dissimilar characteristics allows students to understand and often solve complex problems by analyzing them in a more simple way.

  • Representing similarities and differences in graphic or symbolic form enhances students' understanding of and ability to use knowledge.


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Finding Similarities and Differences

  • Compare

  • Classify

  • Create metaphors and analogies


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What can we compare?

  • Books

  • People

  • Objects

  • Animals

  • Places

  • Music

  • Events


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Comparing Animals

Cats Dogs

  • Both have four legs.

  • They are mammals

  • Both shed hair

  • They are pets


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Comparing Animals: Cats and Dogs

1. Both have four legs.

2. They are mammals

3. Both shed hair

4. They are pets

  • Has 9 lives.

  • Has claws.

  • Can see in the dark.

  • Hair balls

  • Has a good sense of smell.

  • Used in rescue situations.

  • Man’s best friend.

  • Good protection.

Encourage students to sum up the similarities and differences orally and in writing.


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Text Comparison Chart

Is the person like you? If yes, circle the “is” and complete the sentence. If “no”

Circle the “is not” and complete the sentence.

________________ (is, is not) like me because __________________________

________________________________________________________________

________________________________________________________________


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Text Comparison Chart


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Text Comparison Summary

The character of Rachel in the story “Eleven”, is like me because we both at times feel and act like we are three when we cry. We are also alike in that we both had been called on by our classmates for having done something we didn’t do. For example, Rachel was accused of having been seen wearing an ugly red sweater, and I was accused of having taken a classmate’s pencil case. We do differ in that Rachel kept quiet when she was blamed, while I spoke up to try and prove that I was innocent. Lastly, Rachel and I are both alike in that our teachers put us on the spot in front of the class. Rachel’s teacher, Mrs. Price made her put on the red sweater without asking her if it belonged to her, and my teacher accused me of making noises in class. My fourth grade teacher apologized to me for falsely accusing me, unlike Mrs. Price, who did not make any attempt to apologize to Rachel.


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Graphic Organizers/Links for Similarities and Differences

http://www.graphic.org/goindex.html

http://www.gamequarium.com/readquarium/analogies.html

http://www.manatee.k12.fl.us/sites/elementary/palmasola/ps3gleana.htm


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Summarizing and Note Taking increases student achievement by 34%

  • These skills promote greater comprehension by asking students to analyze a subject to expose what’s essential and then put it into their own words.

  • Research shows that taking more notes is better than fewer notes, though verbatim note taking is ineffective because it does not allow time for processing the information.


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Tools for Summarizing and Note Taking

http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/Index.htm - 50 tools to be used to help students engage in rigorous thinking, organize complex ideas, and scaffold their interactions with texts.


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Reinforce Effort and Provide Praise increases student achievement by 29%

  • Teachers must make the connection between effort and achievement.

  • Research shows that although not all students realize the importance of effort, they can learn to change their beliefs to emphasize effort.


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  • EffortRubric

  • 4: The student works on tasks until completed and continues working on the task even when difficulties arise or a solution is not immediately evident. The student views difficulties that arise as opportunities to strengthen understanding.

  • 3: The student works on tasks until completed and continues working on the task even when difficulties arise or a solution is not immediately evident.

  • 2: The student puts some effort into the task but stops working when difficulties arise.

  • 1: The student puts very little effort into the task.

  • 0: Not enough information to make a judgment.


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Achievement Rubric4: The student exceeded the objectives of the task or lesson.3: The student met the objectives of the task or lesson.2: The student met a few of the objectives of the task or lesson but did not meet others.1: The student did not meet the objectives of the task or lesson.0: The student did not do the task.


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