MARZANO’s NINE INSTRUCTIONAL STRATEGIES FOR LEARNING

1. MARZANO’s NINE INSTRUCTIONAL STRATEGIES FOR LEARNING ED 557 August 6, 2011

2. COMPARING, CONTRASTING, CLASSIFYING, ANALOGIES, & METAPHORS

5. Assigning Homework and Practice • Amount of homework should increase as students get older. • Minimal parent involvement. • Identify purpose of homework • Provide feedback for assignments • 4 Types of Homework: • Practice - work done repeatedly to increase memorization • Preparation - introduces new topics • Extension - helps connect separate topics • Creative - uses different skills to show what students have learned

6. Nonlinguistic Representations • Representation through mental pictures and physical sensations • Marzano's recommendations for classroom practice: • Create graphic representations through organizers • Make physical models • Generate mental pictures • Drawing pictures and pictographs • Engage in kinesthetic activities

7. Using Cooperative Learning Cooperative Learning is structuring a classroom in small groups that work together making each group member's success dependent on the group's success • Reasons from research why this method is so effective: • Students learn significantly more, remember it longer, and develop better critical-thinking skills than in traditional lecture classes. • Students enjoy cooperative learning more than traditional lecture classes, so they are more likely to attend class and participate. • Students going to jobs that require teamwork have an advantage if they have took part in cooperative learning because they have developed the skills necessary to work on projects that need to be done in groups because they are too difficult and complex for any one person to do in a reasonable amount of time. • Students learn how to work with a diverse group • Techniques for effective grouping: • Use a variety of criteria for grouping students • Groups should not be organized often by ability • Groups should be small and used on a regular basis

8. Setting Objectives and Providing Feedback Positive outcomes for setting objectives • Helps students to focus their attention on information directly related to the objective throughout the lesson. • Encourages students to personalize the learning goals identified for them (Hill & Flynn, 2006, p. 27). • Helps the teacher to focus on what they want the learner outcome to be and helps the students to focus on what to study for the assessment later. Guidelines for feedback • “Feedback should be corrective” and specific. • “Feedback should be timely.” • “Feedback should be criterion-referenced.” • “Students can Effectively provide some of their own feedback through self-evaluation” (Hill & Flynn, 2006, p. 32).

9. Generating and testing hypotheses • Across content areas and grade levels, Inquiry in the classroom turns native curiosity to the learner's advantage. • Effective teachers: create these opportunities to guide students through the process of: • Asking good questions • Generating hypothesesand predictions • Investigating through testing or research • Making observations • Analyzing and Communicating results. • Through active learning experiences, students deepen their understanding of key concepts.

10. Cues, Questions, and Advance Organizers • Giving students a preview of what they are about to learn or experience helps them activate prior knowledge. This strategy gives students the opportunity to connect what they already know to what they need to know. • Questions should focus on what is central and most important, not what you think will interest your students. • Advance organizers are most useful for information that is not easily presented in a well-organized manner. • Graphic organizers show how new ideas or concepts relate, providing students with a visual framework for acquiring and organizing new information.

11. REFERENCES: • Gregory, G. H., & Chapman, C. (2007). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Corwin Press. • Hill, Jane D., & Flynn, Kathleen M. (2006).  Classroom Instruction that works with English Language Learners. Association for Supervision and Curriculum Development. • New Faculty Resource Guide(2009). Virginia Commonwealth University. Retrieved from http://www.vcu.edu/cte/resources/nfrg/10_03_writing_course_objectives.htm • Northwest Educational Technology Consortium. (2005). Research-Based Strategies. In Focus on Effectiveness. Retrieved August 4, 2011, from http://www.netc.org/focus/strategies/gene.php. • Learnaboutthe four types of homework students may have. (2011). Retrieved from http://www.schoolfamily.com/school-family-articles/article/9683-learn-about-the-four-types-of-homework-students-may-have.

12. References Cont. • Learnaboutthe four types of homework students may have. (2011). Retrieved from http://www.schoolfamily.com/school-family-articles/article/9683-learn-about-the-four-types-of-homework-students-may-have. • Thirteen Ed Online (2004). Retrieved from http://www.thirteen.org/edonline/concept2class/coopcollab/index.html • Starting Point-Teaching Entry Level Geoscience(2010). Retrieved from http://serc.carleton.edu/introgeo/cooperative/