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MARZANO’s NINE INSTRUCTIONAL STRATEGIES FOR LEARNING

MARZANO’s NINE INSTRUCTIONAL STRATEGIES FOR LEARNING. ED 557 August 6, 2011. COMPARING, CONTRASTING, CLASSIFYING, ANALOGIES, & METAPHORS. Using Cooperative Learning. Setting Objectives and Providing F eedback. Generating and testing hypotheses.

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MARZANO’s NINE INSTRUCTIONAL STRATEGIES FOR LEARNING

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

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

  3. Using Cooperative Learning

  4. Setting Objectives and Providing Feedback

  5. Generating and testing hypotheses • Across content areas and grade levels, Inquiryin the classroom turns native curiosity to the learner's advantage. • Effective teachers: create these opportunities to guide students through the process of: • Askinggood questions • Generating hypothesesand predictions • Investigatingthrough testing or research • Making observations • Analyzingand Communicatingresults. • Through active learning experiences, students deepen their understanding of key concepts.

  6. 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. • Questionsshould 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.

  7. REFERENCES: • Gregory, G. H., & Chapman, C. (2007). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Corwin Press. • Northwest Educational Technology Consortium. (2005). Research-Based Strategies. In Focus on Effectivenes. Retrieved August 4, 2011, from http://www.netc.org/focus/strategies/gene.php.

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