marzano’s effective teaching strategies summarized by matthew rehl, m.ed. 1

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Marzano’s Effective Teaching

Strategies

Summarizedby

Matthew Rehl, M.Ed.

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Robert J. MarzanoDebra J. Pickering

Jane E. Pollock

Ceri B. Dean

Elizabeth Ross Hubbell

Howard Pitler

BJ Stone

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Marzano’s Effective Teaching Strategies

3 Elements of Effective Pedagogy

1. Curriculum Design2. Management Techniques3. Instructional Strategies

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Research Based Instructional Strategies for Increasing Student Achievement

Teachers can have profound influence on student learning regardless of the student’s ability or the schools they attend!

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Use the Strategies as Tools to engage student learning

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Categories of Instructional Strategies that Effect Student Achievement

1. Identifying Similarities and Differences2. Summarizing and Note taking3. Reinforcing effort and providing recognition4. Homework and Practice5. Nonlinguistic Representation6. Cooperative Learning7. Setting Objectives and Providing feedback8. Generating and testing Hypotheses9. Questions, cues, and advance organizers

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1. Identifying Similarities and Differences

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a. Present students with specific examples in identify similarities and differences in your lesson

b. Have students independently identify similarities and differences

c. Use graphic or symbolic formats to represent similarities and differences

d. Use a variety of ways to identify similarities and differences. (compare, classify, create metaphors, create analogies)

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The key is the identification of important characteristic in whatever it is you are teaching about.

These characteristics are then used as the basis for which similarities and differences are identified.

Venn diagrams, a comparison matrix, or some other type of graphic organizer are a great way to do this.

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2. Summarizing and Note taking

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Students need to learn how to delete some information, substitute information, and keep some information in order to summarize.

In order to do this, students must analyze information on a deeper level. Students should also learn that the specific structure of information can be helpful to summarizing the information.

Students should learn to delete trivial information and redundant information.

Summarize, question, clarify, predict.

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Verbatim note taking is not effective, notes should be considered a work in progress, notes should be used as a study guide for test, and the more notes taken the better (not word for word)

Teachers can give students teacher prepared notes so students get a clear picture of what the teacher feels is important and serves as a model of how notes might be taken.

Provide examples of note taking strategies such as an informal outline, webbing, or a combination, etc.

Summarizing and note taking are two important skills students can have to identify and understand the most important aspects of what they are learning.

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3. Reinforcing effort and providing recognition

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There is a direct connection between effort and achievement.

What person or student does not enjoy being recognized for their efforts?

Providing recognition for attaining specific goals can enhance student achievement, stimulate interest, and motivate students.

a. Not all students are aware that the effort they put into a task has a direct effect on their success relative to the task.

b. Students can learn to change their beliefs to an emphasis on effort.

(Teach them that effort pays off!)

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Students need to learn about the direct relationship between effort and achievement.

Have students track their effort and its relationship to achievement…………………… use rubrics, charts, etc.

Ask students what they learned from tracking their effort.

Rewards do not necessarily have a negative effect on intrinsic motivation.Reward is most effective when it is contingent on the attainment of some standard of performance.

Abstract symbolic recognition is more effective than tangible rewards

Use praise…..Reinforcing effort helps teach students that the harder they

try, the more successful they will be!

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4. Homework and Practice

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Homework extends learning opportunities beyond the school day.

Homework and practice provide students opportunities to deepen their understanding and skills relevant to the content that has been presented to them.

a. Homework assigned to students should be different between grade levels

b. Parent involvement in homework should be kept to a minimum

c. The purpose of homework should be identified and articulated

d. If homework is assigned, it should be commented on

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1. Establish and communicate a homework policy2. Design homework assignments that clearly articulate the purpose and outcome3. Vary the approaches to providing feedback

Mastering a skill requires a fair amount of focused practice. Homework & practice are ways of extending the school day and providing students with opportunities to refine and extend their knowledge.

These are useful instructional tools to enhance learning.

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5. Nonlinguistic Representation

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Knowledge is stored in two forms-linguistic and nonlinguistic.

Engaging students in the creation of nonlinguistic representations stimulates and increases activity in the brain.

a. A variety of activities produce nonlinguistic representation (create graphic representations, make physical models, generate mental pictures, draw pictures, engage in kinesthetic activity)

b. Nonlinguistic representations should elaborate on knowledge

(The power of elaboration can be enhanced by asking students to explain and justify their elaborations)

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Graphic Organizers 1. Descriptive patterns(represent facts about specific persons, places, things, & events)

2. Time-sequence patterns (chronological order)

3. Process cause-effect patterns (sequence of steps leading to an outcome)

4. Episode patterns (organize information about specific events including: a setting-time and place, specific people, a specific duration, a specific sequence of events, and a particular cause and effect)

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5. Generalization principle patterns (organize information into general statements with supporting examples)

6. Concept patterns (organize information around a word or phrase)

Make physical models and make use of manipulatives

Have students generate mental images

Draw pictures

Have students use physical movements

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6. Cooperative Learning

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5 Elements of cooperative learning

a. positive interdependence (sink or swim together)

b. Face to face promotive interactions (help each other learn- applauding success and effort)

c. Individual and group accountability (each person has to contribute to the group)

d. Interpersonal and small group skills (communication, trust, leadership, decision making, conflict resolution)

e. Group processing (reflecting on how the team is functioning)

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Organizing groups based on ability levels should be done sparingly

Cooperative groups should be kept small in size

Cooperative learning should be applied consistently and systematically but not overused

Use a variety of criteria for grouping students

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7. Setting Objectives and Providing feedback

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Goal setting is the process used to establish a direction for learning.

Student learning can be enhanced if this is used in a precise and sophisticated manner.

Instructional goals narrow what students focus on (Performance, conditions, criteria)

Goals should be general enough to provide students with some flexibility

Contracts with students can be used as a variation for reaching goals

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Feedback should be corrective in nature- Tell students what they are doing that is correct and what they are doing that is not correct

Feedback should be timely

Feedback should be specific to a criteria- The more specific the better

Students can effectively provide some of their own feedback

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8. Generating and testing Hypotheses

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1. Hypothesis generation and testing can be approached in a more inductive or deductive manner

Deductive thinking is the process of using a general rule to make a prediction about a future action or event.

Inductive thinking is the process of drawing new conclusions based on information we know or are presented with.

2. Ask students to explain their hypotheses and their conclusions (the process of explaining their thinking helps students deeper their understanding of the principles they are applying)

3. Use a variety of structured task to guide students through generating and testing hypotheses

a. System Analysisb. Problem Solvingc. Historical Investigationd. Inventione. Experimental Inquiryf. Decision Making

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a. System Analysis

1. explain the purpose of the system, parts of the system, and the function of each part

2. Describe how the parts affect each other

3. Identify a part of the system, describe a change in that part, and then hypothesize what would happen as a result of that change

4. When possible, test your hypothesis by actually changing the part or by using a simulation to change the part

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b. Problem Solving

1. Identify the goal you are trying to accomplish

2. Describe the barriers or constraints that are preventing you from achieving your goal

3. Identify Solutions for overcoming these barriers and hypothesize which solution is likely to work

4. Try your solution

5. Explain whether your hypothesis was correct

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c. Historical Investigation

1. Describe the historical event

2. Identify what is known and what is not known

3. Based on what you understand, offer a hypothetical scenario

4. Seek out and analyze evidence to determine if the hypothetical scenario is possible

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d. Invention

1. Describe a situation you want to improve or respond

2. Identify specific standards that would improve the situation

3. Brainstorm ideas and hypothesize the likelihood they will work

4. Draft, sketch or begin the idea

5. Develop your invention then test our hypothesis

6. Revise invention if needed

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e. Experimental Inquiry

1. Observe something of interest and describe what you observe

2. Apply theories or rules to explain what you observed

3. Based on your explanation, generate a hypothesis to predict what would happen if your applied rules to what you observed

4. Set up an experiment or engage in an activity to test your hypothesis

5. Explain the results of your experiment or activity

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f. Decision Making

1. Describe the decision you are making and alternatives

2.Identify the criteria that will influence the selection and assign importance of the criteria

3. Rate each alternative on a designated scale

4. Score each alternative

5. Examine scores

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Provide students with templates for reporting work

Highlight areas in which they will be expected to provide explanations

Provide sentence stems

Provide rubrics so students know the criteria on which they will be evaluated

Set up events so students can explain their thinking

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9. Questions, cues, and advance organizers

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These techniques will help students retrieve what they already know

1. Cues and questions should focus on what is important not what is unusual

a. cues are straightforward ways of activating prior knowledge

2. Higher level questions (Bloom’s taxonomy) produce deeper learning than lower level questions

a. Questions can assists students to fill in missing information

3. Waiting briefly before accepting responses from students has the effect of increasing the depth of students’ answers

4. Questions are effective learning tools even when asked before a learning experience

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Advanced organizers help students use background knowledge to learn new information

1. Advanced organizers should focus on what is important

2. Higher level advanced organizers produce deeper learning

3. Advanced organizers are most useful with information that is not well organized

4. Different types of advance organizers produce different results

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10. Teaching Specific types of Knowledge

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Teaching Specific types of Knowledge

a. students must encounter words in context more than once to learn them

b. Instruction in new words enhances learning those words in context

c. One of the best ways to learn a new word is to associate an image with it

d. Direct vocabulary instruction works

e. Direct instruction on words that are critical to new content produces the most powerful learning

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Research has shown that

implementing practical and effective teaching strategies enhances

student learning

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What Teaching Strategies do you Use?

Which of these Effective Teaching Strategies are you willing to try to Engage Your Students?

Questions?

marzano’s effective teaching strategies summarized by matthew rehl, m.ed. 1

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