What Works in Classroom Instruction: 9 Essential Strategies Based on the work of Robert Marzano, et. Al. Presented by Amy Benjamin For Catapult Learning.

What Works in Classroom Instruction: 9 Essential Strategies

Based on the work of Robert Marzano, et. Al.

Presented by Amy BenjaminFor Catapult Learning

Father Judge High SchoolPhiladelphia, Pennsylvania

November 2, 2009

9 Essential Instructional Strategies:What comes to mind?

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This is your brain on isolated facts:

This is your brain on connected information:

FridayWednesdayMonday

MondayWednesday

Friday

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Strategy #1: Identifying Similarities and Differences

What similarities do we find between things that are obviously different from each other?

What differences do we find between things that are obviously similar to each other?




Classroom Applications:

Opportunities to classify, sort, use Venn diagrams, write comparison/contrast essays, use T Charts, problem-solving by matching situations to precedents




Turn & Talk:What opportunities do students have in your class

to identify similarities and differences?

Do you employ any graphic organizers to help students think about similarities and differences?



Strategy #2: Summarizing and Note-Taking

Giving students opportunities toexpress what is most important, what is supportive, and what is just“nice to know” in their own words.

Giving students opportunities to process newlearning by using language, pictures, lists,charts, abbreviations, labeled diagrams, etc.



Meaningful note-taking == copying from the board



Turn & Talk:What opportunities do your students have to

summarize and take notes? What forms of summarizing and note-taking do you expect? Do students have models for summaries and notes? Do students get to read each other’s summaries and notes?


Strategy #3: Reinforcing Effort &Providing Recognition

Reinforcing positive and constructive attitudes in students improves their performance.

Make it a classroom practice to have studentsRRR their efforts:

Recognize: What does my effortlook like?

Record & Reflect: Keep a written record of effort and its results.



Rewarding effort:

Rewards linked to achievement.

Symbolic reward better than tangible reward.




Turn & Talk:

How do I know that students are putting fortheffort in my class? How do I recognize, reward and reinforce their efforts?



Strategy #4: Homework and Practice

Homework allows learning to be extended outside the classroom, BUT…



*Amount of HW should be age-appropriate

*Parent involvement should be minimal

*Purpose of HW be explained to students and parents

*Feedback should be given for HW

*HW should result in increased speed and accuracy



Turn & Talk:

Homework Heartburn: What particular homework assignment do you wish you had never thought of?

Homework Happiness: What particular homework assignment do you stronglybelieve is helpful to students?


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Strategy #5: Nonlinguistic Representations

Knowledge is stored in three forms:LinguisticVisualMuscle-memory

Students need all three opportunities to store information.

Nonlinguistic representations stimulate and increase brain activity.



Use symbols and actions along with words.

Use graphic organizers, models, creative dramatics, labeled diagrams, Venn diagrams, T charts, concept maps, other kinds of maps



Turn & Talk:

What opportunities do your students have to usenonlinguistic ways of learning?


Strategy #6: Cooperative Learning

Do’s and Don’ts of Cooperative Learning:

Do:Keep the groups smallConsider a variety of criteria in grouping studentsProvide for individual and group accountabilityDesign tasks around positive interdependence

Don’t:Overuse this strategy


Strategy #6: Cooperative Learning

Turn & Talk:

What role does cooperative learning play in your class?


Strategy #7: Setting Objectives; Providing Feedback

Include formative assessments.Use rubrics to pinpoint progress in specific components of a skill.Include student input in objectives. Use “teacher-student contracts.”


Formative and Summative Assessment:

Formative:

Student is aware of the questionsthroughout the assessment process

Timing is flexible

Teacher’s feedback is commentaryand/or letter or number grade

Evaluation is used to guide future learning

Considers the students’ zone ofproximal development

Test or task may be flexible

Student is involved in self-assessment

Sets reachable targets for future learning

Results are not used as a report card grade

Summative:

Questions on a test are surprises to thestudent

Timing is limited

Teacher’s feedback is letter or numbergrade

Evaluation is used to rank and sortstudents

Test or task is not flexible

Assessment by teacher or outside agencyonly

No direct follow-up; when it’s over, it’s over

Results reflected in report card grade


Strategy #7: Setting Objectives; Providing Feedback

Turn & Talk:To what extent are any of the following in place in yourclassroom:

Informal assessments, rubrics, teacher-studentcontracts, student-generated goals, a variety of methods for teacher feedback, long and short term goals, timely feedback, students giving tactful and helpful feedback to each other…


Strategy #8: Generating and Testing Hypotheses

Deductive Approach: Given a general rule, students generate specifics (apply the truth).

Rule: A nutritious breakfast should consist of protein and a high-fiber grain or fruit.Specifics: Plan a week’s menu of nutritious, varied, attractive, economical, and flavorful breakfasts.



Inductive Approach: Given a list of conditions or examples, students create a hypothesis (find the truth).

Examples: *cantaloupe slice, egg white omelette w/spinach *whole wheat pancakes, applesauce *strawberry yogurt, granola

Generality: Create a guideline for healthful, satisfying breakfast choices



Turn & Talk: What opportunities do your students have to solveproblems and achieve understanding using deductive reasoning?Inductive reasoning?


Strategy #9: Advance Organizers

Advance Organizer: A structure, such as an anecdote, image, summary, or chart; or a practice, such as skimming a text, that prepares the mind for learning that is about to take place.

A “toe in the water,” a “sneak preview,” a “free sample”


Strategy #9: Advance Organizers

Turn & Talk:

How do you prepare students by giving them a look-in-advance of what they are about to learn?


Review: 1. Identifying similarities and differences2. Summarizing and note-taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Advance organizers

Which of these instructional strategies did you see embedded in today’s presentation?

What Works in Classroom Instruction: 9 Essential Strategies Based on the work of Robert Marzano, et. Al. Presented by Amy Benjamin For Catapult Learning.

Documents

wednesdayfriday slide

accuracy slide

board slide

students rrr

giving students opportunities

practice homework

reinforcing effort

homework heartburn