Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
Integrating Marzano's Instructional Strategies and Technology
Transcript of Integrating Marzano's Instructional Strategies and Technology
Integrating Marzano's Instructional Strategies with Technology
Setting Objectives and Providing Feedback
Setting objectives is the process of establishing a direction to guide learning
- Can also include goal-setting
•Connect learning objectives to previous and future learning
•Engage students in setting personal learning objectives.
Tools to use for
Setting Objectives and
Providing feedback that is corrective, timely, and focused on criteria, along with involving students in the process, creates a classroom environment that supports learning.
Recommendations for Providing Feedback
•Provide feedback that addresses what is correct and elaborates on what students need to do next.
•Provide feedback appropriately in time to meet students’ needs.
•Provide feedback that is criterion referenced.
•Engage students in the feedback process.
Reinforcing Effort and Providing Recognition
Recommendations for Reinforcing Effort and Providing Recognition
•Teach students about the relationship between effort and achievement.
•Provide students with explicit guidance about exactly what it means to expend effort.
•Promote a mastery goal orientation.
•Use concrete symbols of recognition
Tools for Reinforcing Effort and Providing Recognition
Cooperative Learning focuses on having students interact with each other in groups in ways that enhance their learning. Learning can be maximized through well-designed, intentional social interaction with others (Gerlach, 1994; Vygotsky, 1978).
As Thomas Friedman notes in The World Is Flat (2005), we are "living in a time when learning and innovation are increasingly global".
Recommendations for Cooperative Learning
•Include elements of both positive interdependence and individual accountability.
•Keep group size small.
•Use cooperative learning consistently and systematically.
Tools for Cooperative Learning
•Set learning objectives that are specific but not restrictive.
Recommendations for Setting Objectives
•Communicate learning objectives to students and parents.
Reinforcing Effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning.
Nonlinguistic Representations enhance students’ ability to use mental images to represent and elaborate on knowledge.
The ultimate goal for this strategy is to produce nonlinguistic representations in the minds of students so they are better able to process, organize and retrieve information from memory (Marzano, Pickerings, & Pollock, 2001).
Recommendations for Nonlinguistic Representations
•Use graphic organizers
•Make physical models or manipulatives
•Generate mental pictures
•Create pictures, illustrations, pictographs
•Engage in kinesthetic activities.
Tools for Nonlinguistic Representations
Summarizing and Note Taking
Summarizing and Note Taking focuses on enhancing students’ ability to synthesize information and distill it into a concise new form.
Recommendations for Summarizing and Note Taking.
•Teach students the
•Provide opportunities for students to revise their notes and use them for review.
•Teach students a
of note-taking forms
Tools for Summarizing
Identifying Similarities and Differences
Identifying Similarities and Differences in the content they are learning helps them to structure their understanding of the content. During the process, they make new connections, experience fresh insights and correct misconceptions.
Recommendations for Identifying Similarities and Differences
•Teach students a variety of ways to identify similarities and differences.
•Guide students as they engage in the process of identifying similarities and differences.
•Provide supporting cues to help students identify similarities and differences.
Tools for Identifying Similarities and Differences
If we teach today as we taught yesterday, we rob our children of tomorrow.
- John Dewey
1. Presentation Tools
2. Collaborative Tools
3. Quiz and Poll Tools
4. Writing Tools
5. Mapping Tools
6. Creativity Tools
7. Communication Tools
Quiz or Poll
1. Comparing: (and contrasting): process of identifying similarities and differences between things or ideas
2. Classifying: Process of grouping things that alike into categories on the basis of their characteristics
3. Creating Metaphors: process of identifying a general or basic pattern in a specific topic and then finding another topic that appears to be quite different but that has the same general pattern
4. Creating analogies: the process of identifying relationships between pairs of concepts - in other words, identifying the relationships between relationships
Robert Marzano, Debra Pickering, Jane Pollock
- I am a teacher by trade.
- I've taught HS for 7 years @ OHS (1:1)
- Technology "literate", open-minded and willing to learn new ideas
Summarizing and Note Taking and Evernote
To Effectively summarize...
1. Delete, substitute and keep some information
1. Teach students a "rule-based" summarizing strategy
2. Use summary frames
3. Teach students the reciprocal teaching strategy
Marzano Summarizing, Note-taking and Evernote
a. In what situation is it important for my students to summarize?
b. What do I do to help students understand the process of summarizing?
2. Analyze information at a fairly deep level
3. Be aware of the explicit structure of information as an aid
Kintsch and Dijk, 1980
Meyer, 1975 and 1984
Strategy is one following a set of rules or steps that produce a summary.
a. Delete trivial information
b. Delete redundant info
c. substitute specifics for lists ("flowers" for "daisies, tulips, and roses)
d. Select a topic sentence
a series of questions that the teacher provides to students
Involves 4 components: summarizing, questions, clarifying and predicting
Palincsar and Brown, 1984, 1985
Brown, Capione, and Day, 1981
Focus on these skills
- What was taught?
-What was understood or not understood?
- What questions did you have?
- What words did you not understand?
- What do you think will be taught next?
- How does this concept connect to the real or future world?
a. What is the purpose of note taking in my classroom?
b. What is my personal style for note taking?
c. What do I do in the classroom to help my students take notes?
1. Verbatim note taking is the least effective way to take notes
2. Notes should be considered a work in progress
3. Notes should be used as study guides for tests
4. The more notes taken, the better
Bretzing & Kulhary, 1979
Anderson & Armbruster, 1986
Carrier & Titus, 1981
Nye, Crooks, Powlie, Tripp, 1984
a. Give students teacher-Prepared Notes
b. teach students a variety of note taking formats
c. use combination notes
d. have students use technology when available
Teacher - prepared notes
a. Models good note taking
b. provides a clear framework of important facts
c. Should be used sparingly
1. INFORMAL OUTLINE
- Uses indentation to indicate major ideas and their related details.
- Uses the relative size circles to indicate the importance of ideas and lines to indicate relationships
- Bigger circles = more important ideas
- Limits the amount of information a student can record
Employs both informal outline and the webbing technique
Each page of notes is divided into 3 parts with a line running down the middle and across the bottom
i.e. 2 column notes
- Cloud-based service
- Typically used in note taking and organizing
- Connects to all devices (smart phones, tablets, computers)
- Allows students to share notes and activities for collaboration, assignments and projects.
- Allows teachers to share notes and lesson plans with colleagues.
1. Evernote.com OR in Chrome: download the Evernote App
2. Create an account -
Confirm through email
3. Sign-in and
: Just like most word processors
To create Notes: addition symbol at the top of the page(+New Note)
Helpful Hint: Add titles and tags on your notes for easier organizing and searching
: organize notes into subjects, classes, lists, (grocery lists), projects, school, pd sessions, staff meeting notes, etc.
To create a Notebook: click the down arrow to the right of the Notebook Heading
- Easy note taking
- Easy organization:
- Create notebooks for different classes
- Add tags to notes for easy searching
- Share notebooks with other students for reference.
- Share notes or entire notebooks with teachers for quick fact checking and teacher-student dialogue
SHARING IN EVERNOTE
To Share a note
: allows you to share via Facebook, Twitter, LinedIn, email or as an external link (to put on a website)
To share a notebook:
click the arrow (drop down menu), choose "modify sharing" option. Public link allows for sharing on a public site (website), or choose to share with individuals.
DOWNLOAD "Evernote Webclipper Extension" in Google Chrome Store
This app extension will allow you the "cut" items, such as articles, videos, etc. from the internet.
Use this "clipped" items for assignments, reference, ideas, or bookmarks.
Who am I?
- OHS and
- IB Psychology, Psychology, and Government
- Lindenwood University Graduate Student
Marzano, R., Pickering, D., Pollock, J. (2001). Classroom Instruction that Works. ASCD
Research on Goal Setting says that:
1. Instructional goals should narrow what the students focus on
2. Instructional goals should not be too specific but flexible
3. Students should be encouraged to personalize the teacher's goals
p. 94 - 96
If you have any later...
Lino It Canvas: link on the website
School Email: firstname.lastname@example.org