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Marzano's Instructional Strategies &

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Hayley Kennedy

on 8 April 2015

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Transcript of Marzano's Instructional Strategies &

Marzano's Instructional Strategies &
21 Things for 21st Century Educators

Marzano's Nine Instructional Strategies for Effective Teaching & Learning
Marzano's Nine Instructional Strategies
for Effective Teaching and Learning
Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade
levels.
Strategy #1- Identifying Similarities and Differences
The ability to break a concept into its similar and dissimilar characteristics allows students to understand (and often solve) complex problems by analyzing them in a more simple way.

During many "Things" we had to read through and evaluate content and resources. We regularly needed to identify similarities and differences, compare and contrast content and statistics, as well as, group and identify based on patterns, strengths and weaknesses.
Prezi Citation:
Marzano, Robert. "Marzano Marzano's Nine Instructional Strategies for Effective Teaching and Learning." Marzano's Nine Instructional Strategies for Effective Teaching and Learning (2001): n. pag. Best Practices: A Guide for Teachers. North Carolina Public Schools. Web. 7 Apr. 2015
Strategy #2- Summarizing and Note Taking
Summarizing and note taking increase comprehension by encouraging students to analyze a subject to discover what's essential and put it in their own words. According to Marzano's research, this requires substituting, deleting, and having an awareness of the basic structure of the information presented.

In nearly every "Thing" we needed to reflect and summarize our growth and understanding in our digital portfolio.
Strategy #3- Reinforcing Effort and Providing Recognition
Effort and recognition are linked with the attitudes and beliefs of students, and teachers must help students understand the connection between effort and achievement. Research shows that although not all students realize the importance of
effort, they can learn to change their beliefs to emphasize effort.

Our efforts and achievements were constantly monitored by our program proctors. We had many opportunities to recognize the success of our peers and others in the teaching field through multiple resources: writing, blogs, videos and published articles.
Strategy #5- Nonlinguistic Representation
According to research, knowledge is stored in two forms: linguistic and visual. The more students use both forms in the classroom, the more opportunity they have to achieve. Recently, use of nonlinguistic representation has proven to not only stimulate but also
increase
brain activity.

Many of our "Things" contained both linguistic and nonlinguistic representations. This was great to help and stimulate the thinking process for multiple learning styles (for us as teacher learners). We were then given the opportunity to explore many different websites and apps to help us create and use nonlinguistic representations for our students.
Strategy #4- Homework and Practice
Homework provides students with the opportunity to extend their learning outside the classroom. Teachers must explain the purpose of homework to the students and should try to give feedback on all homework assigned.

I would consider all of the work we did in our "Things" as homework and practice. We had our initial lessons or webinars and then had the opportunity to extend our learning outside of the classroom environment. These "practices" will help us use these resources comfortably in our own classrooms.
Strategy #6- Cooperative Learning
Research shows that organizing students into cooperative groups has a positive effect on overall learning for all students. When applying cooperative learning strategies, keep groups small. Be careful not to overuse cooperative learning in your classroom.

We had many opportunity to work collaboratively and cooperatively throughout the 21Things process. We were encouraged to work with peers working through 21Things, colleagues in our buildings and even receive student feedback.
Strategy #7- Setting Objectives and Providing Feedback
Setting objectives can provide students with a direction for their learning.

Throughout all of 21 Things, Objectives have been clearly labeled on the website 21things4teachers.net and are articulated in each webinar. After each turn-in date, our facilitators have provided thorough and thoughtful feedback to our tasks and reflections.
Strategy #8- Generating and Testing Hypothesis
Research shows that a deductive reasoning works best for students. Whether a hypothesis is induced or deduced, students should clearly explain their hypotheses and conclusions.

Of Marzano's strategies, I feel this is the one we used the least during 21Things. We made choices for research and reading based on what we needed, or areas of weakness. However, I don't feel that we often used our inductive or deductive reasoning skills to test or evaluate hypothesis.
Strategy #9- Cues, Questions, and Advanced Organizers
Let's Checkout this Youtube Video to become more familiar with Marzano's Strategies
Cues, questions, and advance organizers help students use what they already know about a topic to enhance further learning. Marzano's research shows
that tools should be analytical, focus on what is important, and are most effective when presented before a learning experience.

Throughout 21Things cues, questions and organizers were
used throughout. We received cues and questions throughout
our webinars and then there were similar prompts used
within the website(s). We were given the opportunity to view
multiple organizers to help us work through the 21Things and
also helped us create organizers to help our students.
So how does this fit together?
Created by: Hayley Kennedy
Follow this link to a Google Document I created which highlights how each of the 21 "Things" corresponds with Marzano's Strategies.

https://drive.google.com/file/d/0Bw1KsDCUiEsgbldMZmVpaG9Gc28/view?usp=sharing
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