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Marzano 9 High-Yield Strategies

The document outlines nine instructional strategies for effective teaching and learning according to Marzano: 1) Identifying similarities and differences, 2) Summarizing and note taking, 3) Reinforcing effort and providing recognition, 4) Homework and practice, 5) Nonlinguistic representations, 6) Cooperative learning, 7) Setting objectives and providing feedback, 8) Generating and testing hypotheses, and 9) Cues, questions, and advance organizers. Each strategy is defined and examples of applications in the classroom are provided. The strategies are research-based methods shown to improve student comprehension, engagement, and academic performance.

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192 views5 pages

Marzano 9 High-Yield Strategies

The document outlines nine instructional strategies for effective teaching and learning according to Marzano: 1) Identifying similarities and differences, 2) Summarizing and note taking, 3) Reinforcing effort and providing recognition, 4) Homework and practice, 5) Nonlinguistic representations, 6) Cooperative learning, 7) Setting objectives and providing feedback, 8) Generating and testing hypotheses, and 9) Cues, questions, and advance organizers. Each strategy is defined and examples of applications in the classroom are provided. The strategies are research-based methods shown to improve student comprehension, engagement, and academic performance.

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Marzano's Nine Instructional Strategies for Effective

Teaching and Learning


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. Teachers can either directly present similarities and differences,
accompanied by deep discussion and inquiry, or simply ask students to identify
similarities and differences on their own. While teacher-directed activities focus on
identifying specific items, student-directed activities encourage variation and
broaden understanding, research shows. Research also notes that graphic forms are
a good way to represent similarities and differences.
Applications:
* Use Venn diagrams or charts to compare and classify items.
* Engage students in comparing, classifying, and creating metaphors and analogies.

2. Summarizing and Note Taking


These skills promote greater comprehension by asking students to analyze a subject
to expose what's essential and then put it in their own words. According to research,
this requires substituting, deleting, and keeping some things and having an
awareness of the basic structure of the information presented.
Applications:
* Provide a set of rules for creating a summary.
* When summarizing, ask students to question what is unclear, clarify those
questions, and then predict what will happen next in the text.
Research shows that taking more notes is better than fewer notes, though verbatim
note taking is ineffective because it does not allow time to process the information.
Teachers should encourage and give time for review and revision of notes; notes
can be the best study guides for tests.
Applications:
* Use teacher-prepared notes.
* Stick to a consistent format for notes, although students can refine the notes as
necessary.

3. Reinforcing Effort and Providing Recognition


Effort and recognition speak to the attitudes and beliefs of students, and teachers
must show 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.
Applications:
* Share stories about people who succeeded by not giving up.
* Have students keep a log of their weekly efforts and achievements, reflect on it
periodically, and even mathematically analyze the data. According to research,
recognition is most effective if it is contingent on the achievement of a certain
standard. Also, symbolic recognition works better than tangible rewards.
Applications:
* Find ways to personalize recognition. Give awards for individual accomplishments.
* "Pause, Prompt, Praise." If a student is struggling, pause to discuss the problem,
then prompt with specific suggestions to help her improve. If the student's
performance improves as a result, offer praise

4. Homework and Practice


Homework provides students with the opportunity to extend their learning outside
the classroom. However, research shows that the amount of homework assigned
should vary by grade level and that parent involvement should be minimal.
Teachers should explain the purpose of homework to both the student and the
parent or guardian, and teachers should try to give feedback on all homework
assigned.
Applications:
* Establish a homework policy with advice-such as keeping a consistent schedule,
setting, and time limit-that parents and students may not have considered.
* Tell students if homework is for practice or preparation for upcoming units.
* Maximize the effectiveness of feedback by varying the way it is delivered.

Research shows that students should adapt skills while they're learning them. Speed
and accuracy are key indicators of the effectiveness of practice.
Applications:
* Assign timed quizzes for homework and have students report on their speed and
accuracy.
* Focus practice on difficult concepts and set aside time to accommodate practice
periods.
5. Nonlinguistic Representations
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.
Applications:
* Incorporate words and images using symbols to represent relationships.
* Use physical models and physical movement to represent information.

6. Cooperative Learning
Research shows that organizing students into cooperative groups yields a positive
effect on overall learning. When applying cooperative learning strategies, keep
groups small and don't overuse this strategy-be systematic and consistent in your
approach.
Applications:
* When grouping students, consider a variety of criteria, such as common
experiences or interests.
* Vary group sizes and objectives.
* Design group work around the core components of cooperative learning-positive
interdependence, group processing, and appropriate use of social skills, face-to-face
interaction, and individual and group accountability.

7. Setting Objectives and Providing Feedback

Setting objectives can provide students with a direction for their learning. Goals
should not be too specific; they should be easily adaptable to students' own
objectives.
Applications:
* Set a core goal for a unit, and then encourage students to personalize that goal by
identifying areas of interest to them.
Questions like "I want to know" and "I want to know more about . . ." get students
thinking about their interests and actively involved in the goal-setting process.
* Use contracts to outline the specific goals that students must attain and the grade
they will receive if they meet those goals. Research shows that feedback generally
produces positive results. Teachers can never give too much; however, they should
manage the form that feedback takes.
Applications:
* Make sure feedback is corrective in nature; tell students how they did in relation to
specific levels of knowledge. Rubrics are a great way to do this.
* Keep feedback timely and specific.
* Encourage students to lead feedback sessions.
____________________________________________________________________________________
8. Generating and Testing Hypotheses
Research shows that a deductive approach (using a general rule to make a
prediction) to this strategy works best. Whether a hypothesis is induced or deduced,
students should clearly explain their hypotheses and conclusions.
Applications:
* Ask students to predict what would happen if an aspect of a familiar system, such
as the government or transportation, were changed.
* Ask students to build something using limited resources. This task generates
questions and hypotheses about what may or may not work.
_____________________________________________________________________________________
9. Cues, Questions, and Advance Organizers
Cues, questions, and advance organizers help students use what they already know
about a topic to enhance further learning. Research shows that these tools should

be highly analytical, should focus on what is important, and are most effective when
presented before a learning experience.
Applications:
* Pause briefly after asking a question. Doing so will increase the depth of your
students' answers.
* Vary the style of advance organizer used: Tell a story, skim a text, or create a
graphic image. There are many ways to expose students to information before they
"learn" it.

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