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MARZANO Research Laboratory888.849.0851 marzanoresearch.com
MARZANO Research Laboratory
MARZANO Research Laboratory888.849.0851 marzanoresearch.com
When we learn together, our collective expertise is
enhanced.
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LEVEL OF EXPERTISE A scale for consideration…
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Our purpose…
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Higher Levels of Effectiveness regarding Pedagogy
Curriculum Design
Management Techniques
Instructional Methodology
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National Assessment of Educational Progress (NAEP)
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National Assessment of Educational Progress (NAEP)
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What We Know…
Teacher Actions Student Achievement
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“What Matters Very Much is Which Classroom?”!!“If a student is in one of the most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.”!
Deborah Loewenberg Ball, Dean of Education, University of Michigan
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Develop a common language of instruction
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Category Ave. Effect
Size
Percentile gain
Identifying Similarities and differences
1.61
45
Summarizing and note taking
1.00
34
Reinforcing effort and providing recognition
.80
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Homework and Practice .77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives/providing feedback
.61
23
Generating and testing hypotheses
.61
23
Questions, cues, and advance organizers
.59
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MARZANO Research Laboratory888.849.0851 marzanoresearch.com
“I already use all of these strategies!”
“How can I get teachers to use
these strategies?”
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The Art and Science of Teaching
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CONTENT SPECIFIC SEGMENTS
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CONTENT SPECIFIC SEGMENTS
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LESSON SEGMENTS INVOLVING ROUTINE EVENTS Design Question 1 What will I do to establish and communicate learning goals, track
student progress, and celebrate success?
Design Question 6 What will I do to establish or maintain classroom rules and procedures?
LESSON SEGMENTS INVOLVING CONTENT Design Question 2 What will I do to help students effectively interact with new
knowledge? Design Question 3 What will I do to help students practice and deepen their
understanding of new knowledge?
Design Question 4 What will I do to help students generate and test hypotheses about new knowledge?
SEGMENTS ENACTED ON THE SPOT Design Question 5 What will I do to engage students?
Design Question 7 What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?
Design Question 8 What will I do to establish and maintain effective relationships with students?
Design Question 9 What will I do to communicate high expectations for all students?
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Let’s overview the 41…
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With an elbow partner…
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“The unexamined life isn’t worth living.”
Plato
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Research & Theory
Teacher Reflective Practice
Teacher Pedagogical Skill
Student Achievement
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Becoming a Re!ective Teacher Visit marzanoresearch.com/classroomstrategies to download this page.
R E P R O D U C I B L E18 6
Lesson Segments Involving Routine Events
Design Question: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
1. What do I typically do to provide clear learning goals and scales (rubrics)?
The teacher provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of per-formance relative to the learning goal.
Teacher Evidence
T Teacher has a learning goal posted so all students can see it.
T The learning goal is a clear statement of knowl-edge or information as opposed to an activity or assignment.
T Teacher makes reference to the learning goal throughout the lesson.
T Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it.
T Teacher makes reference to the scale or rubric throughout the lesson.
Student Evidence
T When asked, students can explain the learning goal for the lesson.
T When asked, students can explain how their cur-rent activities relate to the learning goal.
T When asked, students can explain the meaning of the levels of performance articulated in the scale or rubric.
How Am I Doing?
4 Innovating
3 Applying
2 Developing
1 Beginning
0 Not Using
Providing clear learning goals and scales (rubrics)
I adapt and create new strategies for unique student needs and situations.
I provide a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance, and I moni-tor students’ understanding of the learn-ing goal and the levels of performance.
I provide a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance, but I do so in a somewhat mechanistic way.
I use the strat-egy incorrectly or with parts missing.
I should use the strategy, but I don’t.
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Three Types of Practice…
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Automaticity
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Deliberate Practice
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FINAL FOLIOS SEEM TO RESULT FROM YEARS OF DUTIFUL STUDY OF TEXTS ALONG WITH
YEARS OF SCIENTIFIC EXPERIENCE.
MARZANO Research Laboratory888.849.0851 marzanoresearch.com
FINAL FOLIOS SEEM TO RESULT FROM YEARS
OF DUTIFUL STUDY OF TEXTS ALONG WITH
YEARS OF SCIENTIFIC EXPERIENCE.
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Repeat what you just heard, but in your own words…
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Personal Profile
R E P R O D U C I B L E
Becoming a Re!ective Teacher Visit marzanoresearch.com/classroomstrategies
Teacher Self-Ratings on the Personal Pro!le
Lesson Segments Involving Routine Events
Design Question: What will I do to establish and communicate learning goals, track student progress, and celebrate success?
Element4
Innovating3
Applying2
Developing1
Beginning0
Not Using
1. What do I typically do to provide clear learning goals and scales (rubrics)?
2. What do I typically do to track student progress?
3. What do I typically do to celebrate success?
Design Question: What will I do to establish and maintain classroom rules and procedures?
Element4
Innovating3
Applying2
Developing1
Beginning0
Not Using
4. What do I typically do to establish and maintain classroom rules and procedures?
5. What do I typically do to orga-nize the physical layout of the classroom?
Lesson Segments Addressing Content
Design Question: What will I do to help students effectively interact with new knowledge?
Element4
Innovating3
Applying2
Developing1
Beginning0
Not Using
6. What do I typically do to identify critical information?
7. What do I typically do to organize students to interact with new knowledge?
8. What do I typically do to preview new content?
Page 1 of 4
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Setting Growth Goals…
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For a Growth Goal, a teacher should…
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Sample Growth Goals
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Let’s apply…
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On your own…
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Learning Goal
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4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class
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2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes
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1 With HELP, a partial knowledge of some of the simpler and complex details and processes
0 Even with help, no understanding or skill demonstrated
Proficiency Scale
3
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4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class
3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught
2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes
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Proficiency Scale
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Proficiency Scale
2
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How about in your own life?
When did you
deliberately track progress toward a
goal?
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Without effective rules and procedures, teaching (and consequently learning) is
inhibited.!
Robert Marzano “The Art and Science of Teaching”
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Rules !vs.!
Procedures
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Size
Percentile gain
Identifying Similarities and differences
1.61
45
Summarizing and note taking
1.00
34
Reinforcing effort and providing recognition
.80
29
Homework and Practice .77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives/providing feedback
.61
23
Generating and testing hypotheses
.61
23
Questions, cues, and advance organizers
.59
22
Classroom Instruction That Works, Marzano, 2001
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