Marzano Project Overview

Welcome and Introductions

Two Year Time-Line for District

Year One-Introduce All Nine Strategies & Buildings

Will Design Implementation ProcessMarzano PD Leadership Teams at each schoolOther on-going workshops & training

Vocabulary and Background KnowledgeArt and Science of Teaching

Year twoFormative Assessment and Standards-Based

GradingVocabulary and Background Knowledge

Goals for our District

Work as a building to learn about highly effective teaching strategies

Work in PLCs this year to learn about and implement at least one of the nine Marzano strategies

What’s the Tie to Student Achievement?

Findings: ReadingP = Percentile

Teacher School District Student

P50 P50 P50 P50

P84 P50 P50 P60

Findings: ReadingP = Percentile

Teacher School District Student

P50 P50 P50 P50

P84 P50 P50 P60

P98 P50 P50 P70

Unfortunately, the reverse can be devastating.

Important take-away

Teachersmatter

immensely!

How Can I Continue to Improve My Effectiveness

as a Teacher?

Identifyin

g Simila

rities

and Diff

erences

Nonlinguistic Representation

COOPERATIVE LEARNING

Setting Objectives and

Providing Feedback

GENERATING ANDTESTING HYPOTHESES

Cues, Questions, and

Advanced Organizers

Category AverageEffectSize

PercentileGain

Number of Studies

Identifying Similarities & Differences 1.61 45 31

Summarizing & Note Taking 1.00 34 179

Reinforcing Effort & Providing Recognition .80 29 21

Homework & Practice .77 28 134

Nonlinguistic Representation .75 27 246

Cooperative Learning .73 27 122

Setting Objectives & Providing Feedback .61 23 408

Generating & Testing Hypotheses .61 23 63

Cues, Questions, & Advance Organizers .59 22 1251

Which strategies will help students practice, review, and apply that

knowledge?

How Does this Fit with PLCs?

Which strategies willprovide evidence that students have learned

that knowledge?

What will my students need

to know and be able to do?

Which strategies will help students acquire and

integrate that knowledge?

NSEssential Learnings

Supplemental Info

Nice to Know

I Don’t Have Time to Cover Everything!

Which strategies will help students practice, review, and apply that

knowledge?

How Does this Fit with PLCs?

Which strategies willprovide evidence that students have learned

that knowledge?

What will my students need

to know and be able to do?

Which strategies will help students acquire and

integrate that knowledge?

Category AverageEffectSize

PercentileGain

Number of Studies

Identifying Similarities & Differences 1.61 45 31

Summarizing & Note Taking 1.00 34 179

Reinforcing Effort & Providing Recognition .80 29 21

Homework & Practice .77 28 134

Nonlinguistic Representation .75 27 246

Cooperative Learning .73 27 122

Setting Objectives & Providing Feedback .61 23 408

Generating & Testing Hypotheses .61 23 63

Cues, Questions, & Advance Organizers .59 22 1251

CATEGORY McREL DEFINITION

Identifying Similarities & Differences

• Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways items are alike and different.

Summarizing & Note Taking

• Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details.

Reinforcing Effort & Providing Recognition

• Enhance students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning.

• Provide students with rewards or praise for their accomplishments related to the attainment of a goal.

CATEGORY McREL DEFINITION

Homework & Practice

• Extend the learning opportunities for students to practice, review, and apply knowledge.

• Enhance students’ ability to reach the expected level of proficiency for a skill or process.

Nonlinguistic Representation

• Enhance students’ ability to represent and elaborate on knowledge using mental images.

Cooperative Learning

• Provide students with opportunities to interact with each other in groups in ways that enhance their learning

CATEGORY McREL DEFINITION

Setting Objectives & Providing Feedback

• Provide students a direction for learning and information about how well they are performing relative to a particular learning goal so that they can improve their performance.

Generating & Testing Hypotheses

• Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.

Cues, Questions, & Advance Organizers

• Enhance students’ ability to retrieve, use, and organize what they already know about a topic.

Which strategies will help students practice, review, and apply that

knowledge?

How Does this Fit with PLCs?

Which strategies willprovide evidence that students have learned

that knowledge?

What will my students need

to know and be able to do?

Which strategies will help students acquire and

integrate that knowledge?

Where Do We Go From Here?

Working with staff and Marzano leadership teams, buildings will develop school specific plans to implement instructional strategies.

What do you hope to get from this experience over the next two years?