Marzano Strategies Lacey Hoogland. Outcomes Increase awareness and understanding two research-based...

Marzano Strategies

Lacey Hoogland

Outcomes

• Increase awareness and understanding two research-based instructional strategies.

• Gain ideas about how to use the strategies in an effective manner.

Norms

• Take care of your own needs

• Limit side conversations

• Hands up = come back to large group

• Respect other’s opinion and viewpoints

Marzano Resources

Nonlinguistic RepresentationCategory Percentile Gain Identifying Similarities and Differences 45

Summarizing and Note taking 34 Reinforcing Effort and Providing Recognition

29

Homework and Practice 28 Nonlinguistic Representations 27 Cooperative Learning 27 Setting Objectives & Providing Feedback 23

Generating & Testing Hypotheses 23

Cues, Questions, & Advance Organizers 22

Nonlinguistic Forms

Nonlinguistic

• A variety of activities produce nonlinguistic representations

• Nonlinguistic representations should elaborate on or add to knowledge

Graphic Organizers

Fact Fact

Topic

Fact Fact

Graphic Organizers

Equilateral Triangle

Wonder Wheel

http://www.gapminder.org/

Body Story

• Group yourselves by birthday month.

• Then from birthday month break into groups of 3-4.

• Together create a “body story” using the directions associated with your template.

ABC Chart

ABC Chart

Process/Cause-Effect Patterns

• Organize information into a casual network leading to a specific outcome or into a sequence of steps leading to a specific product

Process/Cause-Effect Patterns

Healthy Person

Physical Models

• Concrete representation of the knowledge that is being learned

• Helps establish an image• Students design and build physical models

Lego Model

Kinesthetic Activity

• Generates a mental image of the knowledge

• Role playing allows students to demonstrate their knowledge

Why Kinesthetic Activity?

• Students who are physically active are more alert and have better concentration– The brain makes up 2% of our body but takes

20% of our oxygen. – During physical activity, respiration rates

increase and breathing becomes deeper, and oxygen rich blood is circulated to the brain.

– Thus, performance and achievement increases.

Human Histogram

• Do not put your name on the top sheet!

• Circle your answer to each question.

Cooperative LearningCategory Percentile Gain Identifying Similarities and Differences 45

Summarizing and Note taking 34 Reinforcing Effort and Providing Recognition

29

Homework and Practice 28 Nonlinguistic Representations 27 Cooperative Learning 27 Setting Objectives & Providing Feedback 23

Generating & Testing Hypotheses 23

Cues, Questions, & Advance Organizers 22

What Is It?

• Two or more people working interpedently, engaging in positive interaction and group processing, studying together and teaching one another to maximize each individuals learning.

Research

• Think, Pair, Share– What does research say about cooperative

learning? • “Cooperative Learning has an effect size

of .78”• “Organizing students in heterogeneous

cooperative learning at least once a week has a significant effect on learning.” (Marzano, Pickering and Pollock, 2001)

Example

• Sleepy• Grumpy• Doc• Dopey• Happy• Bashful• Sneezy

Cooperative Activity

• Jigsaw Reading– Count off by 5’s – Your number corresponds to which numbered

section you will read– Gather together with like numbers and share

what you read– Now gather with the other 4 numbers so you

have a 1-5 in each group and share what you read

Cooperative Learning

• Positive Interdependence• Face to Face Interaction• Individual

Accountability/Responsibility• Interpersonal and Small Group Goals• Group Processing

Designing Groups

• Numbers Make the Difference– Groups of 3-4 produce the largest percentile

gain at 9– Pairs indicate the next largest percentile gain

at 6– Groups of 5-7 indicate a negative result with -1

– Medium ability homogenous groups displayed the largest percentile gain of 19

Designing Groups

• Stand Up and walk 17 steps then stop and group with the 2 people nearest to you

• Share the types of grouping either you use, have used or know about with your group members.

Designing Groups

• Informal Groups– Think, Pair, Share– Jigsaw

• Formal– Several days, weeks– Task will include basic cooperative learning

strategies• Base Groups– Long-term – Provide Support

Management in Cooperative Learning

• Key 1 – Planning• Key 2 – Team Building

– Team identity– Mutual Support– Valuing Differences– Developing Synergy– Sharing

• Key 3 – Teacher’s Role– Facilitator– Assessment– Self-reflection

Technology in Cooperative Learning

Cacoo

Cacoo

Cacoo

Concentric Circles

• What have you done this year for nonlinguistic representation?

• What might you do you in the future?• What Marzano Strategies have you

implemented this year?

SAT 10: Language Arts

Lacey Hoogland&

Keiz Shultz

Overview

• Measurements: Language– Prewriting– Composing– Editing– Narrative– Informative– Persuasive– Thinking Skills

Connection to Standards/DStep

• Look at the State Writing Standards: Which standards address the areas below? – Prewriting– Composing– Editing– Narrative– Informative– Persuasive– Thinking Skills

Sentences

Who WhatWhere When How Action

• Choose a Partner or Triad

• Taking Your Sentences Handout write 5 sentences together as described on your handout

Best Sentences

Lucky Dog with friends in summer

My dog is named Lucky. I play with my friends in the summer.

My dog Lucky loves to jump on my bed. In the summer I like to play baseball with my friends.

Best SentencesWhat kind of SENTENCE can you write?

off topic doesn’t make sense

incorrect use of capital letters no ending punctuation

on topic makes sense correct use of capital letters end punctuation

stretches topic shares details creates interesting sentence

Using Colors to Teach Organization

GoBack!

Stop!

SlowDown

Go! Topic

Reason, Detail, or Fact.

Explain the Reason, Detail, or Fact

Remind the reader of your topic.

2.11

Information Outline

• Topic=

Effective Paragraphs for Writing

Informative (Expository) paragraphs need:• A title• A topic sentence• Transitions• Good explanations and examples• A conclusion

Two Column Notes

1. Write the topic2. Read a paragraph3. Find the big idea4. Write the big idea on the left5. Put notes on the right6. Take notes on all paragraphs

Two Column Notes

Topic = RecessGames Four Square

Hop ScotchBalls

Playground SwingsSlidesMonkey Bars

Sand

Practice

Saints

Information Outline

• Topic=

Using Colors to Teach Organization

GoBack!

Stop!

SlowDown

Go! Write a topic sentence

Give a reason, detail, or fact. Use a transition.

Explain. Give an example.

Remind the reader of your topic.

2.11

Topic Sentence

• Green means “go.”• Green asks the writer to decide—– “What am I going to prove?” (reason)– “What am I going to explain?” (detail)– “What information will I share?”

(fact)

Reasons/Details/Facts

• Yellow means “slow down.”• Introduce key concepts to support the

topic sentence.• The main supporting ideas (reasons, details

or facts) for the topic sentence.• Look for common patterns or categories in

the brainstorming.

2.11

Explain

• Red means “stop and explain.”• Present evidence.• Provide explanation and examples.

2.11

Conclusion• Green means “go back to your

topic.”• Restate the topic and the position.• Do not introduce new information.• Use synonyms and leave your

reader with something to remember.

2.11

Information Outline

• Topic=

Write Your Paragraph

• Group with two others who do not teach the same grade level as you.

• Using your Saints graphic organizer and your Saints outline write your paper using the strategies of Go, Slow Down, Stop! and Go Back!

Lead Example

• Topic: Rules at Lunch– Topic Sentence: Even though we might be

excited, we know we have to follow the rules in the school cafeteria.

• Topic: Rules at Lunch– Lead: Everyone in my class is happy when the

lunch bell rings. We are all hungry and anxious to talk to our friends. Even though we might be excited, we know we have to follow the rules in the school cafeteria.

Stretch Your Ideas & Leads

• Add more RED (K-3) pair with a neighbor to determine what other details you could add

• Add a Lead (4-5) BLUE– Adding to your topic sentence– Important Fact– Humorous– Background Information

5 Elements of Informative Writing

• Organization is the key. • Topic sentences and thesis statements are

the heart.• Transitions are the glue.• Examples, evidence, and explanations are

the meat.• Conclusions tie it all together.

Two Column Notes

• Group as follows: K & 1, 2 & 3, 4 & 5• Choose a reader who comes up to select a

book• While listening to the book determine the

Topic, Main Points and Supporting Details – Differentiated for grade level

• Compare your notes/ listening

Two Column Math

• How many inches are in a foot? This column will include

sentences to show student thinking.

This column will be where students work out their

problem.

Step 1

Step 2

Step 3

This box must include the answer and reiterate the question.

Two Column MathWhat is the total of 38 + 61?

This column will include sentences to show student thinking.

This column will be where students work out their problem.

Step 1I would take 30 plus 60 equals 90

30 + 60 = 90

Step 2I would take 8 plus 1 equals 9

8 + 1 = 9

Step 3Ninety plus nine equals 99

90 + 9 = 99

Step 4The total of 38 + 61 equals 99

This box must include the answer and reiterate the question.

38 + 61 = 99

Two Column Notes

• Uses:– Comprehension before writing– Comparing and Contrasting – What You Know, How You Know It – During presentations, discussions, videos etc.– Formative Tool to gauge where students are at

in their learning– Math, Reading, Religion

Review

• Non-Linguistic Representation• Cooperative Learning • Two Column Notes • Persuasive Writing

Lesson Plans

• In your small group, choose a recorder, and discuss one of the following:– What have I done this year that utilizes some

of todays techniques?– What ideas come to mind that I could utilize

these techniques before the end of the school year?