MARZANO’S HIGH YIELD STRATEGIESHeather Stewart

Region 4 PD Lead Consultant

heather.stewart@dpi.nc.gov

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OBJECTIVES

• Describe the specific strategies, research generalizations, and resulting classroom implications for the high yield strategies

• Recognize the ways in which you currently use the high yield strategies as part of effective instructional practices

• Recognize when these instructional strategies are used appropriately and meaningfully at their grade level range or content area

• Assess use of the instructional strategies in the classroom 2

STUDENTS DON’T LEARN BY OSMOSIS!

• Think● Meaning of the quote?● How do kids learn?● What are Best Practices in teaching?

• Pair● Choose a buddy● Discuss thoughts

• Share● For the good of the group● Ah-ha!

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HOW KIDS LEARN

Visualizing

Hands-on

Modeling

Conferencing

Reading

Making connections

Schema

Prior knowledge

Graphic organizers

Learning Depends on the Student!!!!!4

BEST PRACTICES

• Lesson Protocols• Data Driven• Standards-based• Formative Assessments• Scaffolding• Zone of Proximal Development• Differentiated Instruction• UDL Principles• Levels of Engagement• Assess-Plan-Teach-Reflect

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And much, much more…

PURPOSE IS COMPREHENSION

Five Premises Basic to Reading Comprehension• Reader constructs meaning by making

connections between new information and what is already known

• Prior knowledge plays an important role in learning

• Reading and writing are connected• Learning is a socially interactive process• Comprehension is dependent on

METACOGNITION6

RESEARCH ON EFFECTIVE COMPREHENSION INSTRUCTION• Comprehension improves with effective teaching,

not intelligence• Comprehension improves with teacher

demonstration for strategy development• Strategy learning takes time

“The research on comprehension strategy teaching provides powerful evidence that most struggling readers benefit enormously when we can construct lessons that help make the comprehension processes visible.”

Richard Allington, What Really

Matters for Struggling Readers

MARZANO’S RESEARCH

• Effects of instruction on student learning• Identifying those strategies that have the

highest probability of enhancing student achievement

• Teacher has the control

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INSTRUCTIONAL STRATEGIES• Structures

● Balanced Literacy● Four-Blocks● Guided Reading● 5 Components

• Environment● Centers● Literacy Stations● Walls that Talk

• Practice● Data-Based Decision Making● Protocols● Strategies● Skills● Monitoring

• Tools● Planning● Grouping● Assessing

NINE HIGH YIELD STRATEGIES

• Identifying Similarities and Differences• Summarizing and Note-Taking• Reinforcing Effort and Providing Recognition• Homework and Practice• Nonlinguistic Representations• Cooperative Learning• Setting Objectives and Providing Feedback• Generating and Testing Hypothesis• Questions, Cues, and Advance Organizers

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LEADING QUESTIONS

•What are we doing?•Why are we doing it?•How do we do it well?

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IDENTIFYING SIMILARITIES AND DIFFERENCES

• Give students a model for the process• Use familiar content to teach students the

steps for comparing• Give students graphic organizers for

comparing• Guide students as needed

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SUMMARIZING AND NOTE TAKING

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REINFORCING EFFORT AND PROVIDING RECOGNITION

• Teaching students that effort can improve achievement

• Ask students to chart effort and achievement• Intrinsic vs. extrinsic reinforcements• What works for one may not work for all

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HOMEWORK AND PRACTICE

• Establishing and communicating a homework policy

• Clarifying the purpose of homework• Asking students to use homework

assignment sheets• Commenting on homework• Independence!!!

If homework and class work areforms of practice, what do wedo about grading? 15

NONLINGUISTIC REPRESENTATIONS

• Graphic organizers• Pictographic representations• Mental images• Physical models• Kinesthetic representations

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COOPERATIVE LEARNING

• Positive interdependence• Face-to-face promotive interaction• Individual and group accountability• Interpersonal and small group skills• Group processing

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SETTING OBJECTIVES AND PROVIDING FEEDBACK

• Setting objectives that are not too specific• Personalizing objectives• Communicating objectives• Using criterion-referenced feedback and

explanations• Engaging students in peer feedback• Asking students to self-assess

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GENERATING AND TESTING HYPOTHESIS

• Applying Knowledge• Six different types of tasks

systems analysisproblem solvingdecision makinghistorical investigationexperimental inquiryinvention

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QUESTIONS, CUES, AND ADVANCE ORGANIZERS

• Before-During-After Reading• “Front Loading”• Focus on what is important, NOT what is

unusual• Focus on “higher level” questions

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KEY IDEAS

• Instructional implications• Formative Assessments• Student engagement• Literate environment• Higher level thinking skills• Technology integration• Differentiation• Data driven

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MAKE AN IMPACT ON STUDENT LEARNING.

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RESOURCES

Marzano, Robert J. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. ASCD, Alexandria, Virginia. 2001.

Marzano HYS resource website

http://gets.gc.k12.va.us/VSTE/2008/index.htm

Heather Stewart

Heather.stewart@dpi.nc.gov

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