Marzano’s Instructional Design QuestionsSpencer BraganLois NeumannUniversity of New EnglandEDU 751October 6, 2013

Introduction Comprehensive Framework of Effective

Teaching based on Marzano’s The Art and Science of Teaching

10 Design Questions will be presented

Audience? Teachers! You are the “I” in all the Instructional

Design Questions Presented in the following slides

Q. 1What will I do to establish and

communicate learning goals, track student progress and celebrate success?

Elements of Q. 1

1. Setting & communicating learning goals• Learning goals• Learning activities

2. Tracking student progress• Use formative assessments• Use charting

3. Celebrating success• Recognizing and acknowledging students’

knowledge gains

Q. 1 Tips & Strategieso Differentiate between learning goal and

assignments.o Give students a Rubric or scale to have

clear expectations of assignments.o Implement formative assessment for

students to monitor ongoing progress using a checklist for each level (1.0, 2.0, 3.0, and 4.0).

Q. 2What will I do to help students effectively

interact with new knowledge?

Elements of Q. 2• Preview information• Teach to small groups• Teach in small chunks• Use linguistic and non

linguistic formats • Have students reflect on

learning

Q. 2 Tips and Strategies Continually ask questions to use higher

level thinking. Have students reflect on their experiences,

share points of confusion or confidence of content.

Review/summarize chunks of content via note taking.

Using cooperative learning strategies that allow students to work together using new content.

Q. 3What will I do to help students practice and deepen their understanding of new

knowledge?

Elements of Q. 3

o Gradually integrate new knowledge

o Develop procedural knowledge o Create analogies and metaphorso Provide meaningful homework

Q. 3 Tips and Strategies Students will be given ample

opportunities to practice skills, strategies, and processes.

Analyze student errors to address misconceptions.

Students create illustrations of analogies.

Involve participation from home with homework.

Q. 4

What will I do to help students generate and test hypotheses about new knowledge?

Elements of Q. 4• Create problem-solving opportunities • Create decision-making opportunities• Engage students in experimental tasks• Engage students in investigative tasks

Q. 4 Tips and Strategieso Have students design their

own questions. o Have students design their

own tasks.

Q. 5What will I do to engage students?

Elements of Q. 5

• Promote physical movement

• Challenge students’ thinking

• Stimulate their attention to the task at hand

Q. 5 Tips and Strategies Use games that focus on academic

content. Use friendly controversy regarding

topics. Use competition as a fun learning tool. Use wait time to gain students

attention. Use student movement to increase their

energy.

Q. 6What will I do to establish or maintain

classroom rules and procedures?

Elements of Q. 6 One of three critical aspects of

classroom management Establish Rules and Procedures at the

beginning of the school year Modify Rules and Procedures over time

Q. 6 Tips & StrategiesAction Step 1 Organize the Classroom for Effective

Teaching & LearningAction Step 2 Establish a Small Set of Rules and

ProceduresAction Step 3 Interact with Students about Classroom

Rules & Procedures

Q. 6 Tips & Strategies, cont.Action Step 4 Periodically Review Rules and

Procedures, Making Changes as Necessary

Action Step 5 Use Classroom Meetings

Q. 7What will I do to recognize and

acknowledge adherence and lack of adherence to classroom rules and

procedures?

Elements of Q. 7 Second of three critical aspects of

classroom management Use balance approach Acknowledge positive and negative behavior

Q. 7 Tips & StrategiesSteps that Acknowledge AdherenceAction Step 1 Use Simple Verbal & Non-Verbal

AcknowledgementAction Step 2 Use Tangible Recognition When

AppropriateAction Step 3 Involve the Home in Recognition of Positive

Student Behavior

Q. 7 Tips & Strategies, cont.Steps that Acknowledge Lack of AdherenceAction Step 4 Be With-itAction Step 5 Use Direct-Cost ConsequencesAction Step 6 Use Group Contingency

Q. 7 Tips & Strategies, cont.Action Step 7 Use Home ContingencyAction Step 8 Have a Strategy for High-Intensity

SituationsAction Step 9 Design an Overall Plan for Disciplinary

Problems

Q. 8What will I do to establish and maintain effective relationships with students?

Elements of Q. 8 Third aspect of Classroom Management Consider teacher behavior instead of

teacher thoughts and feelings Critical components of effective

relationships:a.) Concern & Cooperationb.) Guidance & Control

Q. 8 Tips & StrategiesAction Steps that Communicate Cooperation & ConcernAction Step 1Know Something About Each

StudentAction Step 2Engage in Behaviors that Indicate

Affection for Each Student

Q. 8 Tips & Strategies, cont.Action Step 3 Bring Student Interests into the Content

and Personalize Learning ActivitiesAction Step 4 Engage in Physical Behaviors that

Communicate Interest in StudentsAction Step 5 Use Humor When Appropriate

Q. 8 Tip & Strategies, cont.Action Steps that Communicate Guidance and ControlAction Step 6 Consistently Enforce Positive and

Negative ConsequencesAction Step 7 Project a Sense of Emotional ObjectivityAction Step 8 Maintain a Cool Exterior

Q. 9What will I do to communicate high expectations for all students?

Elements of Q. 9 Teachers should develop expectations &

behave in ways that are consistent with the expectations

Teachers should communicate a positive affective tone with both low and high expectancy students.

Q. 9 Tips & StrategiesGeneral Level Action StepsAction Step 1 Identify Your Expectation Levels for

StudentsAction Step 2 Identify Differential Treatment of Low-

Expectancy Students

Q. 9 Tips & Strategies, cont. Affective Tone Action StepAction Step 3 Make Sure Low-Expectancy Students

Receive Verbal and Non-verbal Indications That They Are Valued and Respected.

Q. 9 Tips & Strategies, cont.Quality of Interaction Action StepsAction Step 4 Ask Questions of Low-Expectancy

StudentsAction Step 5 When Low-Expectancy Students Do Not

Answer a Question Correctly or Completely, Stay With Them

Q. 10What will I do to develop effective lessons organized into a cohesive unit?

Elements of Q. 10 Takes into account all the previous nine

questions There is no one best way to design a

unit Lesson plans should include guidance

with flexibility

Q. 10 Tips & StrategiesAction Step 1Identify the Focus of a Unit of InstructionAction Step 2Plan for Lesson Segments That Will Be Routine Components of Every LessonAction Step 3Plan for Content-Specific Lesson Segments

Q. 10 Tips & Strategies, cont.Action Step 4 Plan for Actions That Must Be Taken on

the SpotAction Step 5 Develop a Flexible Draft of Daily Activities

for a UnitAction Step 6 Review the Critical Aspects of Effective

Teaching Daily

References

Marzano,R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: ASCD.