This link has been bookmarked by 282 people . It was first bookmarked on 02 Jul 2010, by someone privately.
-
20 Feb 13
-
27 Jun 12
-
07 Apr 12
-
06 Apr 12
-
26 Mar 12
-
14 Mar 12
-
02 Mar 12
-
29 Feb 12
-
28 Feb 12
-
22 Feb 12
-
21 Feb 12
-
-
20 Feb 12
-
Becky UrbinaEffective teaching strategies that I find helpful in teaching and learning.
-
19 Feb 12
-
15 Feb 12
-
don't overuse this strategy
-
Vary group sizes and objectives
-
feedback is corrective in nature
-
-
-
1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. Cues, questions, and advance organizers
-
-
14 Feb 12
-
Homework and practice
-
opportunity
-
Teachers should explain the purpose of homework to both the student and the parent or guardian
-
-
-
a deductive approach (using a general rule to make a prediction) to this strategy works best
-
Ask students to predict what would happen if an aspect of a familiar system
-
Ask students to build something using limited resources
-
-
13 Feb 12
-
Research shows that taking more notes is better than fewer notes, though verbatim note taking is ineffective because it does not allow time to process the information. Teachers should encourage and give time for review and revision of notes; notes can be the best study guides for tests.
-
Applications:
* Use teacher-prepared notes.
* Stick to a consistent format for notes, although students can refine the notes as necessary
-
-
09 Feb 12
-
08 Feb 12
-
Reinforcing effort
-
Assign timed quizzes for homework and have students report on their speed and accuracy.
-
-
-
Reinforcing Effort and Providing Recognition
-
teachers must show the connection between effort and achievement
-
* Share stories about people who succeeded by not giving up.
* Have students keep a log of their weekly efforts and achievements, reflect on it periodically, and even mathematically analyze the data -
Also, symbolic recognition works better than tangible rewards
-
* Find ways to personalize recognition. Give awards for individual accomplishments.
-
* "Pause, Prompt, Praise." If a student is struggling, pause to discuss the problem, then prompt with specific suggestions to help her improve. If the student's performance improves as a result, offer praise.
-
-
-
5. Nonlinguistic representations
-
use of nonlinguistic representation has proven to not only stimulate but also increase brain activity.
-
Use physical models and physical movement to represent information.
-
-
04 Feb 12
DSU SherwinGetting Acquainted with the Essential Nine
marzano instructional strategies DSU Assignment Identifying Similarities and Differences Summarizing and Note-Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives a
-
ductive approach (using a general rule to make a prediction)
-
What Works in Classroom Instruction
-
Getting Acquainted with the Essential Nine
-
ductive approach (using a general rule to make a prediction)
-
-
31 Jan 12
-
26 Jan 12
-
24 Jan 12
-
23 Jan 12
Josee Marshall9 instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels.
From Classroom Instruction That Worksmarzano strategies teaching instructional learning education instruction
-
21 Jan 12
-
Marzano
-
What Works in Classroom Instruction
by Robert J. Marzano, et. al. -
Marzano
-
-
18 Jan 12
-
02 Jan 12
-
24 Dec 11
-
02 Dec 11
-
Research shows that feedback generally produces positive results. Teachers can never give too much; however, they should manage the form that feedback takes
-
-
01 Dec 11
-
18 Nov 11
-
Teachers should explain the purpose of homework to both the student and the parent or guardian, and teachers should try to give feedback on all homework assigned.
-
Ask students to build something using limited resources. This task generates questions and hypotheses about what may or may not work.
-
-
13 Nov 11
-
06 Nov 11
-
31 Oct 11
-
Identifying similarities and differences
-
Stick to a consistent format for notes, although students can refine the notes as necessary.
-
-
23 Oct 11
-
Applications:
* Use Venn diagrams or charts to compare and classify items.
* Engage students in comparing, classifying, and creating metaphors and analogies. -
Applications:
* Provide a set of rules for creating a summary.
* When summarizing, ask students to question what is unclear, clarify those questions, and then predict what will happen next in the text. -
Applications:
* Use teacher-prepared notes.
* Stick to a consistent format for notes, although students can refine the notes as necessary. -
Applications:
* Share stories about people who succeeded by not giving up.
* Have students keep a log of their weekly efforts and achievements, reflect on it periodically, and even mathematically analyze the data. -
Applications:
* Find ways to personalize recognition. Give awards for individual accomplishments.
* "Pause, Prompt, Praise." If a student is struggling, pause to discuss the problem, then prompt with specific suggestions to help her improve. If the student's performance improves as a result, offer praise. -
Applications:
* Establish a homework policy with advice-such as keeping a consistent schedule, setting, and time limit-that parents and students may not have considered.
* Tell students if homework is for practice or preparation for upcoming units.
* Maximize the effectiveness of feedback by varying the way it is delivered. -
Applications:
* Assign timed quizzes for homework and have students report on their speed and accuracy.
* Focus practice on difficult concepts and set aside time to accommodate practice periods. -
Applications:
* Incorporate words and images using symbols to represent relationships.
* Use physical models and physical movement to represent information. -
Applications:
* When grouping students, consider a variety of criteria, such as common experiences or interests.
* Vary group sizes and objectives.
* Design group work around the core components of cooperative learning-positive interdependence, group processing, appropriate use of social skills, face-to-face interaction, and individual and group accountability. -
Applications:
* Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them. Questions like "I want to know" and "I want to know more about . . ." get students thinking about their interests and actively involved in the goal-setting process.
* Use contracts to outline the specific goals that students must attain and the grade they will receive if they meet those goals. -
Applications:
* Make sure feedback is corrective in nature; tell students how they did in relation to specific levels of knowledge. Rubrics are a great way to do this.
* Keep feedback timely and specific.
* Encourage students to lead feedback sessions. -
Applications:
* Ask students to predict what would happen if an aspect of a familiar system, such as the government or transportation, were changed.
* Ask students to build something using limited resources. This task generates questions and hypotheses about what may or may not work. -
Applications:
* Pause briefly after asking a question. Doing so will increase the depth of your students' answers.
* Vary the style of advance organizer used: Tell a story, skim a text, or create a graphic image. There are many ways to expose students to information before they "learn" it.
-
-
20 Oct 11
-
04 Oct 11
-
02 Oct 11
-
28 Sep 11
-
Use Venn diagrams or charts to compare and classify items
-
Find ways to personalize recognition
-
-
20 Sep 11
-
Research shows that organizing students into cooperative groups yields a positive effect on overall learning. When applying cooperative learning strategies, keep groups small and don't overuse this strategy-be systematic and consistent in your approach.
-
Setting objectives can provide students with a direction for their learning. Goals should not be too specific; they should be easily adaptable to students' own objectives
-
-
-
When summarizing, ask students to question what is unclear, clarify those questions, and then predict what will happen next in the text.
-
-
18 Sep 11
-
The ability to break a concept into its similar and dissimilar characteristics
-
creating metaphors and analogies
-
Nonlinguistic Representations
-
Cues, Questions, and Advance Organizers
-
-
17 Sep 11
-
Assign timed quizzes for homework and have students report on their speed and accuracy
-
-
-
Homework provides students with the opportunity to extend their learning outside the classroom. However, research shows that the amount of homework assigned should vary by grade level and that parent involvement should be minimal.
-
-
16 Sep 11
-
Share stories about people who succeeded by not giving up.
-
-
-
These skills promote greater comprehension by asking students to analyze a subject to expose what's essential and then put it in their own words.
-
Effort and recognition speak to the attitudes and beliefs of students, and teachers must show the connection between effort and achievement
-
-
13 Sep 11
-
02 Sep 11
-
16 Aug 11
-
Brett WindsorAn article based on 'The Classroom that Works' by Robert J. Marzano
-
12 Aug 11
-
10 Aug 11
-
02 Aug 11
-
14 Jul 11
-
11 Jul 11
-
24 Jun 11
-
22 Jun 11
-
Homework and Practice
Homework provides students with the opportunity to extend their learning outside the classroom. However, research shows that the amount of homework assigned should vary by grade level and that parent involvement should be minimal. Teachers should explain the purpose of homework to both the student and the parent or guardian, and teachers should try to give feedback on all homework assigned.Applications:
* Establish a homework policy with advice-such as keeping a consistent schedule, setting, and time limit-that parents and students may not have considered.
* Tell students if homework is for practice or preparation for upcoming units.
* Maximize the effectiveness of feedback by varying the way it is delivered.
-
-
16 Jun 11
-
9. Cues, Questions, and Advance Organizers
Cues, questions, and advance organizers help students use what they already know about a topic to enhance further learning. Research shows that these tools should be highly analytical, should focus on what is important, and are most effective when presented before a learning experience.Applications:
* Pause briefly after asking a question. Doing so will increase the depth of your students' answers.
* Vary the style of advance organizer used: Tell a story, skim a text, or create a graphic image. There are many ways to expose students to information before they "learn" it. -
Advance Organizers
-
-
15 Jun 11
-
16 May 11
-
04 May 11
Bambi FerrerThis link features a book discussion on Robert Marzano's book "Classroom Instruction that Works". This discussion is focused on nine instructional strategies.
-
29 Mar 11
-
22 Mar 11
-
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 hypotheses
-
Cues, questions, and advance organizers
-
Identifying
-
Differences
-
Similarities
-
The ability to break a concept into its similar and dissimilar characteristics allows students to understand (and often solve) complex problems by analyzing them in a more simple way
-
Research also notes that graphic forms are a good way to represent similarities and differences.
-
Applications:
* Use Venn diagrams or charts to compare and classify items.
* Engage students in comparing, classifying, and creating metaphors and analogies. -
Applications:
-
Summarizing
-
Taking
-
promote greater comprehension by asking students to analyze a subject to expose what's essential and then put it in their own words.
-
research, this requires substituting, deleting, and keeping some things and having an awareness of the basic structure of the information presented.
-
Applications
-
Provide a set of rules for creating a summary.
* When summarizing, ask students to question what is unclear, clarify those questions, and then predict what will happen next in the text. -
though verbatim note taking is ineffective because it does not allow time to process the information
-
Research shows that taking more notes is better than fewer notes,
-
Applications:
* Use teacher-prepared notes.
* Stick to a consistent format for notes, although students can refine the notes as necessary. -
Reinforcing Effort and Providing Recognition
-
Effort and recognition speak to the attitudes and beliefs of students, and teachers must show the connection between effort and achievemen
-
Research shows that although not all students realize the importance of effort, they can learn to change their beliefs to emphasize effort.
-
Applications:
* Share stories about people who succeeded by not giving up.
* Have students keep a log of their weekly efforts and achievements, reflect on it periodically, and even mathematically analyze the data. -
symbolic recognition works better than tangible rewards.
-
research, recognition is most effective if it is contingent on the achievement of a certain standard
-
Applications:
* Find ways to personalize recognition. Give awards for individual accomplishments.
* "Pause, Prompt, Praise." If a student is struggling, pause to discuss the problem, then prompt with specific suggestions to help her improve. If the student's performance improves as a result, offer praise. -
However, research shows that the amount of homework assigned should vary by grade level and that parent involvement should be minimal
-
Homework provides students with the opportunity to extend their learning outside the classroo
-
Applications:
* Establish a homework policy with advice-such as keeping a consistent schedule, setting, and time limit-that parents and students may not have considered.
* Tell students if homework is for practice or preparation for upcoming units.
* Maximize the effectiveness of feedback by varying the way it is delivered. -
Speed and accuracy are key indicators of the effectiveness of practice.
-
Research shows that students should adapt skills while they're learning them
-
Applications:
* Assign timed quizzes for homework and have students report on their speed and accuracy.
* Focus practice on difficult concepts and set aside time to accommodate practice periods. -
research, knowledge is stored in two forms: linguistic and visual.
-
se of nonlinguistic representation has proven to not only stimulate but also increase brain activity.
-
more students use both forms in the classroom, the more opportunity they have to achieve
-
Applications:
* Incorporate words and images using symbols to represent relationships.
* Use physical models and physical movement to represent information. -
Research shows that organizing students into cooperative groups yields a positive effect on overall learning
-
Applications:
* When grouping students, consider a variety of criteria, such as common experiences or interests.
* Vary group sizes and objectives.
* Design group work around the core components of cooperative learning-positive interdependence, group processing, appropriate use of social skills, face-to-face interaction, and individual and group accountability. -
Applications:
* Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them. Questions like "I want to know" and "I want to know more about . . ." get students thinking about their interests and actively involved in the goal-setting process.
* Use contracts to outline the specific goals that students must attain and the grade they will receive if they meet those goals. -
Research shows that feedback generally produces positive results
-
Applications:
* Make sure feedback is corrective in nature; tell students how they did in relation to specific levels of knowledge. Rubrics are a great way to do this.
* Keep feedback timely and specific.
* Encourage students to lead feedback sessions. -
Research shows that a deductive approach (using a general rule to make a prediction) to this strategy works best
-
Applications:
* Ask students to predict what would happen if an aspect of a familiar system, such as the government or transportation, were changed.
* Ask students to build something using limited resources. This task generates questions and hypotheses about what may or may not work. -
Research shows that these tools should be highly analytical, should focus on what is important, and are most effective when presented before a learning experience.
-
Applications:
* Pause briefly after asking a question. Doing so will increase the depth of your students' answers.
* Vary the style of advance organizer used: Tell a story, skim a text, or create a graphic image. There are many ways to expose students to information before they "learn" it.
-
-
06 Mar 11
-
26 Feb 11
-
23 Feb 11
-
20 Feb 11
-
16 Feb 11
-
12 Feb 11
-
08 Feb 11
-
03 Feb 11
elizabeth rodriguezNine Essential Strategies
-
23 Jan 11
rjadams5000Find ways to personalize recognition. Give awards for individual accomplishments.
-
18 Jan 11
-
10 Jan 11
Amanda Carlisimarzano (read his stuff in college te classes)
-
05 Jan 11
-
Research shows that taking more notes is better than fewer notes
-
notes can be the best study guides for tests.
-
Use teacher-prepared notes.
-
Have students keep a log of their weekly efforts and achievements, reflect on it periodically, and even mathematically analyze the data.
-
"Pause, Prompt, Praise."
-
parent involvement should be minimal.
-
Maximize the effectiveness of feedback by varying the way it is delivered.
-
Assign timed quizzes for homework and have students report on their speed and accuracy
-
use of nonlinguistic representation has proven to not only stimulate but also increase brain activity
-
When grouping students, consider a variety of criteria, such as common experiences or interests.
-
Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them. Questions like "I want to know" and "I want to know more about . . ." get students thinking about their interests and actively involved in the goal-setting process.
-
Encourage students to lead feedback sessions.
-
Pause briefly after asking a question.
-
Vary the style of advance organizer used: Tell a story, skim a text, or create a graphic image.
-
-
03 Jan 11
-
-
09 Dec 10
-
06 Dec 10
-
30 Nov 10
-
03 Nov 10
-
01 Nov 10
-
28 Oct 10
-
27 Oct 10
-
Laurie TollRT @wildirishrose61: Nice Marzano site for beginners http://bit.ly/8HSO7b #edinatt #edinateach
– Michael Walker (micwalker) http://twitter.com/micwalker/status/28841251860 -
25 Oct 10
-
21 Oct 10
dan wolfsonMCREL Instructional strategies
-
1. Identifying Similarities and Differences
-
-
19 Oct 10
-
15 Oct 10
Page Comments
Would you like to comment?
Join Diigo for a free account, or sign in if you are already a member.