Comprehension Strategies and best practices: marzano’s High yield strategies

1. Comprehension Strategies and best practices: marzano’s High yield strategies Presented By: Heather Stewart Regional Literacy Consultant Region 4 State Support Team

2. How kids learn Visualizing Hands-on Modeling Conferencing Reading Making connections Schema Prior knowledge Graphic organizers Learning Depends on the Student!!!!!

3. 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 METACOGNITION

4. Best practices • Lesson Protocol • Data Driven • Standards-based • Scaffolding • Zone of Proximal Development • Differentiated Instruction • UDL Principals • Levels of Engagement • Assess-Plan-Teach-Reflect

5. 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

6. 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

7. Leading questions • What are we doing? • Why are we doing it? • How do we do it well?

8. 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

9. Summarizing and note taking Summarizing • Teaching students rules-based strategies • Using summary frames • Modeling • Think aloud Note Taking • Variety of formats • Teacher prepared notes • Time for review

10. 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

11. 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!!!

12. Nonlinguistic representations • Graphic organizers • Pictographic representations • Mental images • Physical models • Kinesthetic representations

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

14. 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

15. Generating and testing hypothesis • Applying Knowledge • Six different types of tasks systems analysis problem solving decision making historical investigation experimental inquiry invention

16. 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

17. Key ideas • Instructional implications • Student engagement • Literate environment • Higher level thinking skills • Technology integration • Differentiation • Data driven

18. resources Marzano, Robert J. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. ASCD, Alexandria, Virginia. 2001. Lake/Geauga County Educational Service Center Website http://www.lcesc.k12.oh.us/ Heather Stewart’s Literacy Website http://stewartsliteracynet.weebly.com/