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Marzano’s Instructional Strategies

Marzano’s Instructional Strategies. Nine Strategies.

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Marzano’s Instructional Strategies

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  1. Marzano’s Instructional Strategies

  2. Nine Strategies 1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Cues, questions, and advance organizers

  3. Bearfield’sFOCUS strategies: • Cooperative Learning • Setting Objectives and Providing Feedback

  4. Cooperative Learning • Organizing groups based on ability should be done sparingly. • Students of low ability perform worse when they are placed in homogeneous groups. • Students of high ability perform only marginally better when homogeneously grouped. • Middle ability students benefit most.

  5. Cooperative Learning • Cooperative groups should be kept small in size—3 or 4 members. • Cooperative learning should be applied consistently and systematically, but not overused.

  6. Cooperative Learning • Tasks given to cooperative groups should be well structured. • If students do not have sufficient time to practice skills independently, cooperative learning is being overused.

  7. Setting Objectives and Providing Feedback • Instructional goals narrow what students focus on. • Instructional goals should not be too specific. • Goals stated in behavioral objective format are not as effective as goals stated in more general formats.

  8. Setting Objectives and Providing Feedback • Students should be encouraged to personalize the teacher’s goals, adapting them to their personal needs and desires.

  9. Setting Objectives and Providing Feedback • Feedback should be corrective in nature. • The best feedback shows students what is accurate and what is not. • Asking students to keep working on a task until they succeed appears to enhance student achievement.

  10. Setting Objectives and Providing Feedback • Feedback should be timely. • The larger the delay in giving feedback, the less improvement one will see. • Feedback should be specific to a criterion, telling students where they stand relative to a specific target of knowledge or skill.

  11. Setting Objectives and Providing Feedback • Students can effectively provide some of their own feedback. • In fact, non-authoritative feedback produces the most gain.

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