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marzano’s nine effective teaching strategies

Marzano’s nine Effective Teaching Strategies

marzano's nine effective teaching strategiesOverview of Marzano’s nine effective teaching strategies

Robert Marzano, Debra Pickering and Jane Pollock, a researcher at McREL has managed to find nine teaching strategies for the performance of students in all grades. These Marzano’s nine effective teaching strategies are as follows:

1. Identifying similarities and differences according to Marzano’s nine effective teaching strategies
2. Summarizing and note in Marzano’s nine effective teaching strategies
3. Strengthening efforts and provide recognition by Marzano’s nine effective teaching strategies
4. Homework and practice in Marzano’s nine effective teaching strategies
5. nonlinguistic representations
6. Cooperative learning with Marzano’s nine effective teaching strategies
7. Setting objectives and providing feedback in Marzano’s nine effective teaching strategies
8. Generating and testing hypotheses in Marzano’s nine effective teaching strategies
9. Cues, questions, and advance organizers.

The following is a summary of the research behind these Marzano’s nine effective teaching strategies and some practical applications for education:

1. Identifying similarities and differences

The ability to create a concept of right and wrong have to pause allows students to understand (and often solve) complex problems by analyzing a simpler way. Teachers can direct the similarities and differences, accompanied by a detailed discussion and research, or simply ask students to similarities and differences to identify themselves. Although the activities of the teacher-centered focus on identifying factors specific student activities to promote and deepen understanding of the change, research shows. The study also found that the graphics are a good way to represent similarities and differences.

Applications:
• Use Venn diagrams to compare and to classify objects or pictures.
• Ask students to compare, classify and create metaphors and analogies.

2. Summarizing and note taking

This ability to better understand the students a problem to see what is essential to promote and then in their own words for analysis. According to research you need to replace, and delete a few things and knowledge about the fundamental structure of the information presented.

Applications:
• Provide a set of rules for creating a summary.
• When summarizing, ask students to ask these questions clearly explain and predict what will happen in the text.

Research shows that taking more notes is better than fewer notes, but takes the letter is not effective because it leaves no time to process information. Teachers should encourage and enable the evaluation and revision of the notes in May, tickets are the best study guides for exams.

Applications:
• Use teacher prepared notes.
• Provide a consistent format for notes, but students can refine the notes as needed.

3. Reinforcing effort and providing recognition

Effort and recognition speak to the attitudes and beliefs of students and teachers must show the relationship between effort and performance. Research shows that, although not all students realize the importance of exercise, can learn to change their beliefs to emphasize effort.

Applications:
• Share stories of people who could not give up.
• Have students track their weekly efforts and achievements, reflect on a regular basis, and even mathematically analyze the data.

Studies have shown that the recognition is most effective when they reach a certain level dependent. Also, symbolic recognition works better than tangible rewards.

Applications:
• Find ways to personalize recognition. Give prizes for individual performances.
• “Pause to praise the system.” If a student has problems, pause the problem, the system with concrete proposals to help you discuss. If the student’s performance to improve as a result, our praise.

4. Homework and practice

Homework gives students the opportunity to teach them to expand outside the classroom. However, studies show that the amount of homework should be minimal, depending on the variety and involvement of parents. The teacher should be the goal of the assignment for students and parents or guardians to explain, teachers should try to get their views on all tasks assigned it.

Applications:
• Establish a policy to assess how the maintenance of a coherent program, the institution and the limited time that parents and students can not be considered.
• Tell students to practice as homework or preparation for incoming units.
• Optimize the effectiveness of information by varying the type and method of delivery.

Research shows that only students with the skills to adapt. Speed ??and accuracy are key indicators of effective practice.

Applications:
• Allow students to report on the tasks and time testing their speed and accuracy.
• Focus on difficult concepts and practices take time to train.

5. Nonlinguistic representations

Studies have shown that knowledge is stored in two forms: linguistic and visual. Students’ use of these two forms in the classroom, more likely to achieve. Recently, the use of non-linguistic representation was not only more but also stimulates brain activity.

Applications:
• Take the words and images using symbols to represent relationships.
• Use physical models and physical movement to provide information.

6. Cooperative learning

Research shows that the organization gives students into cooperative groups have a positive effect on learning in general. When applying cooperative learning strategies, keep groups small and do not use this strategy to a file. Systematic and consistent in their approach.

Applications:
• When grouping of students in a variety of criteria, such as experiences or interests.
• Vary the size of the group and its goals.
• Development of working groups on the basic elements of cooperative learning, positive interdependence, group processing, appropriate use of social skills, personal interaction and individual responsibility for the group.

7. Setting objectives and providing feedback

Students may be targets for spiritual guidance. The objectives should not be too specific, but easily the goals of the students themselves.

Applications:
• Establish a central objective of unity, and areas important for students to adjust to identify. Questions like: “I know ‘and’ I want more …” Students think of their interests and actively participate in the process of defining goals.
• Use contracts with specific objectives that the students achieve and how they will receive when he describes the objectives.

Research shows that feedback generally positive. Teachers can not do much, but the information is structured.

Applications:
• Ensure that feedback is corrective in nature, students say, as compared to the size of specific knowledge. The elements are a good way to do that.
• Keep accurate and timely feedback.
• Encourage students to lead feedback sessions.

8. Generating and testing hypotheses

Research shows that the deductive approach (using a ruler, using a prediction), this strategy works best. If a hypothesis is induced or deduced, students should clearly explain their hypotheses and conclusions.

Applications:
• Ask students to predict what would happen if an aspect of a family system, such as transportation or the government have changed.
• Ask students to build something with limited resources. This generates questions and hypotheses about what is or is not.

9. Cues, questions, and advance organizers

Signs, questions and advance organizers help students use what they already know about a topic further enhance learning. Research shows that these instruments should be highly analytical, should focus on what is important and are more effective when presented to a learning experience.

Applications:
• a brief pause after a question. This increases the depth of the reactions of their students.
• Changing the way people use the library in advance: Tell a story of theft, a text or a graphic. There are many opportunities for students to disclose the information to “learn”.

Marzano’s nine effective teaching strategies are the gold standard of good instruction.Teachers need to use Marzano’s nine effective teaching strategies to get students engaged and help their students learn about the topic. Strategies and effectiveness can vary depending on the students, the age of the students, the teacher’s training and the topic, but there are some keys to Marzano’s nine effective teaching strategies that teachers should know about and understand.

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