ED 530 THEORIST PRESENTATION
SPRING SEMESTER 2010
SCOTT LENIO
Robert J. Marzano
Dr. Marzano’s Education
BA , English, Iona College,1968
Masters, Reading/Language Arts, Seattle University, 1971
PHD, Curriculum and Instruction, University of Washington, 1974
Background
CEO and Cofounder of Marzano Research Laboratory in Englewood, Colorado.
Leading Researcher in Education
Speaker, Author and Trainer in Education
Written 30 books and over 150 articles, on topics such as instruction,assessment, writing and implementing standards, cognition, effectiveleadership, and school intervention.
His books include Designing & Teaching Learning Goals & Objectives, DistrictLeadership That Works, Designing & Assessing Educational Objectives,Making Standards Useful in the Classroom, and The Art and Science ofTeaching.
His practical translations of the most current research and theory intoclassroom strategies are internationally known and widely practiced by bothteachers and administrators.
Nonlinguistic Representations
Asking students to:
a. Generate mental images representing contentb. Draw pictures or pictographs representingcontent c. Construct graphic organizers representingcontent d. Act out content e. Make physical models of content f. Make revisions in their mental images, pictures, pictographs, graphic organizers, and models
Cooperative Learning
Organizing students in:
a. Cooperative groups when appropriateb. Ability groups when appropriate
Assessment Progress Report
Use Assessments as sources of information for bothstudents and teachers
Follow assessments with high-quality correctiveinstruction
Give students second chances to demonstratesuccess
Nine Categories of Dr. Marzano’s Strategies
Identifying Similarities and Differences
Assigning in class and homework assignments that involve
a. Comparison
b.Comprehension
c.Metaphors
d.Analogies
Summarizing and Note Taking
Asking students to
a.Generate verbal summaries
b.Generate written summaries
c.Take Notes
d.Revise Their Notes
1. Correct errors
2. Add information
Reinforcing Effort and Providing Recognition
Reinforcing Effort and Providing Recognition
a. Recognizing and Celebrating progresstoward learning goals throughout a unit b. Reinforcing the importance of effort c. Celebrating progress of students towardslearning goals at the end of a unit
Homework and Practice
a. Providing specific feedback on all assignedhomework
b.Assigning homework for the purpose ofpracticing skills and procedures that havebeen the focus of instruction
Setting Objectives and Providing Feedback
a. Setting specific learning goals at the beginning of a unit
b. Asking students to set their own learning goals at thebeginning of the unit
c. Providing feedback on learning goals throughout the unit
d. Asking student to keep track of their progress onlearning goals
e. Providing summative feedback at the end of a unit
f. Asking students to assess themselves at the end of a unit
Generating and Testing Hypothesis
Engaging students in projects that involvegenerating and testing hypotheses through
a. problem solving tasks b. decision making tasks c. investigation tasks d. experimental inquiry tasks e. systems analysis tasks f. invention tasks
Questions, Cues and Advanced Organizers
Prior to presenting new content, Ask questions that
a. help students recall what they might already know about the content b. provide students with direct links with what theyhave studied previously c. provide ways for student to organize or thinkabout the content
Bibliography
Robert J. Marzano. Retrieved February 2, 2010,from http://www.solution-tree.com/Public/ProfDev.aspx?node=&parent=&ShowPresenter=true&ProductID=SHF202.
Franklin High Inservice. Retrieved February 2,2010.http://www.franklinhigh.com/tech%20inservice%20web/indexnew.html.