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COMPREHENSION STRATEGIES AND BEST

PRACTICES: MARZANO’S HIGH YIELD STRATEGIES

Presented By: Heather Stewart

Regional Literacy Consultant

Region 4 State Support Team

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HOW KIDS LEARNVisualizing

Hands-on

Modeling

Conferencing

Reading

Making connections

Schema

Prior knowledge

Graphic organizers

Learning Depends on the Student!!!!!

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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

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BEST PRACTICES Lesson Protocol Data Driven Standards-based Scaffolding Zone of Proximal Development Differentiated Instruction UDL Principals Levels of Engagement Assess-Plan-Teach-Reflect

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MARZANO’S RESEARCH Effects of instruction on student learning Identifying those strategies that have

the highest probability of enhancing student achievement

Teacher has the controlEffective Pedagogy

Instructional Strategies

Management Techniques

Curriculum Design

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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

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LEADING QUESTIONS What are we doing? Why are we doing it? How do we do it well?

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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

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SUMMARIZING AND NOTE TAKINGSummarizing Teaching students

rules-based strategies

Using summary frames

Modeling Think aloud

Note Taking Variety of formats Teacher prepared

notes Time for review

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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

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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!!!

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NONLINGUISTIC REPRESENTATIONS Graphic organizers Pictographic representations Mental images Physical models Kinesthetic representations

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COOPERATIVE LEARNING Positive interdependence Face-to-face promotive interaction Individual and group accountability Interpersonal and small group skills Group processing

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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

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GENERATING AND TESTING HYPOTHESIS Applying Knowledge Six different types of tasks

systems analysisproblem solvingdecision makinghistorical investigationexperimental inquiryinvention

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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

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KEY IDEAS Instructional implications Student engagement Literate environment Higher level thinking skills Technology integration Differentiation Data driven

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RESOURCESMarzano, 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/