Marzano’s 9 Strategies Essential Questions Websites to help integrate technology with Marzano’s 9: Answers to essential questions cannot be found; http://t4.jordan.k12.ut.us/professional_development/strategies/#one they must be invented. Use verbs from the top of http://gets.gc.k12.va.us/VSTE/2008/ Bloom’s Taxonomy to require students to evaluate, synthesize, or analyze. Spark curiosity through 1. Identifying Similarities and Differences—break a concept into its essential questions and engage students in real life similar and dissimilar characteristics. Compare, contrast, classify, and create applications. Help students learn to frame their metaphors and analogies. own essential questions. 2. Summarizing and Note Taking—Analysis which requires substituting, Example: deleting, and keeping some things and having an awareness of the basic Kindergarten ELA structure of the information presented. Verbatim note taking is ineffective. TEKS: Give time for review and revision of notes. K.10B Participate actively when predictable/patterned selections are read aloud 3. Reinforcing Effort and Providing Recognition —Show the connection K.6c Produce rhyming words and distinguish between effort and achievement. "Pause, Prompt, Praise." If a student is rhyming from non-rhyming words struggling, pause to discuss the problem, then prompt with specific K.5b Know that print moves left-to-right and top-suggestions to help. If the student's performance improves as a result, offer to-bottom praise. K.5e Know the difference between capital and lower case letters 4. Homework and Practice—Effective practice should increase speed and Essential Questions: accuracy. Focus practice on difficult concepts. Parent involvement should ; What patterns of sounds do we notice in the be minimal. Explain the purpose of homework to both the student and the words we hear/read? parent, and try to give feedback on all homework assigned. ; What patterns make text predictable? (i.e., rhyme, repetition) 5. Nonlinguistic Representations—The more students use visuals (images,
symbols, models, physical movement) in the classroom, the more
opportunity they have to achieve.
6. Cooperative Learning—Keep groups small, don’t overuse, and be Assessments
consistent in your approach. Do vary group sizes and objectives, focus on positive interdependence, and group students according to various criteria Pre-Tests include: such as common experiences or interests. ; class discussion
; journal entry 7. Setting Objectives and Providing Feedback—Set a core goal for a unit,
and then encourage students to personalize that goal by identifying areas of ; multiple-choice test
interest to them. Consider using contracts, rubrics, and questions like "I want ; KWL chart to know" to get students thinking. ; vocabulary defined 8. Generating and Testing Hypotheses—Use a general rule to make a
Post-Tests include: prediction. Ask students to predict what would happen if _?_ were changed.
9. Cues, Questions, and Advance Organizers—Help students use what ; graphic organizer they already know about a topic to enhance further learning. Pause briefly ; completed Webquest after asking a question. Vary the style of advance organizer used: Tell a ; essay or free response story, skim a text, or create a graphic image.
; multiple-choice test Adapted from Classroom Instruction That Works, 2001, Alexandria, VA: ASCD. More info: http://www.mcrel.org/PDF/Instruction/5992TG_What_Works.pdf
5-E Model The lesson often takes several days or weeks to complete. Also, even though the 5 E’s were just described in linear order, there are times when it is appropriate to loop back into the cycle before going forward.
; The first stage is the “engage”. This is the introduction to the lesson that motivates or hooks the students’ interest in the
learning to follow.
; This is followed with an “explore” activity that allows the students to have experiences (observe and question) with the
concepts and ideas of the lesson. Students are encouraged to work together without direct instruction from the teacher.
; The “explain” stage encourages students to explain concepts and definitions in their own words. Students are asked to justify
and clarify their ideas. Formal definitions, explanations, and labels are provided.
; The “elaborate” (extend) stage allows students to apply their new labels, definitions, explanations, and skills in new, but
similar situations. This is also a good time for extension for higher students and intervention or re-teach for struggling students.
; The “evaluate” stage assesses both learning and teaching and can use a wide variety of informal and formal assessment
PISD Three-Week Bundle Lesson Planning MAP
Content Area: ____________________ # of days in bundle: Bundle #:____________ Dates: ______________________________
Essential Questions: _________________________________________________________________________________________________________________
Each lesson should involve one or more of the following: Engage, Explore, Explain, Elaborate, & Evaluate (Please note on lesson) Day 1 Day 2 Day 3 Day 4 Day 5 E_____________ E_____________ E_____________ E_____________ E_____________ Day 6 Day 7 Day 8 Day 9 Day 10 E_____________ E_____________ E_____________ E_____________ E_____________ Day 11 Day 12 Day 13 Day 14 Day 15 E_____________ E_____________ E_____________ E_____________ E_____________ Day 16 Day 17 Day 18 Day 19 Day 20 E_____________ E_____________ E_____________ E_____________ E_____________
Differentiation Strategies: (GT, ELL, SPED, 504, etc)
_____ Compacting _____Tic-Tac-Toe Activity Choices _____Tiering _____Icons of Depth & Complexity ____ manipulatives _____ Learning Stations _____ Independent Study _____ Renzulli Learning _____ Flexible grouping ____ pre-teach vocab _____ Graphic Organizers _____ Visuals