Mr. Jackson's 8th grade science class
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MARZANO'S INSTRUCTIONAL STRATEGIES

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1) Cooperative Learning: has been proven to have a positive impact on overall learning. Note:
groups should be small enough to be effective and the strategy should be used in a
systematic and consistent manner.
a. Group students according to factors such as common interests or experiences.
b. Vary group sizes and mixes.
c. Focus on positive interdependence, social skills, face-to-face interaction, and
individual and group accountability.

 

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2) Identifying Similarities and Differences: helps students understand more complex problems by analyzing them in a simpler way.
a. Use Venn diagrams or charts to compare and classify items.
b. Engage students in comparing, classifying, and creating metaphors and analogies.

 

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3) Non linguistic Representations/Graphic Organizers: has recently been proven to stimulate and increase brain activity.
a. Incorporate words and images using symbols to represent relationships.
b. Use physical models and physical movement to represent information.

 

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4) Homework and Practice: provides opportunities to extend learning outside the classroom,but should be assigned based on relevant grade level. All homework should have a purpose and that purpose should be readily evident to the students. Additionally, feedback should be given for all homework assignments.
a. Establish a homework policy with a specific schedule and time parameters.
b. Vary feedback methods to maximize its effectiveness.
c. Focus practice and homework on difficult concepts.

 

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5) Advanced Organizers: helps students use what they already know to enhance what they are about to learn. These are usually most effective when used before a specific lesson.
a. Pause briefly after asking a question to give students time to answer with more
depth.
b. Vary the style of advance organizer used: Tell a story, skim a text, or create a
graphic image. There are many ways to expose students to information before they
"learn" it.

 

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6) Cues and Questions:
a. Should focus on what is important as opposed to what is unusual.
b. “Higher level” questions produce deeper learning than “lower level questions.”
c. “Wait time”
d. Use questions before a learning experience

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