Instructional Strategies for Effective Teaching and Learning

Dr. Robert Marzano, a leading researcher in education, works with many others to research and evaluate educational trends.  He frequently speaks, trains, and writes about his findings to teach and develop others who are passionate about the field.

Marzano identified nine strategies that he claims will most likely improve student achievement and they are relevant to any content areas and grade levels.  Below are his nine strategies with their (partial) definitions.

1) Identifying Similarities and Differences - The ability to break a concept into its similar and dissimilar characteristics allows students to understand complex problems by analyzing them in a more simple way.
Applications:
- Use of Venn Diagrams or classifying charts
- Engaging students in comparing, classifying, and creating metaphors and analogies.

2) Summarizing and Note-Taking - These skills promote greater comprehension by asking students to analyze a subject to expose what's essential and then put it in their own words.  Taking notes reinforces knowledge but verbatim note taking is ineffective because it does not allow time to process information.
Applications:
- Provide rules to create a summary.
- When a student summarizes, ask students to question what is unclear, clarify those questions, and then predict what will happen next.
- Use teacher-prepared notes
- Stick to a consistent format for notes, although students can refine them as needed

3) Reinforcing Effort and Providing Recognition - Effort and recognition speak to the attitudes and beliefs of students, and teachers must show the connection between effort and achievement.
Applications:
- Share stories about people who succeeded by not giving up.
- Have students keep a log of their weekly efforts and achievements

4) Homework and Practice - Homework provides students with the opportunity to extend their learning outside of the classroom. However, research shows that the amount of homework should vary by grade level and that parent involvement should be minimal.
Applications:
- Establish a homework policy with advice-such as keeping consistent schedule, setting, time, etc.
- Tell students if homework is for practice or preparation for upcoming units.
- Maximize the effectiveness of feedback by varying the way it is delivered.

5) Nonlinguistic Representation - According to research, knowledge is stored in two forms: linguistic and visual.  The more students use both forms, the more opportunity they have to achieve.
Applications:
- Incorporate words and images using symbols to represent relationships.
- Use physical models and physical movements to represent information.

6) Cooperative Learning - Research shows that organizing students into cooperative groups yields a positive effect on learning.  It is important that this strategy be systematic and consistent in the approach.
Applications:
- When grouping students, consider a variety of criteria, such as common experiences or interests.
- Vary group sizes and objectives.
Design work around the core components of cooperative learning-positive interdependence, group processing, appropriate use of social skills, face-to-face interaction, and individual and group accountability.

7) Setting Objectives and Providing Feedback - Setting objectives can provide students with a direction for their learning.  Goals should not be too specific; they should be easily adaptable to students' own objectives.
Applications:
- Set a core goal for a unit, then encourage students to personalize that goal by identifying areas of interest to them.
- Use contracts to outline the specific goals that students must attain.

8) Generating and Testing Hypotheses - Research shows that a deductive approach to this strategy works best.  Whether a hypothesis is induced or deduced, students should clearly explain the hypotheses and conclusions.
Applications:
- Ask students to predict what would happen if an aspect of a familiar system were changed.
- Ask students to build something using limited resources.

9) Cues, Questions, and Advance Organizers - these help students use what they already know about a topic to enhance further learning.  Research shows that these tools should be highly analytical, should focus on what is important, and are most effective when presented before a learning experience.
Applications:
- Pause briefly after asking a question. Doing so will increase depth of answers.
- Vary the style of advance organizer use: Tell a story, skim a text, or create a graphic image. There are many ways to expose students to information before they "learn" it.

It is often assumed that educators teach content and facts, but as you can see from these nine instructional strategies, teachers are asked to provide students with instruction that helps them obtain skills that are transferable amongst various settings.  The focus of teaching is on providing instruction that helps students become thinkers, not memorizers.

Mayor's Cup Math Challenge

Last Tuesday the five Melrose elementary schools had our third annual Mayor's Cup Math Challenge hosted at the Roosevelt School.  Each school selected a team of six 4th graders and six 5th graders to participate based on their math performance throughout the school year. 

The first round of the meet consisted of fifteen math problems that students solved individually and each correct answer counted as one point for the entire team.  Then, for round 2, each team of six students had to work collaboratively to come up with an answers to sixteen word problems.  These problems involve higher order math skills and all of the students did an outstanding job!

I am extremely proud of the Roosevelt School students.  We had a team of six talented 4th graders who came in third place and six incredible 5th graders who came in first place!  Congratulations to the hard working students!  I would also like to thank Emily Rubenstein for donating her time to help and coordinating the volunteers who were instrumental in making this event a success.

The fifth grade winners posing with Mayor Dolan.

A Message from the Principal for the Day

Cameron, a third grade student, had a wonderful time being the principal for today.  His family bid on this experience at the Roosevelt Auction that was held on March 23rd. He is sitting next to me now and would like to use my blog to tell about his experience.

"Hello.  My name is Cameron and I am the principal for today.  I had a really awesome time. I signed autographs, I walked to different classrooms to make sure kids were learning, I also got to pick winners for having no homework when they use a 'free homework pass'.  There was one winner per grade level.  I gave everybody a pajama day today and was very surprised when I came to school because everybody was in their pajamas.  When I went up to my classroom, everybody was surprised to see me.  They crowded around me and everything.  I also gave everybody extra recess!  I also did the morning announcements and I made the last sentence hoping to surprise people.  I said, 'Have a Texas Friday... Yeehaw!'  Everybody complimented me when I went into their rooms and they told me how wonderful I did over the intercom.  I had an extraordinary day! Now I want to be a principal when I grow up." ~ Cameron

Cameron working diligently to create the "free homework passes"

Walk to School Wednesday - 5/2/12

          On Wednesday, May 2^nd, Mass in Motion© and Chartwells School Dining Service, are encouraging Melrose elementary and middle school students to walk/bike to and from school in order to promote healthier lifestyles.  Encouraging healthy changes in our everyday behavior will promote positive changes in our students, parents and community.

         Did you know that students are encouraged to get 60 minutes of exercise daily?  Just by walking to and from school with a parent can give students a chance to gain some exercise, fresh air and quality one-on-one time.  This is an opportunity for Melrose children to get even more active!

          Are you ready for a breath of fresh air? Parents, this is a chance for some volunteerism while reducing some traffic congestion and pollution.  If your student is old enough to walk to school without an adult please encourage them to walk with other students.  Otherwise, please join your child if you can. Chartwells will be rewarding participating adults with a hot cup of coffee and students with a healthy frozen juice treat when they arrive at school.

Multi-Tiered Support System

As the elementary schools continue to develop and improve our ability to meet the needs of all learners, the elementary principals have put together a plan to create a Multi-Tiered System of Support (MTSS).  The premise of this model is to create an infrastructure that allots time and resources to support the students who are struggling, further challenge the students who are meeting grade-level benchmarks and provide enrichment opportunities for those who are performing above grade level.  This type of differentiation happens regularly in classrooms, but establishing a more systematic approach and creating specific times for intervention and extension opportunities is our next step.  We are looking closely at our schedules to see how we make our school days most conducive to having a sound system of multi-tiered support.  You can look at some of the highlights from the elementary principal School Committee presentation by clicking on http://bit.ly/xSsb0R.

MCAS is Around the Corner

In preparing for the return of students and staff from February vacation, it is surprising to see that the ELA MCAS tests are only weeks away.  Please pay close attention to the MCAS schedule so that you can plan accordingly to be sure that your child is present in school on the day of the tests.  The schedule is as follows:

Gr. 3 reading – March 26, 27

Gr. 3 math – May 7, 8

Gr. 4 long composition – March 20 (March 29 make up)

Gr. 4 reading – March 22, 23

Gr. 4 math – May 9, 10

Gr. 5 reading – March 29, 30

Gr. 5 math – May 14, 15

Gr. 5 science/ tech. – May 17, 18

Below are some hints that you may find helpful in preparing your child for the test.


Encourage your child days, weeks, months before the tests:
• Make sure your child gets enough sleep, eats properly, and gets to school on time. During test time, make this a special effort.
• Encourage your child to READ, READ, READ.  No activity is linked to academic success as much as reading. Even the math portion of the MCAS uses word problems to test problem-solving ability.
• Write test dates on your home calendar. These dates are listed on my April 20^th post titled Mark Your Calendar.  It is also on the Roosevelt website at www.melroseschools.com/roosevelt
• Help your child practice MCAS test questions. Review the test together so you will all get familiar with the expectations. (Previous years’ MCAS tests are online at www.doe.mass.edu/mcas/testitems.html.)

Prepare students on the day of the tests:
• Make sure that your child is well rested and eats breakfast.
• See that your child arrives at school on time and is relaxed.
• Comfort counts. Send a sweater if it’s a cool day. Dress in layers for a warm day.
• Encourage your child to do the best work possible and to have a positive attitude.
• Encourage your child to listen/ read carefully to all test-taking directions.
• Remind your child not to get stuck on any one item.
• Encourage your child to check answers for accuracy if time permits.

Test anxiety is worrying too much about doing well on a test. It can keep students from doing their best:
• Talk about the test in a positive way.
• Encourage best efforts, yet have realistic expectations.
• Encourage your child to focus on his or her strengths, such as a good memory or strong analytical skills.
• Assure your child that the test is only one measure of academic performance and it is not reflected on the report card (this is a real relief for students).
• Emphasize that test scores do not determine a person’s worth.

Early Release Day Professional Development - Writing

This Wednesday, February 1^st, is an early release day.  Five out of the seven early release days are designated for parent conferences.  The other two days are for building-based professional development.  This Wednesday is designated for professional development and I thought you may be interested in what the staff will be doing during this time.

As you may know, writing has been a particular area of weakness based on data from the MCAS.  Over the past several years we have made major curriculum changes in other areas and this year the Roosevelt has taken a closer look at writing.  I have hired Dr. Donna Murray who has been a teacher, a principal, an instructional specialist, and a curriculum specialist over the course of her career to coach the staff on writing.  She currently works in several districts as an instructional coach.  Dr. Murray has been working with the Roosevelt staff on a monthly basis since the beginning of the school year.  She has sparked a lot of rich discussion amongst the staff around the area of writing.  Specifically, she has helped us identify strengths and weaknesses within the Roosevelt’s “writing community.”  The teachers have been very excited to work with Dr. Murray every month and Wednesday’s session is no different (with the exception that it is done within the hours of the school day due to the early release).  Here is our agenda:

I.                   Introduction and Activity

a.       Collaborative Assessment Conference developed by Steve Seidel and colleagues at Project Zero.

b.      Purpose- to provide opportunities for teachers to examine and discuss a piece of student writing in a nonjudgmental, structured conversation.

c.       How does this protocol connect to the teaching of writing?

d.      Collaborative Assessment Conference 

II.                Data Check

a.       Beginning of the year/End of year criteria

b.      Come up with a description of necessary writing skills

III.             Reflection

a.       Name one idea we have discussed today that makes sense to you?

b.      What kind of support do you need to bring this idea to fruition?

All items of the agenda are exciting but I am mostly looking forward to assessing writing exemplars and comparing the scores with others.  It will be interesting to see, now that the groundwork has been set through the previous sessions, the level of consistency (or inconsistency) amongst us. This is vital in improving our writing performance because we must all have similar expectations and understandings, despite the subjectivity that tends to come with grading writing. 
Please keep in mind that any additional practice at home is beneficial to children’s writing.  It is common for parents to assume that conventions make a great piece of writing.  However, it is most important to focus more heavily on ideas, voice, word choice, sentence fluency, and organization because these are most difficult for students to develop. When reviewing writing with your child, these five traits are the traits I suggest you discuss most with him/her.  If you would like more information on the writing traits listed above, here is a great link: http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html.
Although change takes time, I hope to see some improvement in our students' writing on the school-wide benchmark assessments and the MCAS tests.