Skip to main content

Home/ Diigo In Education/ Group items tagged marzano

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Roland Gesthuizen

High Yield Strategies - APS IT Summer 2013 Course Resources - 34 views

sites.google.com/...high-yield-strategies

classroom pedagogy education learning TeachingStrategy

shared by Roland Gesthuizen on 28 Oct 14 - No Cached
  • Roland Gesthuizen on 28 Oct 14
     
    "In Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement, Robert Marzano (2001) and his colleagues identify nine high-yield instructional strategies through a meta-analytic study of over 100 independent studies. Marzano and his colleagues found that these nine strategies have the greatest positive effect on student achievement for all students, in all subject areas, at all grade levels, especially when strategically matched to the specific type of knowledge being sought."
John Lustig

esu3smartboards - Marzano Strategies - 187 views

esu3smartboards.wikispaces.com/Marzano+Strategies

strategies marzano esu3smartboards

shared by John Lustig on 23 Jan 11 - No Cached
  • John Lustig on 23 Jan 11
     
    Non-Linguistic Example.notebook
Marc Patton

PLATO® Online Learning Solution, Online Learning Management System | PLATO® L... - 1 views

www.plato.com

Teacher_Resources Online_Learning_Environments RTI

shared by Marc Patton on 26 Jun 12 - Cached
  • Marc Patton on 26 Jun 12
     
    But don't take our word for it. Read the new study by the Marzano Research Laboratory on the efficacy of PLATO online courses.
Sydney Lacey

Marzano Center - Education and Evaluation Resources - 43 views

www.marzanocenter.com/Teacher-Evaluation-Resources

marzano strategies evaluation leadership common core instruction

shared by Sydney Lacey on 26 Mar 14 - No Cached
  • Sydney Lacey on 26 Mar 14
     
    Many resources (Papers, Articles, and Research)
Sandy Kennedy

Putting the Pieces Together - 0 views

gets.gc.k12.va.us/2008

tools multipleintelligences learning

shared by Sandy Kennedy on 28 Mar 09 - Cached
  • Sandy Kennedy on 28 Mar 09
     
    technology and Marzano
Glenda Baker

Web 2.0 Tools - Web 2.0 That Works: Marzano & Web 2.0 - 10 views

web2thatworks.com/index.php

marzano Blooms criteria

shared by Glenda Baker on 12 May 09 - Cached
  • Glenda Baker on 25 Sep 11
     
    Marzano's resource list of digital tools and what they 'get at'
Ian Jones

Florida DOE - Marzano Evaluation - 66 views

www.marzanoevaluation.com/fldoe

shared by Ian Jones on 05 Mar 11 - No Cached
    • Ian Jones
      Ian Jones on 05 Mar 11
       
      Role of student achievement in teacher evaluation.
    • Ian Jones
      Ian Jones on 05 Mar 11
       
      Marzano - teacher evaluation and student achievement
  • Bob Calder on 06 Mar 11
     
    I wonder when someone will match the process with the statistics just to watch it crash and burn.
Eric Arbetter

Student Engagement: 5 Ways To Get - and Keep - Your Students' Attention - Marzano Center - 152 views

www.marzanocenter.com/...d-keep-your-students-attention

engagement marzano

shared by Eric Arbetter on 02 Sep 12 - No Cached
  • Eric Arbetter on 02 Sep 12
     
    A brief article on ways to increase and/or maintain student engagement.
Glenn Hervieux

10 Do's and Don'ts for Effective Vocabulary Instruction l Dr. Kimberly's Literacy Blog - 92 views

www.learningunlimitedllc.com/...fective-vocabulary-instruction

infographic ccss vocabulary

shared by Glenn Hervieux on 07 Jun 15 - No Cached
  • Glenn Hervieux on 07 Jun 15
     
    Dr. Kimberly Tyson shares 10 Do's and Dont's for teachers doing vocabulary instruction. Nice summary. The blog post also connects to other known effective instructional approaches (including Marzano).
Russ Goerend

ASCD Inservice: Practice, Practice, Practice (Or: Homework, Homework, Homework?) - 1 views

ascd.typepad.com/...omework-homework-homework.html

homework marzano research ascd kohn

shared by Russ Goerend on 18 May 09 - Cached
  • Homework needs to be completed in order to produce the highest achievement gains. Design it with ease of completion in mind. A large amount of homework does not result in better learning. Homework should be academically purposeful, not a punishment or a symbol of the seriousness of study. Homework should be explicitly tied to the current learning goals of the class. Homework should be able to be completed without adult assistance. Parents or guardians should not be expected to act as content experts. Parents should, however, be provided with clear homework guidelines. Assignments that involve using the parents' expertise or personal experiences (such as interviews) are often successful.
amberdewire

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 87 views

www.ascd.org/...eys-to-Effective-Feedback.aspx

feedback assessment teaching formative UBD Wiggins

shared by amberdewire on 03 Oct 12 - No Cached
  • Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
  • Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
  • Feedback Essentials
  • ...25 more annotations...
  • Goal-Referenced
  • Tangible and Transparent
  • Actionable
  • User-Friendly
  • Timely
  • Ongoing
  • Consistent
  • Progress Toward a Goal
  • But There's No Time!"
  • remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful tool—part of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
  • learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
  • I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher.
  • research shows that less teaching plus more feedback is the key to achieving greater learning.
  • Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
  • Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
  • Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
  • Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
  • Effective supervisors and coaches work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What would you like me to look for and perhaps count?"
  • . Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
  • how we are doing in our efforts to reach a goal.
  • get another opportunity to receive and learn from the feedback.
  • computer games
  • quickly adapt
  • ack, do you have some ideas about how to improve?" This approach will build greater autono
  • ck, do you have some ideas about how to improve?" This approach will build greater autono
  • Mark Gleeson on 03 Oct 12
     
    Wiggins Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
  • amberdewire on 05 Aug 15
     
    Effective Feedback - Grant Wiggins
teacherboyle

Putting the Pieces Together - 115 views

gets.gc.k12.va.us/2008

Marzano technology Lesson

shared by teacherboyle on 07 Jul 12 - No Cached
  • teacherboyle on 07 Jul 12
     
    Great ideas and links for each strategy.
Todd Williamson

Education Week's Digital Directions: Whiteboards' Impact on Teaching Seen as Uneven - 31 views

www.edweek.org/...02whiteboards.h03.html

IWBs Marzano Good Teaching

shared by Todd Williamson on 12 Jan 10 - Cached
  • That finding highlights one of Marzano’s key conclusions from the study. The teachers who were most effective using the whiteboards displayed many of the characteristics of good teaching in general: They paced the lesson appropriately and built on what students already knew; they used multiple media, such as text, pictures, and graphics, for delivering information; they gave students opportunities to participate; and they focused mainly on the content, not the technology.
    • Todd Williamson
      Todd Williamson on 12 Jan 10
       
      Interesting list of "good teaching" practices in an explanation of IWB use
  • Todd Williamson on 12 Jan 10
     
    Article presenting both sides of the IWB story: excellent teaching tool or expensive chalkboard?
Patti Anderson

Marzano's Nine Essential Instructional Strategies.doc - Powered by Google Docs - 304 views

docs.google.com/viewer

instructional

shared by Patti Anderson on 11 Sep 11 - No Cached
  • Mrs. Tomassi on 11 Sep 11
     
    Thank you! I have heard about marzano...but with school starting and life is busy again....this puts his strategies in an easy to digest format!! Cheers,
1 - 20 of 24 Next ›
Showing 20▼ items per page