Read time is 3 ½ minutes
In keeping with the summarizing theme, this post is a summary of five of Robert Marzano’s top Return on Investment learning strategies: Homework and Practice; Nonlinguistic Representations; Cooperative Learning; Generating and Testing
Hypothesis; and Questions, Cues, and
Advance Organizers.
- Homework and Practice: (28 percentile gain) The single most important information about Homework and Practice is to let the learner (and the learner’s parents) know the objective of the practice at home. If the objective of the practice is not clear, learners should respectfully ask what the purpose of the practice is. That way everyone knows the importance.
- Nonlinguistic Representations: (27 percentile gain) These maps, graphs, timelines, or drawings rely only secondarily on words. For instance, when acquiring new vocabulary, drawing a sketch that depicts the meaning of the new term cements the meaning of the new word for the learner. One of the most powerful uses of nonlinguistic representations is formative assessment. Both the learner and the teacher can see at a quick glance what information is unclear or has not been mastered. The learner then knows what s/he needs to work on more. Nonlinguistic representation builds on the Identifying Similarities and Differences strategy. Resources can be found at http://freeology.com/graphicorgs/.
- Cooperative Learning: (23 percentile gain) The most important information about cooperative learning is to use affinity grouping. In other words, design groups with learners who are similar rather than learners with highest and lowest ability. We learn better from someone who is right next to us in knowledge or ability rather than someone who is far more advanced. When creating your own study group, find partners who are just a bit ahead of or below your understanding. Find specific techniques for using Cooperative Learning at http://serc.carleton.edu/introgeo/cooperative/techniques.html
- Generating and Testing Hypothesis: (23 percentile gain) This strategy is not just for science, but for any content area that involves investigating and making a decision. Isn’t that any content area? Notice the strategy is called generating and TESTING hypothesis. The key component of Generating and Testing Hypothesis is going beyond testing to defending the conclusion that the hypothesis led to. Specific techniques for using Generating and Testing Hypothesis can be found at http://techtraining.brevard.k12.fl.us/hooverj/InstructionalStrategies/Generating&TestingHypotheses.htm
- Questions, Cues, and Advance Organizers: (22 percentile gain) The most important aspect of this strategy is questions. Learners, of course, need to ask questions about what is unclear. Teachers need to pose only questions that are not “googleable.” Replace questions that can be answered with facts with more rigorous questions that start with such phrases as, “How would you compare…with…?” or “What is meant by…?” or “What facts would you select to show…?” or “What would be your original way to…?” Other rigorous question starters can be found at http://svesd.net/files/DOK_Question_Stems.pdf or http://doe.sd.gov/octe/documents/WebbLevel.pdf. Additional techniques for using Questions, Cues, and Advance Organizers can be found at http://effectiveinstructionalstrategies.weebly.com/cues-questions-and-advance-organizers.html
Whew…this post was taxing for me—there is so
much important information, I had to constantly remind myself that summarizing is not only writing down key
information, but it is also dismissing less important information.
There are plenty of weeks left of the school year. Try one of the
strategies each week. Repeat the strategies that are particularly helpful. Consider
adding a comment about which works well for you.
In the next post, I’ll discuss another top
learning strategy—Reinforcing Effort and Providing Recognition.
