January 13
Two Hour Delay
Instructional Strategy Activity: The DLT has identified four strategies to focus on in
our classrooms. Below you will see them defined with a few examples. Read through
the information shared and then compile a list of ways you already utilize the
strategy in your classroom. These lists will be shared across the district to generate
ideas/share resources.
Non-Linguistic Representation
Non-linguistic Representation (Students create graphic representations, models,
mental pictures, drawings, or participate in kinesthetic (hands-on) activities in
order to assimilate knowledge. This includes use of visual tools and manipulatives,
problem-solution organizers,, concept maps, graphic organizers, storyboards,
foldables, acting out content, making physical models, etc.)
Enhance students' ability to represent and elaborate on knowledge using mental
images.
Recommendations for Classroom Practice
1. Use graphic organizers to represent knowledge.
2. Have students create physical models of knowledge.
3. Have students generate mental pictures of the knowledge they are learning.
4. Use pictures or pictographs to represent knowledge.
5. Have students engage in kinesthetic activities representing their knowledge.
Compare and Contrast (Identify Similarities and Differences)
Compare and Contrast (Students compare, classify, create analogies or metaphors.
This includes sorting, identifying attributes, Thinking Maps, T-charts, Venn
diagrams, QAR, affinity diagrams, Frayer model, etc)
In their book Classroom Instruction That Works, Robert J. Marzano, Debra J.
Pickering, and Jane Pollock present four “forms” of identifying similarities and
differences: comparing, classifying, creating metaphors, and creating analogies.
Comparison
Comparison involves looking at two or more things or ideas and considering their
similarities and differences.
Why Is It Important?
 Comparing is a basic skill in thinking about and understanding topics and
concepts.
Comparison is a foundation skill that leads to higher-level skills such as
classification, concept definition, metaphor, and analogy.
Venn diagrams, matrices, and T-charts are all powerful tools to help students
compare.

Classifying
What Is It?
Classification involves grouping items into one or more categories based on certain
distinguishing characteristics.
Why Is It Important?
Classification demonstrates understanding of the relationships among things and
helps to clarify concepts.
Classification lessons can begin with a large set of items to be classified. Students
discuss the similarities and differences of the items, decide how they will be
organized, and place them into groups. They discuss the distinguishing features of
each category, and review the items to be sure each is in the correct category.
Graphic organizers that help students classify include tables and “bubble” charts.
Creating Metaphors
Creating metaphors involves understanding and defining how two items are related
in a literal or abstract way. While graphic organizers are not as common in this
form, they can be helpful for students moving from two seemingly unrelated
elements to an abstract relationship.
Creating Analogies
When creating analogies, students think about the relationship between two items
and extend that relationship to another set of items. Graphic organizers are useful in
guiding students’ thinking.
Summarizing
Summarizing (requiring students to summarize either verbally or in writing;
providing strategies to assist students in summarizing. This includes recite, review
and retell of learning at end of lesson, class or day.)
Research shows that to be effective at summarizing, students need to analyze
information by learning to delete, substitute and keep pertinent information.
Marzano's recommendations for classroom practice include:
 teaching students the rule-based summarizing strategy
 using summary frames
Note Taking
Note Taking(requiring students to employ note taking strategies during reading or
lesson presentation) This is not merely having them copy from the board. This
includes guided notes, annotative techniques employed during reading; two or three
column note taking, etc)
Closely aligned with summarizing, note taking requires the student to determine the
most important information and to restate it in understandable and clear terms.
 teaching students a variety of note taking formats (informal outline, web,
combination notes)
 giving students teacher prepared notes
 reminding students to review their notes
Taking notes is writing something down to help you remember important
information. It can be in words, symbols, or pictures.
 Share with students the reasons for taking notes, how to determine what is
important to write down, ways to use abbreviations, and a variety of formats
to write notes.
 Check students’ notes and give them feedback on what they have written
down. You might have students pair up to compare notes.
 Model using notes after they are taken. Assign students to review their notes
and revise them for clarity. Let students use their notes for certain tasks.