Robert J. Marzano
ED 530 THEORIST PRESENTATION
SPRING SEMESTER 2010
SCOTT LENIO
Dr. Marzano’s Education
 BA , English, Iona College,1968
 Masters, Reading/Language Arts, Seattle University, 1971
 PHD, Curriculum and Instruction, University of Washington, 1974
Background
 CEO and Cofounder of Marzano Research Laboratory in Englewood, Colorado.
 Leading Researcher in Education
 Speaker, Author and Trainer in Education
 Written 30 books and over 150 articles, on topics such as instruction,
assessment, writing and implementing standards, cognition, effective
leadership, and school intervention.
 His books include Designing & Teaching Learning Goals & Objectives, District
Leadership That Works, Designing & Assessing Educational Objectives,
Making Standards Useful in the Classroom, and The Art and Science of
Teaching.
 His practical translations of the most current research and theory into
classroom strategies are internationally known and widely practiced by both
teachers and administrators.
Nonlinguistic Representations
 Asking students to:
a.
b.
Generate mental images representing content
Draw pictures or pictographs representing
content
c. Construct graphic organizers representing
content
d. Act out content
e. Make physical models of content
f. Make revisions in their mental images, pictures,
pictographs, graphic organizers, and models
Cooperative Learning
 Organizing students in:
a.
b.
Cooperative groups when appropriate
Ability groups when appropriate
Assessment Progress Report
 Use Assessments as sources of information for both
students and teachers
 Follow assessments with high-quality corrective
instruction
 Give students second chances to demonstrate
success
Nine Categories of Dr. Marzano’s Strategies
 Identifying Similarities and Differences
 Assigning in class and homework assignments that involve
a.
b.
c.
d.
Comparison
Comprehension
Metaphors
Analogies
Summarizing and Note Taking
 Asking students to
a.
b.
c.
d.
Generate verbal summaries
Generate written summaries
Take Notes
Revise Their Notes
1. Correct errors
2. Add information
Reinforcing Effort and Providing Recognition
 Reinforcing Effort and Providing Recognition
a.
b.
c.
Recognizing and Celebrating progress
toward learning goals throughout a unit
Reinforcing the importance of effort
Celebrating progress of students towards
learning goals at the end of a unit
Homework and Practice
a.
b.
Providing specific feedback on all assigned
homework
Assigning homework for the purpose of
practicing skills and procedures that have
been the focus of instruction
Setting Objectives and Providing Feedback
a.
Setting specific learning goals at the beginning of a unit
b. Asking students to set their own learning goals at the
beginning of the unit
c. Providing feedback on learning goals throughout the unit
d. Asking student to keep track of their progress on
learning goals
e. Providing summative feedback at the end of a unit
f.
Asking students to assess themselves at the end of a unit
Generating and Testing Hypothesis
 Engaging students in projects that involve
generating and testing hypotheses through
a. problem solving tasks
b. decision making tasks
c. investigation tasks
d. experimental inquiry tasks
e. systems analysis tasks
f. invention tasks
Questions, Cues and Advanced Organizers
 Prior to presenting new content, Ask questions that
a.
help students recall what they might
already know about the content
b. provide students with direct links with what they
have studied previously
c. provide ways for student to organize or think
about the content
Bibliography
 Robert J. Marzano. Retrieved February 2, 2010,
from http://www.solutiontree.com/Public/ProfDev.aspx?node=&parent=&Sho
wPresenter=true&ProductID=SHF202.
 Franklin High Inservice. Retrieved February 2,
2010.
http://www.franklinhigh.com/tech%20inservice%2
0web/indexnew.html.