Marzano’s Nine Instructional Strategies with English Language learners (rigor is the burning platform)
Strategy
Tasks and differentiation

Assigning
in-class
and
homework
tasks that involve comparison and classification
Identifying
Can be done by second language learners
similarities and
Provide scaffolding (such as provide the classification name and have the students fill
differences
in the list or provide all or part of the list and have students name the classification)
Allow students to draw pictures rather than write sentences

Assigning in-class and homework tasks that involve metaphors and analogies
Very difficult for second language learners. They may not be able to do analogies and
metaphors until their English is advanced.
If possible, place students in groups where they can work with someone who speaks
their native language and can explain in native language.

Asking students to generate verbal summaries
Summarizing and
Difficult especially for newcomers. There is a silent period that ELL’s go through
note taking
when first learning a second language. Forcing students to speak before they are ready may
inhibit second language acquisition.
Give the students opportunities to volunteer but don’t make them speak in class.

Asking students to generate written summaries
This strategy works better than verbal summaries for non-English speakers.
If writing in English is difficult, allow the students to draw picture summaries.

Asking students to take notes
Difficult for non-English speakers. They have to translate the English into their
native language in their heads before they can take notes all while trying to sort out the
content they need.
Provide outlines with completed or partially completed notes

Asking students to revise their notes, correcting errors and adding information
Good for second language learners, especially if working with a partner.

Recognizing
and celebrating progress toward learning goals throughout a unit
Reinforcing effort
Good for second language learners. Some of the goals celebrated might be for
and providing
English acquisition.
recognition

Recognizing and reinforcing the importance of effort
Good for second language learners.

Recognizing and celebrating progress toward learning goals at the end of a unit
Good for second language learners.

Providing
specific feedback on all assigned homework
Homework and
Good for second language learners.
practice
Don’t always focus on the mechanics of the language. Provide specific feedback on
the content. If you choose to focus on the mechanics, let the students know ahead of time
that you will be grading that as well.

Assigning homework for the purpose of students practicing skills and procedures that
have been the focus of instruction
Good for second language learners.

Asking
students to generate mental images representing content
Nonlinguistic
Good for second language learners. In fact, used frequently in ESL.
representations

Asking students to draw pictures or pictographs representing content
Good for second language learners. In fact, used frequently in ESL.

Asking students to construct graphic organizers representing content

Good for second language learners. In fact, used frequently in ESL.

Asking students to act out content
Only if the student feels comfortable. Do not force students to participate.

Asking students to make physical models of content

Good for second language learners. Used frequently in ESL.

Asking students to make revisions in their mental images, pictures, pictographs, graphic
organizers, and physical models
Good for second language learners.

Organizing
students in cooperative groups when appropriate
Cooperative learning
Good for second language learners.
Group so that both content and language learning goals are supported. It is
appropriate to ask students to engage in conversation
in which they can use newly
acquired vocabulary from the content being taught – as long as they are supported in a caring
environment.

Organizing students in ability groups when appropriate
Good for second language learners – as long as they are supported in a caring
environment.

Setting specific learning goals at the beginning of a unit
Setting objectives
Good for second language learners. Used frequently in ESL.
and providing
If possible, also set specific language learning goals.
feedback

Asking students to set their own learning goals at the beginning of a unit
Good for second language learners.

Providing feedback on learning goals throughout the unit
Good for second language learners.

Asking students to keep track of their progress on learning goals
Good for second language learners.

Providing summative feedback at the end of a unit
Good for second language learners.

Asking students to assess themselves at the end of a unit
Good for second language learners.

Engaging
students in projects that involve generating and testing hypotheses through
Generating and
problem solving tasks
testing hypotheses
English language learners can do this.
Reduce the text’s difficulty, not the levels of the questions.
Provide supplemental material that may help clarify the lesson (for example, using
visuals)

Engaging students in projects that involve generating and testing hypotheses through
decision making tasks
English language learners can do this if provided the difficulty of the text is
reduced.

Engaging students in projects that involve generating and testing hypotheses through
investigation tasks
English language learners can do this if provided the difficulty of the text is
reduced.

Engaging students in projects that involve generating and testing hypotheses through
experimental inquiry tasks
English language learners can do this if provided the difficulty of the text is
reduced.

Engaging students in projects that involve generating and testing hypotheses through
systems analysis tasks
English language learners can do this if provided the difficulty of the text is
reduced.

Engaging students in projects that involve generating and testing hypotheses through
invention tasks
English language learners can do this if provided the difficulty of the text is
reduced.

Prior to presenting new content, asking questions that help students recall what they
Questions, cues, and
might already know about the content
advance organizers
Excellent for second language learners

Prior to presenting new content, providing students with direct links with what they have
studied previously
Excellent for second language learners

Prior to presenting new content, providing ways for students to organize or think about
the content
Excellent for second language learners
Author unknown, revised by Bil Pfaffendorf 2009-2010-2011