Вы находитесь на странице: 1из 5

Marzanos (Nine) High-Yield Instructional Strategies

By Robert J. Marzano

Adapted from the book: Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement, by Robert Marzano (2001)

High Yield Instructional

What the Research says: How it looks in the Classroom:
Thinking Maps, T-charts, Venn diagrams,
classifying, analogies, cause and effect links,
compare and contrast organizers
Identifying similarities and Students should compare, classify, and create
differences metaphors, analogies and non-linguistic or
QAR (Question/Answer/Relationship), sketch to
(Yields a 45 percentile gain) graphic representations
stretch, affinity diagrams, Frayer model (see

Students should learn to eliminate unnecessary Teacher models summarization techniques, identify
information, substitute some information, keep key concepts, bullets, outlines, clusters, narrative
Summarizing and note taking important information, write / rewrite, and organizers, journal summaries, break down
(Yields a 34 percentile gain analyze information. Students should be assignments, create simple reports, quick writes,
encouraged to put some information into own graphic organizers, column notes, affinity
words. diagrams, etc.

Hold high expectations, display finished products,
praise students effort, encourage students to share
Reinforcing effort and providing Teachers should reward based on standards of ideas and express their thoughts, honor individual
recognition performance; use symbolic recognition rather learning styles, conference individually with students,
(Yields a 29 percentile gain) than just tangible rewards. authentic portfolios, stress-free environment, high-
fives, Spelling Bee, Constitution Day, School
Newspaper, etc.
Teachers should vary the amount of homework
based on student grade level (less at the Retell, recite and review learning for the day at home,
Homework and practice elementary level, more at the secondary level), reflective journals, parents are informed of the goals
(Yields a 28 percentile gain) keep parent involvement in homework to a and objectives, grade level teams plan together for
minimum, state purpose, and, if assigned, homework distribution; SLCs; teacher email.
should be debriefed.
Visual tools and manipulatives, problem-solution
Students should create graphic representations,
Nonlinguistic representations organizers, spider webs, diagrams, concept maps,
models, mental pictures, drawings, pictographs,
(Yields a 27 percentile gain) drawings, charts, thinking maps, graphic organizers,
and participate in kinesthetic (hands-on)
sketch to stretch, storyboards, foldables, act out
activities in order to assimilate knowledge.
content, make physical models, etc.
Integrate content and language through group
engagement, readers theatre, pass the pencil, circle
Teachers should limit use of ability groups, of friends, cube it, radio reading, shared reading and
Cooperative learning keep groups small, apply strategy consistently writing, plays, science projects, debates, jigsaw,
(Yields a 23 percentile gain) and systematically but not overuse. Assign roles group reports, choral reading, affinity diagrams,
and responsibilities in groups. Students tackle TAKS word problems in groups and
explain their answers, etc.

Teachers should create specific but flexible Articulating and displaying learning goals, KWL,
Setting objectives and providing
goals, allowing some student choice. Teacher contract learning goals, etc. Teacher can display
feedback should be corrective, timely, and objectives on the in-focus projector and follow-up on
(Yields a 23 percentile gain)
specific to a criterion. the mastery of the objective at the end of the lesson.

Students should generate, explain, test and Thinking processes, constructivist practices,
defend hypotheses using both inductive and investigate, explore, social construction of
Generating and testing hypothesis
deductive strategies through problem solving, knowledge, use of inductive and deductive reasoning,
(Yields a 23 percentile gain)
history investigation, invention, experimental questioning the author of a book, finding other
inquiry, and decision making. ways to solve same math problem, etc.
Teachers should use cues and questions that
focus on what is important (rather than
Graphic organizers, provide guiding questions
unusual), use ample wait time before accepting
Questions, cues, and advance before each lesson, think alouds, inferencing,
responses, eliciting inference and analysis.
organizers predicting, drawing conclusions, skim chapters to
Advance organizers should focus on what is
(Yields a 22 percentile gain) identify key vocabulary, concepts and skills,
important and are more useful with information
foldables, annotating the text, etc.
that is not well organized.


Looks like...Sounds like
Cause..Effect Attribute 1
There are four basic types of tasks that
focus on identifying similarities and Attribute 2
differences for knowledge
development: Attribute 3

Comparing Used to show similarities and differences

Classifying between two things (people, places, events,
Creating Metaphors ideas, etc.).
Creating Analogies
Key frame questions: What things are being
Identifying similarities and differences How are they similar? How are they
different? 3
Identifying similarities and differences
Identifying similarities and differences
Cause and Effect Links
A cause is something that makes something else happen. Out of two events,
it is the event that happens first. To determine the cause, ask the question "Why did it happen?"
An effect is what happens as a result of the cause. Of two related events,
its the one that happens second or last. To determine the effect, ask the question "What happened?"
At times conjunctions (connecting words) are used to link the cause and effect.
Examples of common conjunctions (connecting words) are:
since as a result because the cause of
therefore consequently due to the fact nevertheless
the reason for thus so has led to
due to + noun phrase because of +noun phrase
Identifying similarities and differences

Frayer Model
Venn Diagrams Compare and Contrast
Text/Character Comparison
Definition Illustration

The Life Me, Too Explanation

Events of:
unique same unique Word/Phrase/

Example Non-example

Identifying similarities and differences Identifying similarities and differences

Identifying similarities and differences

Sketch to Stretch Question/Answer/Relationships (QAR)
(Also related to Book and Brain)
1. Students listen as a story, article, or poem is read to them.
Right there Think and Search In my head
2. Students draw a picture that expresses: (in the text) (text + my thinking) (my thinking
--book ques.-- --book and brain-- only)
--brain ques.--
how the story, article or poem makes them feel --have to infer
what they think story, article or poem story means
what they think the author looks like
anything that comes to mind during the reading

3. Students explain their drawing to a partner/small group.

The class discusses the similarities/differences in their pictures.

Identifying similarities and differences

Classifying Comparing Frame

Creating Analogies
FRACTIONS and DECIMALS are similar Analogies help us see how seemingly
because they both dissimilar things are similar, increasing
_______________________________ our understanding of new information.
_______________________________ Ex: core is to earth as nucleus is to atom.

__ate family __at family FRACTIONS and DECIMALS are different Thermometer ...is to...Temperature
Sort the word cards (or pictures)
into the correct bucket. fractions ________, but decimals ________. odometer ...is to...speed
fractions ________, but decimals ________.
Identifying similarities and differences fractions ________, but decimals ________. (Both measure things)
Identifying similarities and differences Identifying similarities and differences