| |
Project
Marzano
Instructional Strategies Infusion Project
School Impact | Teacher Impact
| RSC Support |
Marzano Strategies
Project Timeline |
Action Research Model
| Resource Library |
Contact Information
*NEW* Lesson
Plans *NEW*
PROJECT
OVERVIEW
The Pima County Schools’ Marzano Instructional Strategies Infusion
(MISI) project is designed to increase the capacity
of teachers in grades 4-10 to effectively implement
research-based instructional practices over a
three-year period resulting in an increase in
student achievement.
-
In
06-07, the Marzano Instructional strategies
Infusion (MISI) project will train two infusion
teams (cohort 1 & cohort 2 of 36 teachers each).
-
Local staff developers will train on the 9
Marzano Instructional Strategies (listed below)
and ASSET will host an on-line learning
environment to support collaborative action
research projects (model below).
-
The
Pima County ESA will offer technical assistance
to the infusion teams, develop strategy
implementation rubric tools, & make available
training kits for infusion at the participating
schools the next year.
-
Dr.
Marzano will present the rationale behind his
research on instructional strategies & the
merits of implementation on student achievement.
-
Initial infusion teams will be coached on how to
infuse the strategies into the culture of their
school & are expected to train and coach at
least two other teachers in a minimum of three
strategies the following semester after
training.
Back to top
SCHOOL IMPACT:
-
Infusion team selected and trained for one year
on nine instructional strategies, action
research and on-line collaboration
-
Participation fee: $50 per team member
-
Professional Release Days for Infusion team
members for project orientation and meeting with
Dr. Marzano
-
Faculty overview of Dr. Marzano’s research-based
strategies for increasing student achievement
-
Peer observation and feedback on incorporating
strategies into classrooms
-
Invitation to showcase demonstrating classroom
successes using Marzano’s Instructional
Strategies
-
Needs assessment of staff’s knowledge and
learning strategies priorities
-
Infusion team trains staff (year #2) on
Marzano’s research-based strategies based on
site needs
-
Support for peer observations and site showcase
in year #2
Back to top
TEACHER IMPACT:
-
Professional development dedicated to
research-based instructional strategies
-
Trained as a facilitator for Year #2 school
staff development
-
Focus on classroom instruction via student
achievement
-
Action Research via case studies
-
Collaborative peer observation and feedback on
incorporating classroom strategies
-
On-line reflection on instructional practice and
implementation
-
Sharing Day with Dr. Marzano highlighting
research and classroom implementation techniques
-
Extension of collegial network and access to
MISI professional resources
-
Culminating showcase to demonstrate most
impressive aspects of classroom successes
-
Professional development hours PLUS stipend at
end of project strands
Back to top
RSC SUPPORT:
-
Orientation meeting: overview of MISI project,
including peer-to-peer observation protocols,
action research components, and on-line access
-
Professional development dedicated to EACH
instructional strategy (sessions from 4:30-6:30
p.m.) including research, modeling, techniques,
assessment, and reflection
-
Professional development materials provided to
Infusion Team at no cost
-
Facilitation of action research and on-line
collaboration aspects of MISI project
-
Schedule “Day With Dr. Marzano” for Infusion
Team
-
Maintain resource library to supplement the nine
strategies
-
Development of Train-the-Trainer modules for
each research-based instructional strategy
-
Evaluation of teacher’s strategy knowledge and
instructional use
-
Collection of MISI grant Impact data and
reporting to participant schools
-
Showcase success of the MISI project
Back to top
MARZANO INSTRUCTIONAL
STRATEGIES:
Classroom Instruction that Works
– Research-Based Strategies for Increasing
Student Achievement,
2004
-
Identifying
Similarities & Differences
– comparing, classifying, creating metaphors,
creating analogies
-
Summarizing &
Note Taking
– analyzing, synthesizing, prioritizing data,
restating, organizing
-
Reinforcing
Effort & Providing Recognition
– student self-recognition and goal setting,
correlation between effort and achievement,
effective praise, recognition tokens,
pause-prompt-praise technique
-
Homework &
Practice
– establishing and communicating a homework
policy, purpose of homework, student assignment
sheets, commenting on homework, massed and
distributive practice
-
Nonlinquistic
Representations
– creating graphic organizers, using other
nonlinquistic representations
-
Cooperative
Learning
– elements of cooperative learning, varying
grouping criteria, managing group size
-
Setting
Objectives & Providing Feedback
– setting, personalizing, and communicating
objectives, negotiating contracts, using
criterion-referenced and assessment feedback,
peer feedback, student self-assessment
-
Generating &
Testing Hypothesis
– systems analysis, problem-solving, decision
making, historical investigation, experimental
inquiry, invention
-
Cues,
Questions, & Advance Organizers
– focusing important information, explicit cues,
asking inferential and analytical questions,
expository and narrative advanced organizers,
skimming, specific types of knowledge,
vocabulary, details, organizing ideas, skills
and processes.
Back to top
|
|
