Marzano's 9 HYIS

	B	C	D	E	F	G
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2	Marzano's (Nine) High-Yield Instructional Strategies
3	Adapted from the book: Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement, by Robert Marzano (2001)
4		High Yield Instructional Strategies	What the Research Says:	How it looks in the Classroom	Specific Behaviors	What Technology/App works with the HYIS
5	1	Indentifying similarities and differences	Students should compare, classify, and create metaphors, analogies and non-linguistic or graphic representations	Thinking Maps, T-Charts, Venn diagrams, classifying, analogies, cause and effect links, compare and contrast organizers	Assigning in-class homework tasks that involve comparison and classification	Tools4Students app, iBrainstorm, educreation.com, Google Draw, Lucid Chart, SMART Notebook, Thinking Map Software, Cacoo
6	1	(Yields a 45% Gain)		QAAR (Question/Answer/Relationships), sketch to stretch, affinity diagrams, Frayer model	Assigning in-class and homework tasks that involve metaphors and analogies	Google Docs, Google Draw, Bubble.us, TitanPad, Thinking map software, Student Interactives at ReadWriteThink.org
7	2	Summarizing and note taking	Students should learn to eliminate unnecessary information, substitute some information, keep important information, write/rewrite, and analyze information. Students should be encouraged to put some information into own words.	Teacher models summarization techniques, identify key concepts, bullets, outlines, clusters, narrative organizers, journal summaries, break down assignments, create simple reports, quick writes, graphics organizers, column notes, affinity diagrams, etc.	Asking students to generate verbal summaries	Vocaroo, Audacity, Voki, Voicethread
8					Asking students to generate written summaries	Kidblog, Penzu, Google Docs, Blogger
9					Asking students to take notes	Linoit, Padlet, Lucid Chart
10		(Yields a 34 % Gain)			Asking students to revise their notes, correcting errors and adding information	Google Docs, TitanPad, SMART Notebook, SAS Writing Reviser
11	3	Reinforcing effort and providing recognition	Teachers should reward based on standards of performance; use symbolic recognition rather than just tangible rewards	Hold high expectations, display finished products, praise students' effort, encourage students to share ideas and express their thoughts, honor individual learning styles, conference individually with students, authentic portfolios, stress-free environment, high-fives, Spelling Bee, Constitution Day, School Newspaper, etc.	Recognizing and celebrating progress toward learning goals throughout a unit	Google Docs, Wikispaces, Google Sites
12		Reinforcing effort and providing recognition			Recognizing and reinforcing the importance of effort	Gaming
13		(Yields a 29 % gain)			Recognizing and celebrating progress toward learning goals at the end of an unit	Edmodo, backchannel
14	4	Homework and practice	Teachers should vary the amount of homework based on student grade level (less at the elementary level, more at the secondary level), keep parent involvement in homework to a minimum, state purpose, and if assigned, should be debriefed.	Retell, recite and review learning for the day at home, reflective journals, parents are informed of the goals and objectives, grade level teams plan together for homework distribution; SLCs; teacher email.	Providing specific feedback on all assigned homework	Edmodo, Twitter, Remind 101
15	4	(Yields a 28 % gain)			Assigning homework for the purpose of students practicing skills and procedures that have been the focus of instruction	Class website, Edmodo, Gmail
16	5	Nonlinguistic representations	Students should create graphic representations, models, mental pictures, drawings, pictographs, and participate in kinesthetic (hands-on) activities in order to assimilate knowledge.	Visual tools and manipulatives, problem-solution organizers, spider webs, diagrams, concept maps, drawings, charts, thinking maps, graphic organizers, sketch to stretch, storyboards, foldables, act out content, make physical models, etc.	Asking students to generate mental images representing content	Photostory, Movie Maker, iMovie, Storybird, Prezi; Apps: Educreations, Haiku, ShowMe, Baiboard, Screencast-o-matic
17					Asking student to draw pictures or pictographs representing content	SketchUp, Google Draw, Wordle, Tagzedo
18					Asking students to construct graphic organizers representing content	Thinking Map software, Google Draw, Bubbl.us, Lucid Chart, Cacoo, Infographics: Easel.ly, Infogr.am, Piktochart, Visual.ly
19					Asking students to act out content	Flip camera, iPad, iPod, Toontastic, Powtoon, Popcorn Maker
20					Asking students to make physical models of content	SketchUp, Google Draw
21		(Yields a 27% gain)			Asking students to make revisions in their mental images, pictures, pictographs, graphic organizers, and physical models	Photoshop, Aviary, Picasa, YouTube video editor, PicMonkey, Infographics: Easel.ly, Infogr.am, Piktochart, Visual.ly
22	6	Cooperative learning	Teachers should limit use of ability groups, keep groups small, apply strategy consistently and systematically but not overuse. Assign roles and responsibilities in groups.	Integrate content and language through group engagement, reader's theatre, pass the pencil, circle of friends, cube it, radio reading, shared reading and writing, plays science projects, debates, jigsaw, group reports, choral reading, affinity diagrams, students tackle TAKS word problems in groups and explain their answer, etc.	Organizing students in cooperative groups when appropriate	Wikispaces, Google Sites, Edmodo, Kidblog, Google Docs
23	6	(Yields a 23% gain)			Organizing students in ability groups when appropriate	See Above
24	7	Setting objectives and providing feedback	Teachers should limit use of ability groups, keep groups small, apply strategy consistently and systematically but not overuse. Assign roles and responsibilities in groups.	Integrate content and language through group engagement, reader's theatre, pass the pencil, circle of friends, cube it, radio reading, shared reading and writing, plays science projects, debates, jigsaw, group reports, choral reading, affinity diagrams, students tackle TAKS word problems in groups and explain their answer, etc.	Organizing students in cooperative groups when appropriate	Wikispaces, Google Sites, Edmodo, Google Docs
25					Organizing students in ability groups when appropriate	See Above
26			Teachers should limit use of ability groups, keep groups small, apply strategy consistently and systematically but not overuse. Assign roles and responsibilities in groups.	Integrate content and language through group engagement, reader's theatre, pass the pencil, circle of friends, cube it, radio reading, shared reading and writing, plays science projects, debates, jigsaw, group reports, choral reading, affinity diagrams, students tackle TAKS word problems in groups and explain their answer, etc.	Organizing students in cooperative groups when appropriate	Wikispaces, Google Sites, Edmodo, Google Docs
27					Organizing students in ability groups when appropriate
28			Teachers should limit use of ability groups, keep groups small, apply strategy consistently and systematically but not overuse. Assign roles and responsibilities in groups.	Integrate content and language through group engagement, reader's theatre, pass the pencil, circle of friends, cube it, radio reading, shared reading and writing, plays science projects, debates, jigsaw, group reports, choral reading, affinity diagrams, students tackle TAKS word problems in groups and explain their answer, etc.	Organizing students in cooperative groups when appropriate	Wikispaces, Google Sites, Edmodo, Google Docs
29		(Yields a 23% gain)			Organizing students in ability groups when appropriate
30	8	Generating and testing hypothesis	Students should generate, explain, test and defend hypotheses using both inductive and deductive strategies through problem solving, history investigation, invention, experimental inquiry, and decision making.	Thinking processes, constructivist practices, investigate, explore, social construction of knowledge, use of inductive and deductive reasoning, questioning the author of a book, finding other ways to solve same math problems, etc.	Engaging students in projects that involve generating and testing hypotheses through problem solving tasks	Webquests, PBL, Big Six/Super3
31					Engaging students in projects that involve generating and testing hypotheses through decision making tasks
32					Engaging students in projects that involve generating and testing hypotheses through investigation tasks	Skype
33					Engaging students in projects that involve generating and testing hypotheses through experimental inquiry tasks	Online databases, Google Spreadsheets
34					Engaging students in projects that involve generating and testing hypotheses through systems analysis tasks	Wolfram
35		(Yields a 23% gain)			Engaging students in projects that involve generating and testing hypotheses through invention tasks	SketchUp
36	9	Questions, cues, and advance organizers	Teachers should use cues and questions that focus on what is important (rather than unusual), use ample wait time before accepting responses, eliciting inference and analysis. Advance organizers should focus on what is important and are more useful with information that is not well organized.	Graphic organizers, provide guiding questions before each lesson, think alouds, inferencing, predicting, drawing conclusions, skim chapters to identify key vocabulary, concepts and skills, foldables, annotating the text, etc.	Prior to presenting new content, providing ways for students to organize or think about the content	Thinking map software, Google Draw, Lucid Chart, Cacoo, Livebinders, Blendspace
37		Questions, cues, and advance organizers			Prior to presenting new content, provide students with direct links with what they have studied previously	Class websites, review games, SMART Notebook, Livebinders, Jog the Web, Pinterest, Symbaloo, Educlippers
38		(Yields a 22% gain)
39		Formative Assessment	Formative Asssessment			Google Forms, Socrative, Edmodo
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41		(Other Resources - http://www.palmbeachschools.org/qa/documents/Handout5-MarzanoHighYieldStrategies.pdf )
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