12. Using the Nine Categories in Instructional Planning
This chapter includes a planning process for using the nine categories of instructional strategies. What might you add to the process? What would you do differently?
- 1. Applying the Research on Instruction: An Idea Whose Time has Come
- 2. Identifying Similarities and Differences
- 3. Summarizing and Note Taking
- 4. Reinforcing Effort and Providing Recognition
- 5. Homework and Practice
- 6. Nonlinguistic Representations
- 7. Cooperative Learning
- 8. Setting Objectives and Providing Feedback
- 9. Generating and Testing Hypothesis
- 10. Cues, Questions, and Advance Organizers
- 11. Teaching Specific Types of Knowledge
- 12. Using the Nine Categories in Instructional Planning
October 3rd, 2008 at 4:56 pm
I think I would add periodic quizzes to check for learning. I would base the quiz on TEKS that are non-negotiable for our state, district and campus. I noticed she “reviewed” their homework for “accuracy or depth of understanding”. They got a 1-4 on a sticky note. Students and parents would need to be taught what a 1 equaled. Is that good, like in golf? Or bad, like in bowling?
I liked the idea of taping a review of their product and having them listen to the teacher’s critique. What a unique way of offering feedback.
October 8th, 2008 at 1:12 pm
Marzano’s nine pretty much covers lesson planning as a whole and pretty thoroughly. I think I would change the long-term project to choice rather than a teacher decision. I might brainstorm with the students a list of long-term projects that were fairly equal in work time and knowledge base. Then I would give them a choice of projects to do. In working with the G/T students I have found that choice gives the student ownership over their academics.
October 10th, 2008 at 8:35 pm
The planning process includes:
Beginning of the Unit
*Setting learning goals
During a Unit
*Monitor learning goals
*Introduce new knowledge
*Practice, review and apply knowledge
End of a Unit
*Helping students assess how well they learned their goals
All nine of the strategies are applicable to teaching any given unit. I believe the better a teacher becomes at working all “9” in any unit the more depth and complexity we would see in our classrooms. This is why I find Karla’s comments so interesting. Karla’s comment points toward GT theory when a final assessment is made on student learning. This process can be done a lot of ways, so I also think I take the teacher’s example in the book with a grain of salt. The final question is how well do I run through this process with each individual student. More and more I am coming to believe this is done most effectively in a conferencing situation because of the personal nature of one-on0one communication.
Keep on rockin’ in the free world. I’m signing off.
October 13th, 2008 at 1:43 pm
Lynn took the words right out of my mouth! I, too, would add periodic quizzes to check for understanding along the way. That seemed to be missing from the overall picture in our current reality of TAKS.
I also agree with Karla on adding choice to the long term project. I think the key for us is to implement these strategies as much as we can, to improve our instruction. It’s not going to be realistic for most of us every day, but if we infuse our teaching on a regular basis, our kids will benefit.
October 15th, 2008 at 9:18 am
I personally don’t think that I would change anything about the nine categories in instructional planning. However, one thing that I might add to the category list would be a pre-assessment of the unit I’m about to begin. The pre-assessment would give me a good idea of what each student might already know from past knowledge, experiences and skills before I begin. This can be done numerous ways; such as open discussions, concept maps, questionnaires, quizzes, worksheets, drawings, and diagrams.
October 15th, 2008 at 1:23 pm
As I said in my last blog, pre-assessment could be done through the pass along folders (I know, ELA teachers, don’t kill me on this one.) I agree with Amy on this change.
Being the INFP that I am, I also agree with Karla in that choice is important, especially for the PreAP classroom. I am working on a long term research paper right now, and I am giving them a choice of topic with a limited amount of guidelines. I think a true “research” project includes researching a topic of interest and then deciding how to prove or disprove that theory.
I hope that we already incorporate all, if not most, of the nine in our lesson planning. As Donna said earlier, we could all have “written the book ourselves.”
Thanks for listening!!!
October 25th, 2008 at 3:05 pm
With each 6th grade student’s MyersBriggs type now known, having project pieces that appeal to the different styles of learning would be such a bonus.
I love the idea of recording comments on each student’s project and letting them listen to feedback that way, occasionally. The tapes could be used over and over and well worth the initial monetary outlay.
I would be reluctant to let those portfolios go home or even out of class. I have seen so many students lose so much of the hard work they’ve done. I know it is part of learning to be responsible…it would just be very hard for me to watch those leave the room. That’s what I would do differently.
October 28th, 2008 at 5:31 pm
I agree that pre-assessment quizzes are important and I would add those to my planning process. Also, I am a huge believer of choice in a child’s final project. It allows them to work to their learning style. I usually try to have thre or four choices that appeal to different learning styles, but that can all measure the same mastery of skills.
October 31st, 2008 at 10:09 am
I would not change any of the nine categories of instructional planning, but like Amy, I really like the idea of a pre assessing. I would do it in a quiz. I tend to assume that kids know about certain sports/activites, (like America’s favorite sport baseball) and every year I am suprised and amazed that they don’t. YOu would think I would have learned by now to not be shocked. Anyways, I would then be able to focus teaching the game a little more during skill work, instead of waiting until the 3rd day, when we actually start the tournament. I know it would look a little different for each class, but I could modify to fit their needs.
November 12th, 2008 at 5:47 pm
Maybe preassessment and even a culminating project of the students’ choice rather than teacher selected. Just like any educational process; this one too may need to be adjusted sometimes to fit the kiddos, lesson, or information that is expected to be covered. Being flexible and open-minded couldn’t hurt a bit either.
November 12th, 2008 at 11:11 pm
I do pre-assessment orally in my classes. The first day of class, every year, I will ask a simple qusetion; “Cuantos de ustedes se hablan el espanol en casa?” This usually lets me know who speaks spanish at home, for example. I like to give kids a choice, to a certain extent, on their group work, oral activities, and projects. They can feel that ownership and take pride in their work. We still have to guide the kids while letting them have options.
I still feel that the relationship you establish with the kids goes a long way in determining the amount of effort a child gives in your class. I have given supreme effort on my blogging due to the fact that I respect Mrs. Houston, I have a good relationship with her, and she gave me the choice to read this book.
PEACE OUT!
November 17th, 2008 at 10:34 am
I cannot think of anything that could be added to the nine instructional strategies or the planning process, other than a pre-assessment as other teachers have noted previously. This pre-assessment would help teachers and students alike to find out where the students’ learning level is and where the teacher needs to begin.
November 21st, 2008 at 11:26 pm
Pre and Post-assessment tests are a “staple” in our science curriculum, plus the TEKS Checks. But boy, do we begin to feel “test heavy”. In spite of that, I do enjoy looking comparing the scores as typically the post-test does show comprehension growth. However, it is frustrating when the kids have not made the strides we had hoped for but we must move on due to our scope and sequence. Sometimes I want to burn those books!
(told you, Shannon, by day’s end-12 chapters in 2 1/2 days…ain’t no thang!!!). Actually I have been reading but was still trying to overcome that blogophobia. I am signing off…forever and ever and ever and ever…it was fun while it lasted but………..bye bye.
November 24th, 2008 at 2:52 pm
I think any of the units I teach can be revamped to incorporate all of Marzano’s nine. I think the nine catagories of planning cover all aspects needed. I would add going over the specific TEKS to be covered in the unit with the students and revisit them at the end as a way of seeing if goals were met. I am not sure I would have the students share their goals with each other, just with myself. I find they take it more seriously when making goals if they know only I will see it.
November 24th, 2008 at 4:22 pm
I am competely on board about the preassessment and choice. Living the classroom worls that I do, it is so very important to see where each child is. I find that some times the Marzano 9 can be too uniform for a Advanced classroom. I had difficulty with some of the suggestions for homework and coorperative learning, for example. Also, I believe there needs to be a underflow of differentiation consistantly in a classroom. Using this in the GT classrooms and really helped with student buy-in and engagement levels. If I ever return to a classroom myself, this will be a staple of our curriculum.
Even though I an done, I wish I would have known how to spell check! Sorry for errors! Check, check!
November 25th, 2008 at 2:41 pm
I strongly agree that the nine categories of strategies have a strong effect on student achievement. I would like to see the emotional component added. Our students come to school from homes that are not very supportive and could be harmful. If a student is not working to his or her potential, we must look further in order to find the reason. At the beginning of the school year, I give interest inventories and fill in the blank questions. This is a very effective projective technique. In the 36 years I have taught, I have found very few students who didn ‘t want to succeed. Usually their home setting made their success impossible.
November 29th, 2008 at 10:19 am
I’m really trying to think of what I might add (beside whats already been mentioned) to these nine steps. As a rookie teacher, I’ll admit I probably only cover 2/3 of these steps. I do agree with half of the WMS staff that pre-assessment and sporadic quizzes are excellent tools in gleaning information about our students comprehension. I’m trying each and every day to better understand the needs of my students and figure out what method will work best for them in the classroom.
Until I get a little more experience under my belt, I can’t think of anything I might change in “Marzano’s 9″. I think the book has some great information and statistics that we can use in our teaching approach.
“Seacrest Out”
November 29th, 2008 at 9:50 pm
http://www.utterli.com/suziqb77
Last question………hope this finds you 5 X 5
December 5th, 2008 at 4:29 pm
What I would add to the nine is pre-assessment and post assessment and also quizzes. I rely on pre and post assessment to evaluate and keep track on my Special Education students. Quizzes help to evaluate for the materials being covered at the present time.
I was a little more formal last time and added things about the mine catagories but I don’t have my book today so I am just remembering parts.
I did end with
I love ya
December 7th, 2008 at 5:55 pm
I think the nine categories of instructional strategies are very complete. I would add periodic quizzes or activities to check of understanding. I also think it is important that students take ownership of their learning and I feel this can best be achieved when you allow them have choice in the types of projects they do. I also find it beneficial for the students to help come up with assessment activities and project ideas. In addition, I like to have students do reflections on certain assignments—what was good, what was bad, how could it be made better. This really helps me to improve assignments and activities and it also makes the students feel that their opinions matters and that we care about what they do.
December 8th, 2008 at 1:15 pm
I agree that pre-assessment and post assessment should be added to the Marzano nine. Using these assessments enable me to evaluate whether my students are making progress and at what pace. In addition, TEKS checks are useful since I’m following the regular education curriculum and am able to focus on re-teaching skills that students are having difficulty with in a particular unit.
December 9th, 2008 at 10:20 am
All of these strategies have much to contribute to a student’s success and our ability to facilitate that success. But I have to agree with Arlene, I fear we are neglecting the emotional component. The society we live in today is so different than the one that I started teaching. Indicative of the fast-paced, crazy world that we now live in, there is little time spent on the spirit and those things that make the soul whole and happy.
As a tech teacher I am project-driven. I want my students to produce something tangible and real from their experiences in my classroom. That is why I mourn the loss of our woodshops and the feeling of accomplishment that they nourished. We have lost that realism but I am hopeful the pendelum will swing the other way before I am finished with my career. Hard economic times might be the thing we need to make us reevaluate what is truly valuable in our lives and experiences. If is does, then our kids will be the benefactors.
December 9th, 2008 at 4:59 pm
The bad thing about having procrastinated my blogging is that everyone’s already said what I’m thinking.
I am trying to use more pre-assessments as well, so that we’re not wasting time on content that the student have a grasp on. I do it at the beginning of the year with a mock TAKS, but I should probably do a short one for each unit and the key concepts they cover.
And I agree with Arlene – we can’t accomplish any thing with our kids unless we have a vested relationship with them. I don’t think there is any doubt that the students will give the extra effort for teachers who care, so I think that caring has to be the foundation that we build on with Marzano.
December 11th, 2008 at 8:48 pm
My goal as an instructor of special education students is to make sure they make forward progress. I want to close the gap as much as possible. Some students will get really close to working on grade level, some will take some baby steps, and some of them will seem to be standing still. I like to use pre and post testing to see if indeed any progress is being made. That is the one component I would add to the nine categories in instructional planning. Now I realize that this is more convenient and useful for me since I have my students for three years. I can actually see that I am making some progress. And on the other hand, it also allows me to see what areas I need to beef up. Pre and post testing to measure progress towards a goal – that’s my recommendation.
December 14th, 2008 at 7:03 pm
Everyone learns most when they have to teach something themselves. I would suggest having a Master Class. The students sing individually or in small groups. I would begin by making suggestions for their improvement and I would demonstrate correct vocal techniques. Students would then teach each other and make suggestions for each other’s improvement.
I also would have students listen to good and bad choir. We would discuss what makes them good and bad. I would have the students make suggestions for how their own choir and section could make improvements.
December 14th, 2008 at 10:46 pm
I agree with Arlene that the emotional component is a very important part of working with students. So many of our students don’t receive the attention and support they need at home. Unless the students basic needs are being met, being successful in class will not be that important to some of them.
I also aree with Karla in giving students a choice on long term projects. Students are likely to put in more effort and complete a project if it was something they wanted to do.
December 15th, 2008 at 12:03 am
The beauty of being last is in being able to reap the wisdom of so many who’ve gone before.
I agree with the others that the nine strategies are basic to good teaching practice. I also agree that pre-testing, periodic quizzing and built in choice within the system would only improve what has already been proved to work.
I believe that in order to get our students to buy in to these educational strategies, they first must believe that we care for and believe in them. The cliche’ that no one cares what we know until they know that we care is true. The “love” strategy always works. Though Marzano didn’t collate any data on that one.
December 15th, 2008 at 12:09 pm
The over all goal in planning instruction is to assure it aligns with the curriculum and assessment. It is primary that these 3 items be aligned and in accordance to your goals and objectives for you students. Additionally integrating technology would be beneficial in many ways. Advantages of technology include increased student interest, adapting digital natives, and fulfilling the technological initiative. And speaking of adapting, it is important to remember the cultural diversity of your students and be diverse in your instruction as appropriate.
December 16th, 2008 at 8:34 am
Yes, I agree. Procrastination stinks. I have very wise colleagues who think very much like I do. It’s early in the morning and I’m listening to a little Wade Bowen for inspiration, but he’s only distracting me, I guess.
I agree with pre-assessment–very valuable and necessary, especially when you have GT students in on-level classes, but I agree with Cyndi about the cooperative work and HW. Left a little to be desired in the current circles I’m moving in. I think Gina’s words spoke most to my heart…it’s all about the relationships you develop with your students. Spending time conferencing with them is so valuable. That’s when I feel most useful as a teacher–sitting down with each student and working to make a piece of writing better together. I realize I have fewer students than most and it is a luxury that many of my colleagues do not have. I deeply regret that. The other thing about the NINE I appreciate is the student evaluation at the end. I don’t do enough of that and hope to add that as I continue to mature as a teacher. Hate to tell you Cantrell–it’s an ongoing process almost ten years later. Stotts will probably tell you she’s still evolving, too.
Keep the faith.
December 17th, 2008 at 12:01 am
Forgive me if I’m on the wrong track here, but I’m going to give a nod to Schlecty’s work by incorporating variety. As Lynn said in a previous post, not everyone loves numbers as much as I do. I need a way to entice students into the lesson. We call it the “launch” in CMP lingo. It might be a story, a demonstration, or sometimes just a question–some sort of hook to get them interested. Can’t believe this is the last one. Time to rest.
December 18th, 2008 at 10:40 am
I think that Marzano’s nine are great guidelines for lesson planning. I think the next piece to the puzzle is using the Plan, Do, Study, Act model to monitor the progress of the learning of the kids.
At first the teacher is planning great lessons. Then they are assessing where the students are after the lesson. Then they are adjusting future lessons based on what the students have learned or not learned. Then the class should be learning what they are supposed to and not having gaps. The teachers will be having great success because of the constant assessment, and adjustments. The students will be benefitting from the teaching, because of the great lesson plans, and the fact that the teachers are adjusting their lessons to the level that the students need.
December 18th, 2008 at 3:11 pm
I like Marzano’s nine categories. Making sure to include all of these things for a unit could only benefit the students and further their understanding of the concept. In addition to the nine, like Susan, I would add personal connection with students. Without it, many are lost. A great example of this is a student I had last year who would not do anything for me. This year he is with one of our new teachers and has been doing well because of he doesn’t want to let the teacher down. It thrills me that someone has been able to connect with him. You can have all the instruction tools in the world under your belt, but with some that is all that works.
December 18th, 2008 at 10:23 pm
Instructional Strategy #10-HAVE FUN!!!!!
My son came home and told me how much fun he had in PE that day. Why? We played with this parachute and bounced balls in the middle. Then, he got to run underneath really fast and grab the other side.
Yes, I remember a lot of WMS teachers smiling, laughing, and having fun last January with a parachute. Take the nine strategy and poor a lot of fun into them and the result will be much sweeter!!!
December 19th, 2008 at 12:16 am
I agree that pre-assessments should be given before instruction to measure a student’s knowledge and skills of the unit or quarter to be taught. We can use this information to pinpoint what to teach and how to teach it. For me, pre-assessments show which students already know about the topic of study and it can help me pave the way for accelerating instruction for students who are ready. The only formal pre-assessment I give is the first TEKS Checks, and that’s not really even a true pre-assessment…it’s a review of what they should have learned the previous year. I use it to find out just how much they’ve forgotten over the summer (or never learned to begin with), so I know how far back might I have to go.
I do have a sort of informal pre-assessment though. On every exam there is a set of “bonus” questions (2-3), in which I’ll combine concepts from the next unit into problems from the one being tested on to see what they can do with it. I always give at least partial credit for the bonus problems for any student who gives a thoughtful response, even if it’s completely wrong. It seems to encourage the kids to think ouside the box and stretch their wings.
December 19th, 2008 at 8:40 am
I have to agree with y’all, especially with Susan Youngblood that we must believe in our students. Everything is possible if you believe!
December 19th, 2008 at 11:18 am
I also don’t believe I would change anything about the nine categories in instruction planning except for a pre-assessment. I often use pre-assessment, Gates-MacGinitie, test at the beginning of the year to get a feel for individual levels. However, after a unit, the final assessment can be determined by the group or the teacher, and it can be oral, oral demonstration, or written.
December 19th, 2008 at 11:47 am
It took me some time to tag the 9 strategies to what I do in the classroom and yes it can become second nature to just do the right thing when you teach. Through all the years I have taught, I still think the best strategy is to find a way to motivate every child to succeed here at school. The whole child is who we teach and they can sure bring a lot of baggage with them through our doors.
December 19th, 2008 at 2:36 pm
Pre-assessment is a great way to start a lesson. I use it when I study theatre history–we basically put everything we know already up on the board, and then I start teaching from there–connecting the dots, so to speak.
I also enjoy fun.
In all seriousness, I think any good lesson has both a visual and auditory component to it, like any good joke. You want to make sure that there are multiple ways for your students to “get it”–even the ones that are only half paying attention. So I like to find ways to get students up and physical in order to demonstrate different concepts that I’m teaching.
December 19th, 2008 at 2:56 pm
I’m in that same boat, by dragging this out to the last day, I’m not creative enough to think of anything that hasn’t already been said.
I try to convey to my students on a weekly basis how much I care and want them to succeed, not only in my class, but in life. Inspiring them to be responsible, teaching character.
January 15th, 2009 at 8:18 am
WOW! Maybe I’ll be the last BLOGGER! What an honor! Or maybe there’s still someone out there that will finish after me!
The 9 strategies are pretty thorough and even though it was kind of a pain, I did benefit by seeing strategies that I already use, or sometimes use, laid out and analyzed so that I can see different ways I can reach my kids and take them to a higher level.
I think short quizzes and benchmarking that other teachers mentioned earlier are great for the teachers AND the kids and helps students remember what they’ve done, where they came from, and hopefully show them where there next step is taking them.
I think Arlene is brilliant and that we should think about the personal life of the kids. I think Katie is spot on when she says school should be fun, too. I would like to teach the whole child and help them be a great citizen and love their community and serve their community. When they begin doing stuff like that, they begin to love themselves a little bit more, too.
Stay classy, Watauga Middle.
Lachelle
January 19th, 2009 at 10:49 am
I would add the component of teaching that encourages, nurtures, and cheerleads our students to success. A teacher’s passion for student success is critical. We can’t give up! If it doesn’t keep you awake at night sometimes, then you’re probably in the wrong profession.
Instructional planning and the information in this book is certainly helpful. It is a very left-brained approach and is quite helpful to organize teacher thoughts and promote organized, thoughtful lesson planning. How I wish I had this book 20 years ago when I was just starting out – I’m sure my scope and sequence resembled that of a stack of Pixy Stix thrown all over the WMS choir room. As I approach it at this stage in my career, it was a good reminder of solid instructional strategies that help students learn more effectively.
And now, if you’ll turn in your hymnal to the Doxology, please join me in singing………… “Praise God from whom all blessings flow……..” I’m done.