Embedded Files
An instructional framework is designed to create a common language for teacher and student achievement. Washington state provides districts a choice between three instructional frameworks and our district has adopted the Marzano Instructional Framework. The framework is organized into four domains and ten design questions to define teacher actions, and to focus professional development offerings.
Feedback to teachers is provided using the framework language through ten design questions:
What will I do to establish and communicate learning goals, track student progress and celebrate success?
What will I do to help students effectively interact with new knowledge?
What will I do to help students practice and deepen their understanding of new knowledge?
What will I do to help students generate and test hypotheses about new knowledge?
What will I do to engage students?
What will I do to establish or maintain classroom rules and procedures?
What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?
What will I do to establish and maintain effective relationships with students?
What will I do to communicate high expectations for all students?
What will I do to develop effective lessons organized in a cohesive unit?
The framework identifies categories of strategies for teachers to implement during their lessons. Teachers have access to resources, trainings and video samples of these strategies.
LCCTC is committed to attracting and retaining a highly-trained work force. Professional development is the foundation for our efforts. From research, we know that the single most important factor leading to student growth is the effectiveness of the classroom teacher. Below are links to resources that support strong teaching and learning across the district.
Marzano’s 9 Instructional Strategies For Teaching And Learning
by TeachThought Staff
In education, louder than the call for innovation, engagement, thought, or self-direction is the call to be research-based.
In fact, being research-based may even trump being data-based, the two twins of modern ed reform. The former stems, in part, from deserved skepticism of trends that have little evidence of performance, and the latter comes from a similar place. The big idea behind the both is ‘proof’–having some kind of confidence that what we’re doing now works, and that because of both data and research, we can more or less nail down what exactly it is that we’re doing that works or doesn’t work, and why.
To be clear, being data or research-based isn’t anywhere close to fool-proof. So many of the modern trends and innovations that are ‘not grounded in research,’ or don’t ‘have the data to support them’ suffer here not because of a lack of possibility, potential, or design, but because of research and data itself being sluggish in their own study and performance.
But this is all way, way beside the point–a long-winded contextualizing for Robert Marzano’s work. Marzano is known for, above all else, identifying ‘what works,’ and doing so by reviewing and distilling research, then packaging it for schools and districts to use. Among his most frequently quoted products is the ‘Marzano 9’: 9 instructional strategies that have been proven by research to ‘work’ by yielding gains in student achievement.
And so Dr. Kimberly Tyson thought to gather Marzano’s nine instructional strategies for learning and create a useful graphic for saving. (See also 32 Research-Based Instructional Strategies.)
Marzano’s 9 Instructional Strategies For Learning
Identifying similarities and differences
Summarizing and note-taking
Reinforcing effort and providing recognition
Homework and practice
Non-linguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and advance organizers
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