There are some apparent differences in their work. Watch an example of this teaching approach in action, see: We can probably all agree that passive learning is not an effective teaching strategy to instruct vocabulary. professional practice to develop teaching and learning strategies for a Home » Educational Articles » 8 Strategies Robert Marzano & John Hattie Agree On, June 17, 2015 By Shaun Killian (MEd, MLead). unit of work, you can test student understanding to map the progress They also agree that inter-group competition can increase the effect of cooperative learning even more. From training videos to webinars and customer support, your questions will be answered. How? Students need multiple exposures to a word before they can fully understand it. critique videos made by one another relating to your class topic. Learning by exposure occurs through relationships and interactions with colleagues, professionals, thought leaders, and others in the field. PLC Regional Manager Shane Lockhart explains how differentiated teaching can ensure that all students can master their individual objectives and continually grow even if they aren't necessarily at the same starting level. John Hattie & Gregory Donoghue.

different strengths and learning preferences. Ensuring that the multiple exposures are significant and engaging is an important priority for teachers, and fortunately there is a plethora of interesting and exciting ways to reinforce new words.

However, neither Marzano nor Hattie believes that cooperative learning should replace whole-class instruction.

The stages of the process, often simplified to "I do, we do, you do", provide multiple opportunities for differentiation. However, when a problem is used to stimulate discovery learning, the opposite is true (d = 0.15).

As much as possible, the goals and the respective success criteria should be set with the students. While they used different methods and terminology, they agreed on these 8 powerful strategies. McGraw-Hill Education's website features supplemental materials, games, assessment and planning tools, technical support, and more. It takes ‘three or four experiences involving interaction with relevant information for a new knowledge construct to be created in working memory and then transferred … He talks about the critical importance of techniques such as rehearsal and review. This is an alternative to Bloom that Hattie advocates. He found that it was critical for teachers to expose students to the same word multiple times.

Self-efficacy refers to a student’s belief about their ability to successfully complete a task. These include exploring relationships between things using: Marzano also recommends using analogies, such as: These are practical strategies that exemplify the higher levels of the SOLO taxonomy. The strategy works most This adjustment could look like employing collaborative learning with excelling students and explicit instruction with others, or using modelled approaches or multimedia.

Results of learning with multiple exposures can be tracked using Please refer to FUSE for further details on the discontinuation of funding and transition options available for schools. Learners’ ideas are acknowledged and challenged over time to enable them to recognise, connect and describe their learning. Robert Marzano explored ways to enhance students’ vocabulary. Students can access ClickView’s curriculum-alligned content anywhere,

Robert Marzano, Debra Pickering & Jane Pollock. Teachers can differentiate the product of a lesson by asking some students to teach another student how to complete the object of the lesson, or to use the specific learning outcome to complete an authentic task.

More specifically, you should use worked examples when explaining how to multi-step tasks. You need to: John Hattie did not review explicit teaching per se, but he did find that Direct Instruction was very effective. Research, such as that from John Hattie, suggests that deep learning develops most

What should content-area teachers know about vocabulary instruction?

Robert Marzano claims it is important to explicitly teach your students the things they need to learn.

In turn, this sends a message that you believe that this is all they are capable of. What actions will I need to do to ensure I achieve these goals? This involves: See How to Give Feedback to Students: The Advanced Guide. But “spiraling” does not mean mastery is not important: Every grade of. Hattie also highlighted the power of giving students worked examples. Learning through feedback at Our Lady of Mercy College – AITSL. As Shane suggests, one of the most common ways of differentiating learning is to differentiate the 'product'. Learn more about using interactive video, Explore the entire video collection for inspiration, Check out downloadable educational resources for ideas, Get in touch with an Advisor for tips and advice. plans include ideas for teaching, including activities that target Any educator can incorporate a range of exposures, from pre-reading to explicit teaching and exit slips as they plan their lesson sequences.

(2009). If students haven’t gained enough mastery of the material, they cannot actively participate in cooperative learning tasks. For more, see: Information in your language. Student results provide the basis for both feedback to: If you want students to internalize new information, you need to expose them to it several times.

Max Bell, the leading force behind the first edition of Everyday Mathematics, has said that if you give children an opportunity to forget something, they will.Everyday Mathematics is carefully structured so that children are not given the opportunity to forget!.

interactions students have with new knowledge.

As suggested by Shane, there are many different ways in which teacher can differentiate instruction for students. Marzano found that deductive thinking helps students to generalise their learning beyond the topic or task at hand.

The premise is that students learn best when concepts are repeated in a variety of different ways and they are given different opportunities to show their learning. exposures vastly improve learner retention of new knowledge. We respectfully acknowledge the Traditional Owners of country throughout Victoria and pay respect to the ongoing living cultures of First Peoples.

Students can therefore work within their zone of proximal development and, with the support and feedback of the teacher, gradually progress to the more challenging tasks.

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Students can access the instructional content (usually in the form of videos prepared by their teachers) at any time. If you want students to internalize new information, you need to expose them to it several times.

Knowledge application is a deductive process. Activities can then be devised to provide opportunities for students to Filed Under: Educational Articles, Old Favourites, Teaching Strategies, Copyright © 2020 Australian Society For Evidence Based Teaching, 8 Strategies Robert Marzano & John Hattie Agree On.

DET Privacy Statement   Duty of Care  Copyright Guidelines  Hosted by CampusPress  Contact Us. When spaced out over time, Hattie found that having students practice things led to a 26-percentile improvement in their marks. The numeracy educator explicitly values knowing and provides related experiences which re-engage the learner; requiring them to explore, clarify and communicate their learning.

effectively over time via multiple, spaced interactions with new concepts. Robert found that problem-solving had a significant effect (d = 0.54) on students’ understanding. See this in action: