3.4+Artifacts

**// "A specific instructional strategy is effective only when used in the specific situation for which it was designed. Effective pedagogy involves a variety of interacting components." //** **(Marzano, Robert. "Setting the Record Straight on "High-Yield" Strategies." Kappan 91, no.1 (2009): 30-37**)  **  ﻿ __RESEARCH__  **
 * __Indicator 3.4 - Research-based Instructional Strategies (Research and Artifacts)__** **3.4 Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of best practice**
 * __Reading Comprehension Strategies __
 * __World Language Instructional Strategies __
 * __Marzano Research __ Below, in the artifacts section, are examples of the implementation of Marzano's nine strategies in the classroom. They are snippets of total lesson plans which use a variety of strategies.
 * [|Marzano's Nine Strategies]
 * [|Marzano's website]
 * [|Instruction That Works]
 * [|Putting the Pieces Together] (Integrating technology with Marzano's strategies)
 * [|Marzano strategies]
 * [|Marzano Strategies] (Information and links from ESU 6)

__**Marzano Artifacts**__ Comparing, Classifying, Creating metaphors & analogies ||  ||   ||   ||   ||   ||   ||   ||   || Vocabulary and Comprehension Reciprocal teaching ||  ||   ||   ||   ||   ||   ||   ||   || Including rewards and praise ||  ||   ||   ||   ||   ||   ||   ||   || Graphic organizers ||  ||   ||   ||   ||   ||   ||   ||   || Goal setting, Corrective feedback, Rubric .61 ||  ||   ||   ||   ||   ||   ||   ||   || Inductive & deductive thinking, Problem solving, Decision making, Investigation, Invention, Experimental inquiry, Systems analysis .61 ||  ||   ||   ||   ||   ||   ||   ||   || Higher level questions /Discussion Advance organizers ||  ||   ||   ||   ||   ||   ||   ||   || Effect Size = Impact: .20 (Small); .50 (Medium); .80 (Large) __ **Differentiated Instruction Research** __
 * **Marzano's Nine Strategies and Effect Siz**e ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Identifying similarities and difference 1.61
 * Summarizing and notetaking 1.00
 * Reinforcing effort and providing recognition .80
 * Homework and practice .77 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Nonlinguistic representation .75
 * Cooperative learning .73 ||  ||   ||   ||   ||   ||   ||   ||   ||
 * Setting objectives and providing feedback
 * Generating and testing hypotheses
 * Cues, questions, and advance organizers .59
 * Differentiated Instruction

**__Multip____le Intelligences Research__**
 * [|Gardner's Multiple Intelligences]

//**What links the vast community of educational researchers is “a deep concern with the condition of children and**// //**schools … [and] Research is often evaluated in part in terms of whether it contributes to improving these conditions” (Gardner, 2002, p.72)**//

__**Multiple Intelligences Artifacts**__
 * //**[|Multiple Intelligences - Spanish Gr. 3]**//


 * [|NDE Resources] (Instructional strategies resources provided by the Nebraska Department of Education for the following subject areas: mathematics, physical education, reading and writing, interdisciplinary curriculum, technology, world languages, writing)

//** "Mind mapping is one of a host of graphic organizers that have been found to enhance students' critical thinking and higher order thinking skills." (Brookbank et al, 1999). **//

__**21st Century Skills**__

__**Brain Research**__ References: Society for Neuroscience. (2008). //Brain facts: A Primer on the brain and nervous system//. Washington, DC: Society for Neuroscience.
 * [|Learning, Memory and Language] (Society for Neuroscience)

Student portfolios - Spanish Cross-content curriculum guide

Project-based learning opportunities

Professional learning opportunities focus on best practice instruction

__**Professional organization memberships**__
 * NILA (Nebraska International Languages Association) - 1**
 * ACTFL (American Council of Teachers of Foreign Language) - 1**
 * NNELL (National Network of Elementary Language Learners) - 1**
 * CSCTFL (Central States Conference of Teachers of Foreign Languages) Advisory Board - 1**

__Researchers at [|Mid-Continent Research for Education and Learning (McREL)] identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book,[|****////Classroom Instruction That Works////****], by Robert Marzano, Debra Pickering, and Jane Pollock. __   __ ﻿ [|Standards and Instructional Strategies] __ ===3.4 a - How do teachers use current research and the strengths and characteristics of their students to design instruction? ===

Lesson plans Research citations in lesson plans Walkthrough logs (protocols) Surveys 3.4 b - How has the whole school planned and developed research-based instructional reform strategies to strengthen the core academic program, increase amount and quality of learning time, and provide additional supports to all students? 3.4b School improvement team meeting minutes School improvement plan Evaluation plan Curriculum showing enrichment/acceleration elements Lesson plans LogsEvidence of data review Comprehensive needs assessment Subgroup gap analysis ===<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 80%; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">3.4 c - What is the process teachers use to prioritize expectations? === 3.4 cAgendas and minutes from peer learning community meetings Curriculum documents that identify highest priority expectations Pacing guides Curriculum maps Surveys

3.4 d <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Variety of learning opportunities provided to students <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">School leadership investigation of strategies for improved instructionInterventions for improvement designed for students of all performance levels <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Differentiated instruction provided to students with specific needs <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;">Surveys