The Handbook for the New Art and Science of Teaching. Robert J. Marzano

      Source: Marzano Research, 2016.

Figure 3.9: Example of pictorial notes.

      Pictographs, like pictorial notes, may be accompanied by text for clarification. Pictographs often represent data in mathematical charts. In place of numbers, images indicate how much of a certain item each category has. Additionally, pictographs can be simple drawings that express words or phrases. Pictographs can use any kind of image for any amount, as long as there is a clear key that defines the symbols for the students and teacher.

      Figure 3.10 is an example of a pictograph that compares the number of apples harvested from three orchards. Students could draw this kind of chart before completing a word problem that uses these data.

      Source: Marzano Research, 2016.

Figure 3.10: Sample pictograph.

       Combination Notes, Pictures, and Summaries

      This strategy combines notes, pictures, and summaries. Students record written notes about the content in the left-hand column of a chart, pictographs or pictorial representations of the content in the right-hand column, and a summary of the content in the lower section of the chart. Figure 3.11 can guide students’ use of this strategy.

      Source: Marzano Research, 2016.

Figure 3.11: Combination notes organizer.

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       Graphic Organizers

      Students record their knowledge using graphic organizers that correspond to specific patterns commonly found in information. Common text structures include sequence, description, comparison, causation, and problem/solution. Find graphic organizers for these structures in figures 3.12, 3.13, 3.14, 3.15, and 3.16 (pages 55–56). Teachers can combine nonlinguistic representations with other note-taking strategies (like combination notes, pictures, and summaries).

      Source: Marzano Research, 2016.

Figure 3.12: Sequence graphic organizer.

      Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.

      Source: Marzano Research, 2016.

Figure 3.13: Description graphic organizer.

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      Source: Marzano Research, 2016.

Figure 3.14: Comparison graphic organizer.

      Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.

      Source: Marzano Research, 2016.

Figure 3.15: Causation graphic organizer.

      Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.

      Source: Marzano Research, 2016.

Figure 3.16: Problem/solution graphic organizer.

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       Free-Flowing Webs

      In this strategy, students place big ideas in central circles and then use lines to connect big ideas to smaller circles that contain important details about each big idea. Unlike a simple description graphic organizer, a free-flowing web should connect multiple subtopics by showing how they relate to a central topic. A free-flowing web works well for organizing students’ knowledge about an advanced concept or process. Teachers can ask students to complete a free-flowing web individually, but it can also serve as a group or whole-class review activity. Figure 3.17 shows a free-flowing web for the topic of pollution.

       Figure 3.17: Sample free-flowing web.

      Visit go.SolutionTree.com/instruction for a free reproducible version of this figure.

      Following are possible uses for a free-flowing web.

      • To compare the causes, effects, and possible solutions for a major global, political, or cultural issue

      • To delineate different opinions in an argument or perspectives on a topic

      • To diagram the steps, uses, purposes, and origins of a procedure

      • To map the setting, players, and effects of an important historical event

      • To describe the major story elements (such as plot, characters, setting) of a book or short text

      • To compare the different subcategories within a category

       Academic Notebooks

      Students compile their notes to provide a permanent record of their thinking and make corrections to their thinking as they review previous entries. Students should date their entries and record reactions, questions, answers, and assessments of their progress. They can also make entries reflecting their conclusions and insights.

      Figure 3.18 can help guide students’ use of this strategy.

       Figure 3.18: Template for a page entry in an academic notebook.

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       Dramatic Enactments

      For this strategy, students role-play characters or act out scenes, processes, or events. They can also use their bodies to create symbols for concepts such as radius, diameter, and circumference. While dramatic enactments can be highly engaging for students, they can be superficial if handled incorrectly. For example, if students