Pedagogy Strands

Pedagogy Strands Matrix

Marzano’s Instructional Strategies	Universal Design for Learning Guidelines	Classroom Implementation Examples	Learning Theory
Identifying Similarities and Differences	Principle I. Provide Multiple Means of Representation Guideline 3: Provide options for comprehension Checkpoint 3.3 - Guide information processing, visualization, and manipulation	Introduce graduated scaffolds that support information processing strategies Chunk information into smaller elements	Constructivism Cognitivism
Summarizing	Principle I. Provide Multiple Means of Representation Guideline 3: Provide options for comprehension Checkpoint 3.3 - Guide information processing, visualization, and manipulation	Give explicit prompts for each step in a sequential process Progressively release information	Constructivism Cognitivism
Note Taking	Principle I. Provide Multiple Means of Representation Guideline 3: Provide options for comprehension Checkpoint 3.3 - Guide information processing, visualization, and manipulation	Give explicit prompts for each step in a sequential process Chunk information into smaller elements Introduce graduated scaffolds that support information processing strategies	Constructivism Cognitivism
Reinforcing Effort	III. Provide Multiple Means of Engagement Guideline 8: Provide options for sustaining effort and persistence Checkpoint 8.3 - Foster collaboration and community	Create school-wide programs of positive behavior support with differentiated objectives and supports	Behaviorism Constructivism Cognitivism
Providing Recognition	III. Provide Multiple Means of Engagement Guideline 9: Provide options for self-regulation Checkpoint 9.3 - Develop self-assessment and reflection	Offer devices, aids, or charts to assist individuals in learning to collect, chart and display data from their own behavior for the purpose of monitoring changes in those behaviors	Behaviorism Constructivism Cognitivism
Homework	Principle II. Provide Multiple Means of Action and Expression Guideline 5: Provide options for expression and communication Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance	Provide scaffolds that can be gradually released with increasing independence and skills	Constructivism Cognitivism
Practice	Principle II. Provide Multiple Means of Action and Expression Guideline 5: Provide options for expression and communication Checkpoint 5.3 - Build fluencies with graduated levels of support for practice and performance	Provide differentiated models to emulate Provide scaffolds that can be gradually released with increasing independence and skills Provide differentiated feedback	Constructivism
Nonlinguistic Representations	Principle I. Provide Multiple Means of Representation Guideline 1: Provide options for perception Checkpoint 1.3 - Offer alternatives for visual information	Provide auditory cues for key concepts and transitions in visual information Use touch equivalents (tactile graphics or objects of reference) for key visuals that represent concepts	Constructivism Cognitivism
Setting Objectives (Goal Setting)	Principle II. Provide Multiple Means of Action and Expression Guideline 6: Provide options for executive functions Checkpoint 6.1 - Guide appropriate goal-setting	Provide models or examples of the process and product of goal-setting Post goals, objectives, and schedules in an obvious place Provide guides and checklists for scaffolding goal-setting	Constructivism Cognitivism
Providing Feedback	III. Provide Multiple Means of Engagement Guideline 8: Provide options for sustaining effort and persistence Checkpoint 8.4 - Increase mastery-oriented feedback	Provide feedback that encourages perseverance, focuses on development of efficacy and self-awareness, and encourages the use of specific supports and strategies in the face of challenge	Behaviorism Constructivism Cognitivism
Generating and Testing Hypotheses	III. Provide Multiple Means of Engagement Guideline 7: Provide options for recruiting interest Checkpoint 7.1 - Optimize individual choice and autonomy	Allow learners to participate in the design of classroom activities and academic tasks Provide learners with choices	Constructivism
Questions	Principle I. Provide Multiple Means of Representation Guideline 3: Provide options for comprehension Checkpoint 3.3 - Guide information processing, visualization, and manipulation	Provide interactive models that guide exploration and new understandings Provide multiple entry points to a lesson and optional pathways through content	Constructivism
Cues	III. Provide Multiple Means of Engagement Guideline 7: Provide options for recruiting interest Checkpoint 7.3 - Minimize threats and distractions	Create an accepting and supportive classroom climate Involve all participants in whole class discussions	Constructivism Cognitivism
Advance Organizers	Principle II. Provide Multiple Means of Action and Expression Guideline 6: Provide options for executive functions Checkpoint 6.2 - Support planning and strategy development	Provide checklists and project planning templates for understanding the problem, setting up prioritization, sequences, and schedules of steps	Constructivism Cognitivism