2. What is “Classroom Instruction That Works”? Classroom Instruction That Works - Research-based Strategies for Increasing Student Achievement Written by: Robert J. Marzano, Debra J. Pickering, Jane E. Pollock Published 2001
3. Meta-analysis: combines the results from a number of studies to determine the average effect of a given technique. When conducting a meta-analysis, a researcher translates the results of a given study into a unit of measurement referred to as an effect size.
4. One of the primary goals of the McREL study was to identify instructional strategies that have a high probability of enhancing study achievement for all students in all subject areas at all grade levels.
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7. How does the use of technology play a role in the use of these strategies?
8. A supporting book was published: Using Technology with Classroom Instruction that Works Written by: Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, Kim Malenoski Published 2007
11. Identifying Similarities and Differences Generalizations: Presenting students with explicit guidance in identifying similarities and differences enhances their understanding of and ability to use knowledge Asking students to independently identify similarities and differences enhances their understanding of and ability to use knowledge Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge Identification of similarities and differences can be accomplished in a variety of ways and is a highly robust activity
12. Identifying Similarities and Differences Recommendations: Teach students to use comparing, classifying, metaphors, and analogies when they identify similarities and differences Give students a model of the steps for engaging in the process Use a familiar context to teach students these steps Have students use graphic organizers as a visual tool to represent the similarities and differences Guide students as they engage in this process. Gradually give less structure and less guidance
15. Summarizing and Note Taking Generalizations: To effectively summarize, students must delete some information, substitute some information, and keep some information Verbatim note taking is perhaps the least effective way to take notes Notes should be considered a work in progress Notes should be used as study guides for tests
16. Summarizing and Note Taking Recommendations for Summarizing: Teach students the rule-based summarizing strategy Teach students a variety of note-taking formats Give students teacher-prepared notes
19. Reinforcing Effort and Providing Recognition Generalizations: Not all students realize the importance of believing in effort Reward is most effective when it is contingent on the attainment of some standard of performance Abstract symbolic recognition (e.g., praise) is more effective than tangible rewards (e.g., candy, money)
20. Reinforcing Effort and Providing Recognition Recommendations: Explicitly teach students about the importance of effort Have students keep track of their effort and achievement Personalize recognition Use the Pause, Prompt, and Praise strategy Use concrete symbols of recognition
23. Homework and Practice Generalizations: The amount of homework assigned to students should be different from elementary to high school Parental involvement in doing homework should be kept to a minimum The purpose of homework should be identified and articulated If homework is assigned, it should be commented upon Mastering a skill or process requires a fair amount of focused practice
24. Homework and Practice Recommendations: Establish and communicate a homework policy Design homework assignments that clearly articulate purpose and outcome Vary approaches to providing feedback
28. Nonlinguistic Representation Recommendations: Use graphic organizers to represent knowledge Have students create physical models of the knowledge Have students generate mental pictures of the knowledge they are learning Use pictures or pictographs to represent knowledge Have students engage in kinesthetic activities representing the knowledge
31. Cooperative Learning Generalizations: Organizing groups based on ability levels should be done sparingly Cooperative learning groups should be rather small in size Cooperative learning should be used consistently and systematically but should not be overused
32. Cooperative Learning Recommendations: Use a variety of criteria to group students Use informal, formal, and base groups Keep the groups to a manageable size Combine cooperative learning with other classroom structures
35. Setting Objectives and Providing Feedback Generalizations: Setting instructional goals narrows what students focus on, but not too specific Feedback should be “corrective” in nature and timely Students can effectively provide some of their own feedback
36. Setting Objectives and Providing Feedback Recommendations for Setting Objectives: Set learning objectives that are specific but flexible Communicate the learning objectives or goals to students and parents Focus feedback on specific types of knowledge Use student-led feedback
39. Generating and Testing Hypothesis Generalizations: The generating and testing of hypothesis can be approached as an inductive or deductive manner Teachers should ask students to clearly explain their hypotheses and their conclusions
40. Generating and Testing Hypotheses Recommendations: Make sure students can explain their hypotheses and conclusions Use a variety of structured tasks to guide students through generating and testing hypotheses
43. Questions, Cues, and Advance Organizers Generalizations: Questions, Cues, and Advance Organizers should focus on what is important rather than what is unusual “Higher-level” questions and advance organizers produce deeper learning than “lower-level” questions and advance organizers Different types of advance organizers produce different results
44. Questions, Cues, and Advance Organizers Recommendations: Teach students skimming as a form of advance organizer Ask questions that elicit inferences Ask analytic questions
Editor's Notes
Students typically need about 24 practice sessions with a skill in order to achieve 80-percent competency. Because it is easy for errors to slip in when students are practicing, teachers should give feedback as quickly as possible
