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CLASSROOM INSTRUCTION that WORKS

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Title: CLASSROOM INSTRUCTION that WORKS


1
CLASSROOM INSTRUCTION that WORKS
  • Research-Based Strategies for Increasing Student
    Achievement
  • By Robert J. Marzano
  • Debra J. Pickering
  • Jane E. Pollock

2
A Faculty Book Study Presented byDan Berg and
Lynda Mealer
  • Not another !! Book study!
  • This is crazyevery year, the same thing.
  • How stupid do they think we are?
  • Why dont they just leave us alone and let us
    teach?

3
Normal Distribution
4
Distribution with HOT
5
What We Dont Know Yet
  • Are some instructional strategies more effective
    in certain subject areas?
  • Are some more effective at certain grade levels?
  • Are some more effective with students from
    different backgrounds?
  • Are some strategies more effective with students
    of different aptitude?

6
What We Do Know
7
Research Based Strategies
  • Identifying Similarities and Differences
  • Summarizing and Note Taking
  • Reinforcing Effort and Providing Recognition
  • Homework and Practice

8
Identifying Similarities and Differences
  • Presenting students with explicit guidance in
    identifying similarities and differences enhances
    students understanding of and ability to use
    knowledge.
  • Asking students to independently identify
    similarities and differences enhances students
    understanding of and ability to use knowledge.

9
Identifying Similarities and Differences
(continued)
  • 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. The
    identification of similarities and differences is
    a highly robust activity.

10
Identification of similarities and differences is
a highly robust activity
  • Comparing the process of identifying
    similarities and differences between or among
    things or ideas
  • Classifying the process of grouping things that
    are alike into categories on the basis of their
    characteristics
  • Creating Metaphors the process of identifying a
    general or basic pattern in a specific topic and
    then finding another topic that appears to be
    quite different but that has the same general
    pattern
  • Creating Analogies the process of identifying
    relationships between pairs of conceptsin other
    words, identifying relationships between
    relationships

11
Comparisons
  • Teacher-directed comparisons A teacher
    identifies for students the items they are to
    compare and the characteristics on which they are
    to base the comparison.
  • Student-directed comparisons The students
    select the characteristics on which the items are
    to be compared, or they select both the items to
    compare and the characteristics on which they are
    compared.

12
Graphic Organizers for Comparison
13
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14
Classifying
  • Teacher-directed Classification students are
    given the elements to classify and the categories
    into which the elements should be classified.
  • Student-directed Classification students are
    given the items to classify but must form the
    categories into which they are organized

15
Graphic Organizers for Classifying
16
Metaphors
  • The key to constructing metaphors is to realize
    that the two items in the metaphor are connected
    by an abstract or nonliteral relationship.
  • Example
  • Literal Rosethe blossom is sweet, but the
    thorns can hurt you.
  • Abstract Something is wonderful and you want to
    go near it, but if you get too close you might
    get hurt.
  • Literal Love makes you feel happy, but the
    person you love can end up hurting you.

17
Teacher-Directed Metaphors and Student Directed
Metaphors
  • Teacher-directed metaphors The teacher provides
    the first element of the metaphor and the
    abstract relationship.
  • Student-directed metaphors Students are
    presented with tasks in which they are presented
    with one element and asked to identify the second
    element and describe the abstract relationship.

18
Graphic Organizers for Metaphors
19
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20
Analogies
  • Teacher-directed analogies provide students with
    a great deal of structure. The teacher gives the
    students the analogy and asks the students to
    explain the relationship.
  • Student-directed analogies ask the students to
    provide more elements of an analogy. The teacher
    might give the students the elements of the first
    pair and ask them to generate the elements of the
    second pair.

21
Graphic Organizers for Analogies
22
Summarizing and Note Taking
  • To effectively summarize, students must delete
    some information, substitute some information,
    and keep some information.
  • To effectively delete, substitute, and keep
    information, students must analyze the
    information at a fairly deep level.
  • Being aware of the explicit structure of
    information is an aid to summarizing information.

23
The Rule-Based Strategy
  • Delete trivial material that is unnecessary to
    understanding
  • Delete redundant material
  • Substitute superordinate terms for lists
  • Select a topic sentence, or invent one if it is
    missing.

24
Summary Frames
25
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26
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27
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28
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29
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30
Note Taking
  • 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.
  • The more notes that are taken, the better.

31
Formats for Notes
  • Teacher prepared notes Formal Outline
  • Student notes Informal Outline
  • Webbing
  • Combination Technique

32
Reinforcing Effort
  • Three of these four beliefs inhibit achievement
  • Ability
  • Effort
  • Other People
  • Luck

33
Importance of Reinforcing Effort
  • Not all students realize the importance of
    believing in effort.
  • Students can learn to change their beliefs to an
    emphasis on effort.
  • So keep track of effort and achievement.

34
Effort and Achievement Rubrics and Charts
35
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36
Providing Recognition
  • Rewards do not necessarily have a negative effect
    on intrinsic motivation.
  • Reward is most effective when it is contingent on
    the attainment of some standard of performance.
  • Abstract symbolic recognition is more effective
    than tangible rewards
  • Personalize recognition
  • Pause, Prompt, and Praise

37
Homework
  • The amount of homework assigned to students
    should be different from elementary to middle
    school to high school.
  • Parent involvement in homework should be kept to
    a minimum.
  • The purpose of homework should be identified and
    articulated.
  • If homework is assigned, it should be commented
    on.

38
Practice Assigning Homework
  • Establish and communicate a homework policy.
  • Design homework assignments that clearly
    articulate the purpose and outcome.
  • Vary the approaches to providing feedback.

39
Practice
  • Mastering a skill requires a fair amount of
    focused practice.
  • While practicing, students should adapt and shape
    what they have learned.
  • Homework and practice are ways of extending the
    school day and providing students with
    opportunities to refine and extend their
    knowledge.

40
  • Much like these faculty book studies do for us.
  • Thank you and

41
  • HAPPY HALLOWEEN
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