Research Based Strategies For Increased Student Achievment

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Classroom Instruction That Works!
Research - Based Strategies For Increased Student
Achievment
A PowerPoint Presentation Prepared by Wilson
Teachers Presented by Ms. Jerry Gloston Woodrow
Wilson Middle School
Textbook By Robert J. Marzano Debra J.
Pickering Jane E. Pollock
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AN IDEA WHOSE TIME HAS COME
APPLYING RESEARCH TO STRATEGIES FOR EFFECTIVE
INSTRUCTION
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• NATURE AND QUALITY
• OF THE RESEARCH
• Meta - analysis - combines the results from a
  number of studies.

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Strategy 1
Identifying Similarities and Differences
The core of all learning
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1. Provide students with guidance in identifying
similarities and differences increases their
ability to use the knowledge that they have been
presented with. Note The best way to do
this is simply present these similarities and
differences to the students through inquiry and
discussion.
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2. Ask students to independently identify
similarities and differences.
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3. Represent similarities and differences through
graphic organizers. The organizers enhance
students understanding of content.
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• Identification of similarities and differences
  can be accomplished through
• A. Comparing
• B. Classifying
• C. Creating Analogies
• D. Creating Metaphors

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A. Comparing
Complex Venn Diagram
Simple Venn Diagram
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B. Classifying Type 1. Pass out items,
and have students name the categories
What do these thing have in common?
apple, stop sign, tomato
Type 2. Name a Category- Allow students
ten seconds to name 5 things with laces!
(think outside the box!) -
Ready Set Go!
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C. Creating Analogies
Relationship Measures Something
Graphic Organizer For Analogies
temperature
thermometer
is to
as
odometer
distance
is to
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D. Creating Metaphors Love is a Rose...
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Strategy 2
Summarizing And Note Taking
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• 1. Rules for Summarizing
• Delete trivial material
• Delete redundant material
• Substitute superordinate terms for lists
  (e.g. flowers for daises)
• Select a topic sentence, invent one if necessary

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• 2. Classroom Practice for Note Taking
• Verbatim note taking is the least effective.
• Notes are a work in progress (revise as needed).
• The more notes taken, the better.
• Notes should be used as study guides.
• Teacher prepared notes give a clear picture of
  what the teacher considers important.

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Strategy 3
Reinforce Effort and Provide Feedback
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• Reinforce student effort This will help to teach
  students that the harder they try, the more
  successful they can become.

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• 2.Classroom Practice in Reinforcing Effort
• Exemplify the connection between effort and
  achievement
• Ask students to recall personal experiences and
  successes when they didnt give up

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• 3. Keep track of effort and achievement
• Students should track their effort and its
  relationship to achievement.
• Students can discuss what has been learned

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• 4. Provide Recognition/Rewards
• Providing recognition as a strategy might be
• the most misunderstood of all strategies
• presented in this book. Recognition is also
• known as
• Praise Reward
• Recognition is the preferred term.

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• Notes About Rewards
• Rewards do not necessarily have an effect on
  intrinsic motivation.
• 2. Rewards are most effective when it is
  contingent on the standard of performance.
• 3. Abstract symbolic recognition is more
• effective than concrete rewards

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5. Classroom Practices in Providing
Recognition - Make recognition as personal as
possible. a. Pause, Prompt, and Praise
pause - stop working for a moment to discuss
performance prompt - teacher provides
suggestions for improving performance
Praise - when improvement is evident b.
Concrete symbols of recognition stickers,
awards, coupons, treats
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Strategy 4
Homework and Practice
Homework extends learning opportunities beyond
the confines of the school day.
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• The amount of homework should be different from
  elementary to middle to high school.
• 2. Parent involvement in homework should be kept
  to a minimum. They should not solve content
  problems for students, but act as a facilitator.

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• 3. The purpose should be identified and
  articulated for two purposes
• Practice
• Preparation for elaboration
• 4. If Homework is assigned, it should be graded
  and commented on.
• Graded (Effect gain .28 to .78)
• Graded and commented (Effect gain .28 to .83)

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• Classroom Practice in Assigning Homework
• a. Establish and communicate a Homework Policy
• b. Design assignments that clearly articulate
  purpose and outcome.
• c. Vary the approaches when providing homework.

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• 6. Research And Theory Related to Practice
• a. Mastering a skill requires a fair amount of
  focused practice. It is not until students
  have practiced 24 times that they reach 80
  competency.
• b. While practicing, students should adapt and
  shape what they have learned.

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• 7. Classroom Practice
• Chart Accuracy and Speed
• Design practice assignments that focus on
  specific elements of a skill or process

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• Homework and practice are ways of extending
• the school day and providing students with
• opportunities to refine and extend their
• knowledge. Both of these are powerful
• educational tools.

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Strategy 5
Nonlinguistic Representations
Mental pictures combined with information work to
create graphic representations.
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• 1. Knowledge is Stored in Two Forms
• Linguistic- words
• Through Imagery- mental pictures and physical
  sensations

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• 2. Activities Which Produce Nonlinguistic
  Representations
• Making physical models
• Generating mental pictures
• Drawing pictures and pictographs
• Engaging in kinesthetic activity

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• 3. Graphic Organizers
• Descriptive Patterns represent facts, (person,
  place, things, events)
• Time Sequence Patterns
• Cause/Effect Patterns
• Episode patterns
• Concept Patterns words or phrases that represent
  categories of facts.
• Generalization/Principle Patterns

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Strategy 6
Cooperative Learning
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• 1. Defining elements of cooperative learning
• Positive interdependence (sink or swim together)
• Face to face interaction
• Individual and group accountability
• Interpersonal and small group skills (trust,
  communication, leadership, decision making, and
  conflict resolution
• Group processing how teams function

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2. Ways to Organize Groups
a. Ability Level should be done sparingly,
ability levels should be mixed within the
groups b. Small Groups should be kept to 3 or 4
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• Cooperative learning should be
• consistently used but not overused.
• Once a week, well structured,
• make sure students have enough
• time to independently practice
• skills to master.

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• 3. Types of Groups
• Informal- lasts from a few minutes to a class
  period
• Formal- lasts from several days or even weeks
• Base groups Long term groups

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Strategy 7
Setting Objectives and Providing Feedback
Allow students to set personal learning goals.
Students should be encouraged to share these
goals and what they have learned as a unit
progresses.
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• 1. Generalizations for Goal Setting
• Instructional goals narrow what students focus
  on.
• Instructional goals should not be too specific,
  but should include what a learner should be able
  to do
• Students should be able to personalize the goals
  by contracting for their desired grade.

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• 2. Classroom Practice for students in Goal
  Setting
• I want to know more about
• I want to know
• Contract for the attainment of goals

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3. Providing feedback is an important
modification that enhances achievement

• Feedback should be corrective.
• Feedback should be timely.
• Feedback should be specific to the criterion.
• Students should provide some of their own
  feedback. (via a chart, peer editing, etc.)

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Strategy 8
Generating Testing Hypotheses
Inductive and Deductive methods
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• Deductive Thinking is the process of using a
  general rule to make a prediction about a future
  action or event.
• Inductive Thinking is the process of drawing new
  conclusions based on information we know or are
  presented with.

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• 1. Tasks Which Guide Students Through Generating
  or Testing a Hypotheses
• a. System analysis - (study of a system
• ex. Government)
• b. Problems and solutions
• c. Historical Investigation
• d. Invention
• c. Experimental Inquiry-most common in science.
• d. Decision Making

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• 2. What Can a Teacher Do?
• Design assignments that the students must explain
  how they generated their hypothesis
• Provide a template for reporting work with
  highlighted areas for explanation.
• Provide sentence stems to aid in articulation
• Allow for audio tapes to record and explain
  their hypotheses and conclusions.
• Provide/Develop with students rubrics that will
  aid in understanding the criteria on which they
  will be evaluated.
• Organize events to which community members and
  parents ask students to explain their thinking.

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Strategy 9
Questions, Cues, and Advance Organizers
Helping students think about new knowledge before
experiencing it can go a long way toward
enhancing student achievement.
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1. Questions and Cues

• Should focus on what is important as opposed to
  what is unusual
• Higher Level questions produce deeper learning
  than Lower Level questions
• Waiting briefly increases the depth of
  students answers
• Questions are effective when asked before a
  learning experience

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• 2. ADVANCED ORGANIZERS
• Provide organization of information
• Focus on important information
• Produce deeper learning

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3. Classroom Practice with Advance
Organizers a. Expository advance organizers
(new content) b. Narrative advance
organizers (story format) c. Skimming
becoming familiar with materials
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Questions, Cues, and Advance Organizers
the
of Classroom Practices
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How can teachers plan instruction so that
lessons are more precise and learning is more
efficient?
Specific Applications
Match an instructional strategy to a specific
type of knowledge
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• Subject matter knowledge can be organized into
  five broad categories
• Vocabulary and Phrases
• Details
• Organizing Ideas
• Skills and Tactics
• Processes

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• Instructional Strategies for Use at the End of a
  Unit

• Learning Logs
• Audiotape Assessment
• Portfolios/Rubric Scores

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Effective Day to Day Classroom Practices Provide
For

• Adequate modeling and practice
• Feedback
• Making allowances for differences
• Celebration

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Planning with explicit strategies before, during,
and after a unit elevates the quality of planning
and teaching
Benefits of Planning
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Specific Applications

• -ile Gain
• Identifying Similarities and differences 45
• Summarizing and Note Taking 34
• Reinforcing Effort and Providing Recognition 29
• Homework and Practice 28
• Nonlinguistic Representation 27
• Cooperative Learning 27
• Setting Objectives and Providing Feedback 23
• Generating and Testing Hypotheses 23
• Questions, Cues, and Advanced Organizers 22

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For administrators
Provide High Quality Staff Development relative
to effective practice
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EDUCATORS

• MUST HAVE A DESIRE AND COMMITMENT TO CHANGE

Prepared by C. Barnes, O. Brown-Reed, M.
Garrett, C. Gordon, M. Hamilton V. Jackson, J.
Schaefer (1994-95)
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Prepared teachers engaged students
Success for All
THE END