Classroom Instruction That Works ResearchBased Strategies for Increasing Student Achievement

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Classroom Instruction That Works Research-Based
Strategies for Increasing Student Achievement

• By Robert J. Marzono
• Debra J. Pickering
• Jane E. Pollock
• Published 2005
• Expands on the 2000 What Works in Classroom
  Instruction by Marzano, Gaddy and Dean

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Big Ideas

• Applying the Research on Instruction What Works
• Individual teacher impact much higher than
  previously believed
• Research-Based Strategies
• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representations
• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypotheses
• Cues, Questions, and Advance Organizers

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Effect Sizes and Other Exciting Topics

• Educational research
• Meta-analysis
• Standard deviation units
• Percentile gains
• Negative effects
• Normal distribution
• One size does not fit all
• The unknown precede with caution

No, its not that exciting, but your friendly
school psychologist loves this part! Meeting
strict standards for reviewing and comparing
research allows us to feel confident applying it!
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Effect Sizes and Percentile Gains
Each chapter includes figures identifying who did
each synthesis study comparing several research
projects with the same focus. The number of
research projects included each synthesis study
is labeled No. of Effect Sizes and the average
effect size and percentile gain are included.
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Identifying Similarities and Difference

• Pattern-seeking human brain
• Making comparisons
• Classifying
• Creating metaphors
• Creating analogies
• Teacher-directed and student-directed learning

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Summarizing and Note Taking

• Summarize
• Identify critical information
• Analyze it deeply
• Understand the structure of information
• Take Notes
• Teach HOW to take notes
• Review and revise your notes
• Use as study guide for test

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Reinforcing Effort and Providing Recognition

• Belief in effort (not luck, other people, or
  ability) is most important
• Not all students realize the importance of effort
• We can change their beliefs to emphasize effort
• Rewards positive or negative?
• When is it most effective to reward?
• What are the most effective rewards?

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Homework and Practice

• Opportunity to deepen understanding and sharpen
  skills taught in class
• Purpose should be clearly articulated to students
  and parents
• Work towards both accuracy and speed
  (understanding and fluency)

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Nonlinguistic Representations

• Reflect on and create mental pictures
• Interpret and generate graphic representations
• When tied to linguistic statements, strengthens
  understanding and memory

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Cooperative Learning

• Positive interdependence
• Face-to-face interaction
• Individual and group accountability
• Interpersonal and small group skills
• Group processing

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Setting Objectives and Providing Feedback

• Goal setting
• Narrow the focus
• Seek generalization
• Utilize student input in goal setting
• Feedback is
• Corrective and instructional (not just right or
  wrong)
• Timely
• Specific to skill or knowledge
• A way of self-monitoring

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Generating and Testing Hypotheses

• Applying knowledge
• Deductive and inductive reasoning
• Giving written and verbal justification
• Applicable to many subject areas

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Cues, Questions, and Advance Organizers

• Activate prior knowledge
• Focus on IMPORTANT, rather than unusual
• Aim for higher order questioning
• Utilize wait time
• Incorporate before, during and after
• Choose the right tool for the situation