Using Technology with Classroom Instruction That Works

1. Using Technology with Classroom Instruction That Works January 2011

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.

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

9. Name That Strategy:

10. Identifying Similarities and Differences

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

13. Name That Strategy:

14. Summarizing and Note Taking

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

17. Name That Strategy:

18. Reinforcing Effort and Providing Recognition

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

21. Name that Strategy:

22. Homework and Practice

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

25. Name That Strategy:

26. Nonlinguistic Representations

27. Nonlinguistic Representation Generalizations: • A variety of activities produce nonlinguistic representation • The purpose of nonlinguistic representation is to elaborate on knowledge

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

29. Name That Strategy:

30. Cooperative Learning

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

33. Name That Strategy:

34. Setting Objectives and Providing Feedback

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

37. Name That Strategy:

38. Generating and Testing Hypotheses

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

41. Name that Strategy:

42. Questions, Cues, and Advance Organizers

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 • Difference 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