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

1. 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 Classroom Instruction That WorksResearch-Based Strategies for Increasing Student Achievement

2. 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

3. 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, it’s 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!

4. 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.

5. Identifying Similarities and Difference • Pattern-seeking human brain • Making comparisons • Classifying • Creating metaphors • Creating analogies • Teacher-directed and student-directed learning

6. 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

7. 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?

8. 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)

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

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

11. 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

12. Generating and Testing Hypotheses • Applying knowledge • Deductive and inductive reasoning • Giving written and verbal justification • Applicable to many subject areas

13. 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