Introduction to Classroom Instruction that Works ( Marzano , Pickering, & Pollock, 2001)

1. Introduction to Classroom Instruction that Works (Marzano, Pickering, & Pollock, 2001) Prepared by Kathleen Luttenegger, PhD

2. Background • Authors completed a meta-analysis—that is, they looked at many, many studies and combined the results into a single effect size • Effect size measures the change in achievement (increase or decrease) of the group of students who were exposed to the instructional technique • Effect size can be translated in a percentile gain • An effect of 1.5 = A gain of about 43 percentile points • An effect of 1.0 = A gain of 34 percentile points • An effect of 0.5 = A gain of 19 percentile points

3. Nine Instructional 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 Questions, cues, and advance organizers

4. Caveat The authors calculated an AVERAGE effect size. Some individual studies had negative effects—but in combining the studies together, the average effect size of each strategy is positive. “Instructional strategies are tools only….they should not be expected to work equally well in all situations,” (p. 8).

5. Reading Figure 1.3 on p. 7 Identifying similarities and differences had an average effect size of 1.61. This translates into a percentile gain of 45 points. There were 31 studies used in calculating this effect size. The standard deviation was .31—that means the range of effect sizes was 0.68 to 2.54 This strategy showed the highest effect size, however, the smaller sample size contributes to this calculation.