Classroom Instruction that works Robert J. Marzano Debra J. Pickering Jane E. Pollock Research – Based Strategies For Increasing Student Achievement 11/15/2018

The “science” of teaching! 11/15/2018

The student’s natural ability or aptitude The vast majority of differences in student achievement can be attributed to factors like The student’s natural ability or aptitude The socioeconomic status of the student The student’s home environment (Coleman et al., 1966) 11/15/2018

Findings corroborated by: Christopher Jencks in his book Inequity: A Reassessment of the Effect of Family and Schools in America, 1972. 11/15/2018

However, Individual teachers can have a powerful effect on students. Within a school there can be a great variation in the quality of instruction from teacher to teacher. By identifying what highly effective teachers do, then even more of the difference in student achievement. 11/15/2018

Research for Education and Learning MCREL – Mid-continent Research for Education and Learning Analyzed selected research studies on instructional strategies 11/15/2018

Factors Influencing Achievement Guaranteed and Viable Curriculum Challenging Goals and Effective Feedback Parent and Community Involvement Safe and Orderly Environment Collegiality and Professionalism Instructional Strategies Classroom Management 11/15/2018

Achievement Factors continued Classroom Curriculum Design Home Environment Motivation Learning Intelligence Background Knowledge 11/15/2018

Categories of Instructional Strategies That Affect Student Achievement 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 11/15/2018

Classroom Instruction That Works Category Avg. Effect Size % Gain Identifying Similarities and Differences 1.61 45 Summarizing and Note Taking 1.00 34 Reinforcing Effort/Providing Recognition .80 29 Homework and Practice .77 28 Nonlinguistic Representation .75 27 Cooperative Learning .73 Setting Objectives and Goals .61 23 Generating and Testing Hyphothesis ?’s, Cues, and Adv. Organizers .59 22 11/15/2018

Identifying Similarities and Differences Comparing (Chen, 1996) Classifying (Chi, Feltovish, & Glaser, 1981) Creating metaphors (Chen, 1999) Creating analogies (Alexander, 1984) 11/15/2018

Summarizing and Note Taking “Rule-Based” Strategy Delete trivial material. Delete redundant material. Substitute super ordinate terms for lists (e.g., “flowers” for “daisies, tulips, and roses”). Select a topic sentence, or invent one if it is missing. 11/15/2018

Summarizing Summary Frames The Narrative Frame The Topic Restriction/Illustration Frame The Definition Frame The Argumentative Frame The Problem Solution Frame 11/15/2018

Notetaking 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 a study guide for tests The more notes that are taken, the better 11/15/2018

Reinforcing Effort and Providing Recognition If a person is engaged in some activity for reasons of intrinsic motivation and if he begins to receive the external reward, money, for performing the activity, the degree to which he is intrinsically motivated to perform the activity decreases (Deci, 1971, p. 108). 11/15/2018

Reinforcing Effort and Providing Recognition Keeping Track of Effort and Achievement Rubric Effort Achievement I worked on the task until it was I exceeded the objectives of completed the task or lesson I pushed myself to continue to I meet the objectives of the on the task/lesson task or lesson 11/15/2018

Effort and Achievement Chart Date Assignment Effort Achievement Rubric Rubric 8/22/03 Homework-5 4 4 paragraph essay “My Summer Trip” 10/1/03 In class essay 3 2 11/15/2018

Providing recognition Reward is most effective when it is contingent on the attainment of some standard of performance (Wiersma, 1992, and Cameron and Pierce, 1994). 11/15/2018

Homework and Practice Homework and practice are ways of extending the school day and providing students with opportunities to refine and extend their knowledge. Teachers can use both of these practices as powerful instructional tools. 11/15/2018

Homework and Practice The amount of homework assigned to students should be different from elementary to middle school to high school. Rule of thumb: 10 minutes a night per grade level. Parent involvement in homework should be kept at a minimum. The purpose of homework should be identified and articulated If homework is assigned it should be commented on. Establish a homework policy. 11/15/2018

Mastering a skill requires a fair amount of focused practice (Anderson, J.R., 1995; Newell & Rosenbloom, 1981). 11/15/2018

Nonlinguistic Representations A variety of activities produce nonlinguistic representations. Creating graphic representations Making physical models Generating mental pictures Drawing pictures and pictographs Engaging in kinesthetic activity 11/15/2018

Cooperative Learning Five Defining Elements Positive interdependence Face-to-face promotive interaction Individual and group accountability Interpersonal and small group skills Group processing (David Johnson and Roger Johnson, 1999). 11/15/2018

Setting Objectives and Providing Feedback The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be “dollops of feedback” (Hattie, 1992, p. 9). 11/15/2018

Providing Feedback Feedback should be corrective in nature. Right/wrong answer Percentile Gain -3 Correct answer 9 Repeat until correct 20 Explanation 11/15/2018

Timing of Feedback FOCUS PERCENTILE GAIN immediately after item 7 Timing of immediately after test 26 Feedback delayed after test 21 Timing of immediately 6 Test one day 27 one week 20 longer 10 11/15/2018

Generating and Testing Hypotheses Using a variety of structured tasks to guide students through generating and testing hypotheses Systems analysis Problem solving Historical investigation Invention Experimental inquiry Decision making 11/15/2018

Cues, Questions, and Advance Organizers Cues and questions should focus on what is important as opposed to what is unusual. “Higher level” questions produce deeper learning than “lower level” questions. “Waiting” briefly before accepting responses from students has the effect of increasing the depth of students’ answers (Rowe, 1974). 11/15/2018

Questions continued Questions are effective learning tools even when asked before a learning experience. Cues are straightforward ways of activating prior knowledge. 11/15/2018

Advance Organizers Advance organizers should focus on what is important as opposed to what is unusual. “Higher level” advance organizers produce deeper learning than the “lower level” advance organizers. 11/15/2018

Advance Organizers Advance organizers are most useful with information that is not well organized. Different types of advance organizers produce different results. 11/15/2018

GOOD LUCK! 11/15/2018