Resources  Classroom Instruction that Works  A Handbook for Classroom Instruction that Works  Classroom Instruction that Works for English Language Learners  Using Technology with Classroom Instruction that Works  School Leadership that Works  The Highly Engaged Classroom

The Research 30 Years of Accumulated Research  Robert J. Marzano  Debra J. Pickering  Jane E. Pollock Classroom Instruction that Works (ASCD, 2001)

The “Nine” 1.Identifying Similarities and Differences 2.Summarizing and Note Taking 3.Reinforcing Effort and Providing Recognition 4.Homework and Practice 5.Nonlinguistic Representations

The “Nine” 6.Cooperative Learning 7.Setting Objectives and Providing Feedback 8.Generating and Testing Hypotheses 9.Cues, Questions, and Advance Organizers

Using A Handbook for Classroom Instruction

1. Identifying Similarities and Differences

4 Processes for Identifying Similarities and Differences 1.Comparing 2.Classifying 3.Creating Metaphors 4.Creating Analogies

Recommendations for Classroom Practice in the Use of these 4 Tasks  Give students a model for the processes  Use familiar content to teach comparing, classifying, creating metaphors, and creating analogies  Give students graphic organizers  Give students guidance as needed

2. Summarizing and Note Taking

Summarizing: Classroom Practice Recommendations  Teaching students the rule-based summarizing strategy  Using summary frames  Teaching students reciprocal teaching and the group- enhanced summary

Note Taking: Classroom Practice Recommendations  Teaching students a variety of note taking strategies  Giving students teacher prepared notes  Reminding students to review their notes

3. Reinforcing Effort and Providing Recognition

Reinforcing Effort: Classroom Practice Recommendations  Teaching students that effort can improve achievement  Asking students to chart effort and achievement

Providing Recognition: Classroom Practice Recommendations  Establish a rationale for recognition  Following guidelines for effective and ineffective praise  Using recognition tokens  Using the pause, prompt, and praise technique

4. Homework and Practice

Homework: Classroom Practice Recommendations  Establishing and communicating a homework policy  Clarifying the purpose of homework  Asking students to use homework assignment sheets  Commenting on homework

Practice: Classroom Practice Recommendations  Determining which skills are worth practicing  Scheduling massed and distributed practice  Asking students to chart speed and accuracy  Helping students shape a skill or process

5. Nonlinguistic Representations (Representing Knowledge)

Nonlinguistic Representations: Classroom Practice Recommendations  Graphic organizers  Pictorial representations  Mental images  Physical models  Kinesthetic representations

6. Cooperative Learning (Learning Groups)

Cooperative Learning: Classroom Practice Recommendations  Using elements of cooperative learning: 1.Face-to-face interaction 2.Individual and group accountability 3.Positive interdependence 4.Interpersonal and small group skills 5.Group processing

Cooperative Learning: Classroom Practice Recommendations  Varying grouping criteria such as informal, formal, and base groups  Manage group size

7. Setting Objectives and Providing Feedback

Setting Objectives: Classroom Practice Recommendations  Setting objectives that are not too specific  Personalizing objectives  Communicating objectives  Negotiating contracts

Providing Feedback: Classroom Practice Recommendations  Using criterion-referenced feedback and explanations  Using feedback from assessments  Engaging students in peer feedback  Asking students to self-assess

8. Generating and Testing Hypotheses

6 Processes for Generating and Testing Hypotheses 1.Systems Analysis 2.Problem Solving 3.Decision Making 4.Historical Investigation 5.Experimental Inquiry 6.Invention

Recommendations for Classroom Practice in the Use of these 6 Tasks  Giving students a model for the processes  Using familiar content to teach students the steps for these tasks  Giving students graphic organizers for these tasks  Giving students guidance as needed  Asking students to explain their hypotheses and conclusions

9. Cues, Questions, and Advance Organizers

Cues and Questions: Classroom Practice Recommendations  Focusing important information  Using explicit cues  Asking inferential questions  Asking analytical questions

Advance Organizers: Classroom Practice Recommendations  Using expository advance organizers  Using narrative advance organizers  Teaching students skimming as a form of advance organizers  Teaching students how to use graphic organizers

Putting It All Together

Additional Resources  Association for Supervision and Curriculum Development (  Print Materials  Online Professional Development  Conferences and Workshops  Audio and Video Media  PD 360 