1. Classroom Instruction
That Works!
Research - Based Strategies For Increased Student Achievment
A PowerPoint Presentation
Prepared by Wilson Teachers
Presented by: Ms. Jerry Gloston
Woodrow Wilson Middle School
Textbook By:
Robert J. Marzano
Debra J. Pickering
Jane E. Pollock

2. APPLYING RESEARCH TO STRATEGIES FOR EFFECTIVE INSTRUCTION
AN IDEA WHOSE TIME HAS COME
APPLYING RESEARCH TO STRATEGIES FOR
EFFECTIVE INSTRUCTION

3. NATURE AND QUALITY OF THE RESEARCH:
“Meta - analysis” - combines the results from a number of studies.

4. Identifying Similarities
Strategy 1
Identifying Similarities
and Differences:
The “core of all learning”

5. 1. Provide students with guidance in identifying similarities and differences increases their ability to use the knowledge that they have been presented with.
Note: The best way to do this is simply present these similarities and differences to the students through inquiry and discussion.

6. 2. Ask students to independently identify similarities and differences.

7. 3. Represent similarities and differences through graphic organizers
3. Represent similarities and differences through graphic organizers. The organizers enhance students’ understanding of content.

10. Identification of similarities and differences can be accomplished through:
A. Comparing
B. Classifying
C. Creating Analogies
D. Creating Metaphors

11. A. Comparing:
Complex Venn
Diagram
Simple Venn
Diagram

12. B. Classifying:
Type 1. Pass out items, and have students name the categories
What do these thing have in common?
apple, stop sign, tomato
Type 2. Name a Category- Allow students ten seconds to name 5 things with laces! (think outside the box!)
- Ready… Set… Go!

13. Relationship: Measures Something
C. Creating Analogies:
Relationship: Measures Something
Graphic Organizer For Analogies
thermometer
temperature
is to as
odometer
distance
is to

14. D. Creating Metaphors:
Love is a Rose...

15. Summarizing And Note Taking
Strategy 2
Summarizing And Note Taking

16. 1. Rules for Summarizing Delete trivial material
Delete redundant material
Substitute superordinate terms for lists (e.g. “flowers” for daises)
Select a topic sentence, invent one if necessary

17. 2. Classroom Practice for Note Taking
Verbatim note taking is the least effective.
Notes are a work in progress (revise as needed).
The more notes taken, the better.
Notes should be used as study guides.
Teacher prepared notes give a clear picture of what the teacher considers important.

18. Reinforce Effort and Provide Feedback
Strategy 3
Reinforce Effort
and Provide Feedback

19. Reinforce student effort: This will help to teach students that the harder they try, the more successful they can become.

20. 2.Classroom Practice in Reinforcing Effort:
Exemplify the connection between effort and achievement
Ask students to recall personal experiences and successes when they didn’t give up

21. 3. Keep track of effort and achievement:
Students should track their effort and its relationship to achievement.
Students can discuss what has been learned

22. 4. Provide Recognition/Rewards:
Providing recognition as a strategy might be
the most misunderstood of all strategies
presented in this book. Recognition is also
known as:
Praise + Reward
Recognition is the preferred term.

23. Notes About Rewards:
Rewards do not necessarily have an effect on intrinsic motivation.
2. Rewards are most effective when it is contingent on the standard of performance.
3. Abstract symbolic recognition is more
effective than concrete rewards

24. 5. Classroom Practices in Providing Recognition:
- Make recognition as personal as possible.
a. Pause, Prompt, and Praise
* pause - stop working for a moment to discuss
performance
* prompt - teacher provides suggestions for
improving performance
* Praise - when improvement is evident
b. Concrete symbols of recognition
* stickers, awards, coupons, treats

25. Homework and Practice Strategy 4
Homework extends learning opportunities
beyond the confines of the school day.

26. The amount of homework should be different from elementary to middle to high school.
2. Parent involvement in homework should be kept to a minimum. They should not solve content problems for students, but act as a facilitator.

27. 3. The purpose should be identified and articulated for two purposes:
Practice
Preparation for elaboration
4. If Homework is assigned, it should be graded and commented on.
Graded (Effect gain .28 to .78)
Graded and commented (Effect gain .28 to .83)

28. Classroom Practice in Assigning Homework:
a. Establish and communicate a Homework Policy
b. Design assignments that clearly articulate purpose and outcome.
c. Vary the approaches when providing homework.

29. 6. Research And Theory Related to Practice:
a. Mastering a skill requires a fair amount of focused practice. It is not until students have practiced 24 times that they reach 80% competency.
b. While practicing, students should adapt and shape what they have learned.

30. 7. Classroom Practice:
Chart Accuracy and Speed
Design practice assignments that focus on specific elements of a skill or process

31. Homework and practice are ways of extending
the school day and providing students with
opportunities to refine and extend their
knowledge. Both of these are powerful
educational tools.

32. Strategy 5
Nonlinguistic Representations
Mental pictures combined with information work to create graphic representations.

33. 1. Knowledge is Stored in Two Forms:
Linguistic- words
Through Imagery- mental pictures and physical sensations

34. 2. Activities Which Produce Nonlinguistic Representations
Making physical models
Generating mental pictures
Drawing pictures and pictographs
Engaging in kinesthetic activity

35. 3. Graphic Organizers
Descriptive Patterns: represent facts, (person, place, things, events)
Time Sequence Patterns
Cause/Effect Patterns
Episode patterns
Concept Patterns: words or phrases that represent categories of facts.
Generalization/Principle Patterns

36. Strategy 6
Cooperative Learning

37. 1. Defining elements of cooperative learning
Positive interdependence (sink or swim together)
Face to face interaction
Individual and group accountability
Interpersonal and small group skills (trust, communication, leadership, decision making, and conflict resolution
Group processing: how teams function

38. 2. Ways to Organize Groups:
a. Ability Level: should be done sparingly, ability levels should be mixed within the groups
b. Small Groups: should be kept to 3 or 4

39. Cooperative learning should be
consistently used but not overused.
Once a week, well structured,
make sure students have enough
time to independently practice
skills to master.

40. 3. Types of Groups:
Informal- lasts from a few minutes to a class period
Formal- lasts from several days or even weeks
Base groups: Long term groups

41. Setting Objectives and
Strategy 7
Setting Objectives and
Providing Feedback
Allow students to set personal learning goals. Students should be encouraged to share these goals and what they have learned as a unit progresses.

42. 1. Generalizations for Goal Setting:
Instructional goals narrow what students focus on.
Instructional goals should not be too specific, but should include what a learner should be able to do
Students should be able to personalize the goals by contracting for their desired grade.

43. 2. Classroom Practice for students in Goal Setting:
“I want to know more about…”
“I want to know…”
Contract for the attainment of goals

44. 3. Providing feedback is an important
3. Providing feedback is an important modification that enhances achievement
Feedback should be corrective.
Feedback should be timely.
Feedback should be specific to the criterion.
Students should provide some of their own feedback. (via a chart, peer editing, etc.)

45. Generating Testing Hypotheses Inductive and Deductive methods
Strategy 8
Generating Testing Hypotheses
Inductive and Deductive methods

46. Deductive Thinking is the process of using a general rule to make a prediction about a future action or event.
* * * * * * * * * *
Inductive Thinking is the process of drawing new conclusions based on information we know or are presented with.

47. 1. Tasks Which Guide Students Through Generating or Testing a Hypotheses:
a. System analysis - (study of a system –
ex. Government)
b. Problems and solutions
c. Historical Investigation
d. Invention
c. Experimental Inquiry-most common in science.
d. Decision Making

48. 2. What Can a Teacher Do?
Design assignments that the students must explain how they generated their hypothesis
Provide a template for reporting work with highlighted areas for explanation.
Provide sentence stems to aid in articulation
Allow for audio tapes to record and explain their hypotheses and conclusions.
Provide/Develop with students rubrics that will aid in understanding the criteria on which they will be evaluated.
Organize events to which community members and parents ask students to explain their thinking.

49. Questions, Cues, and Advance Organizers
Strategy 9
Questions, Cues, and Advance Organizers
Helping students think about new knowledge before experiencing it can go a long way toward enhancing student achievement.

50. 1. Questions and Cues:
Should focus on what is important as opposed to what is unusual
“Higher Level” questions produce deeper learning than “Lower Level” questions
“Waiting” briefly increases the depth of students’ answers
Questions are effective when asked before a learning experience

51. 2. ADVANCED ORGANIZERS:
Provide organization of information
Focus on important information
Produce deeper learning

52. 3. Classroom Practice with Advance Organizers:
a. Expository – advance organizers
(new content)
b. Narrative – advance organizers
(story format)
c. Skimming – becoming familiar with materials

53. Questions, Cues,
and Advance Organizers;
the
of Classroom Practices

54. Specific Applications
How can teachers plan instruction so that lessons are more precise and learning is more efficient?
Match an instructional strategy to a specific type of knowledge

55. Subject matter knowledge can be organized into five broad categories:
Vocabulary and Phrases
Details
Organizing Ideas
Skills and Tactics
Processes

56. Instructional Strategies for Use at the End of a Unit
Learning Logs
Audiotape Assessment
Portfolios/Rubric Scores

57. Effective Day to Day Classroom Practices Provide For:
Adequate modeling and practice
Feedback
Making allowances for differences
Celebration

58. Benefits of Planning
Planning with explicit strategies before, during, and after a unit elevates the quality of planning and teaching

59. Specific Applications
%-ile Gain
Identifying Similarities and differences 45%
Summarizing and Note Taking 34%
Reinforcing Effort and Providing Recognition 29%
Homework and Practice 28%
Nonlinguistic Representation 27%
Cooperative Learning 27%
Setting Objectives and Providing Feedback 23%
Generating and Testing Hypotheses 23%
Questions, Cues, and Advanced Organizers 22%

60. For administrators: Provide High Quality Staff Development relative to
effective practice

61. MUST HAVE A DESIRE AND COMMITMENT TO CHANGE
EDUCATORS
MUST HAVE A DESIRE AND COMMITMENT TO CHANGE
Prepared by: C. Barnes, O. Brown-Reed,
M. Garrett, C. Gordon, M. Hamilton
V. Jackson, J. Schaefer ( )

62. Prepared teachers = engaged students
Success for All
THE END