1. Classroom Instruction that works
Robert J. Marzano
Debra J. Pickering
Jane E. Pollock
Research –
Based Strategies
For Increasing Student Achievement
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2. The “science” of teaching!
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3. 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)
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4. Findings corroborated by:
Christopher Jencks in his book
Inequity: A Reassessment of the
Effect of Family and Schools in America, 1972.
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5. 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.
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6. Research for Education and Learning
MCREL – Mid-continent
Research for Education
and Learning
Analyzed selected research
studies on instructional
strategies
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7. 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
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8. Achievement Factors continued
Classroom Curriculum Design
Home Environment
Motivation
Learning Intelligence
Background Knowledge
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9. 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
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10. 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
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11. Identifying Similarities and Differences
Comparing (Chen, 1996)
Classifying (Chi, Feltovish, & Glaser, 1981)
Creating metaphors (Chen, 1999)
Creating analogies (Alexander, 1984)
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12. 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.
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13. Summarizing Summary Frames The Narrative Frame
The Topic Restriction/Illustration Frame
The Definition Frame
The Argumentative Frame
The Problem Solution Frame
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14. 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
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15. 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).
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16. 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
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17. Effort and Achievement Chart
Date Assignment Effort Achievement
Rubric Rubric
8/22/03 Homework
paragraph essay
“My Summer Trip”
10/1/03 In class essay
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18. 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).
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19. 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.
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20. 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.
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21. Mastering a skill requires a fair amount of focused practice (Anderson, J.R., 1995; Newell & Rosenbloom, 1981).
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22. 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
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23. 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).
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24. 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).
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25. Providing Feedback Feedback should be corrective in nature.
Right/wrong answer
Percentile Gain -3
Correct answer 9
Repeat until correct 20
Explanation
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26. Timing of Feedback FOCUS PERCENTILE GAIN immediately after item 7
Timing of immediately after test
Feedback delayed after test
Timing of immediately
Test one day
one week
longer
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27. 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
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28. 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).
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29. Questions continued
Questions are effective learning tools even when asked before a learning experience.
Cues are straightforward ways of activating prior knowledge.
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30. 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.
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31. Advance Organizers
Advance organizers are most useful with information that is not well organized.
Different types of advance organizers produce different results.
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32. GOOD LUCK!
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