Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement

1. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement Strategies provided by: Robert J. Marzano Debra J. Pickering Jane E. Pollock

2. Strategy #1: Identifying Similarities and Differences • “Presenting students with explicit guidance in identifying similarities and differences enhances students’ understanding of and ability to use knowledge.” • “Asking students to independently identify similarities and differences enhances students’ understanding of and ability to use knowledge.” • “Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge.” • “Identification of similarities and differences can be accomplished in a variety of ways. The identification of similarities and differences is a highly robust activity.” Retrieved from Classroom Instruction That Works

3. Examples of Similarities and Differences • Comparing • Classifying • Creating Metaphors • Creating Analogies How will you incorporate these strategies in your classroom?

4. Strategy #2: Summarizing and Note-taking • “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 study guides for tests.” • “The more notes that are taken, the better.” • Example: Cornell Notes provide students with a template for note-taking and summarizing. • Will Cornell Notes work in your content area? Retrieved from Classroom Instruction That Works

5. Strategy #3: Reinforcing Effort & Providing Recognition • “Rewards do not necessarily have a negative effect on intrinsic motivation.” • “Reward is most effective when it is contingent on the attainment of some standard of performance.” • “Abstract symbolic recognition is more effective than tangible rewards.” • Examples: Specific Praise, Stickers, Stamps, PBS Rewards for applying the 4R’s (Ready, Respect, Responsible, and Righteous) in the classroom • How will you reward students for effort and academic achievement? Retrieved from Classroom Instruction That Works

6. Strategy #4: Homework and Practice • “Parent involvement in homework should be kept to a minimum.” • “The purpose of homework should be identified and articulated.” • Homework Purposes: Practice and Preparation • “When homework is assigned for the purpose of practice, it should be structured around the content with which students have a high degree of familiarity.” • “If homework is assigned, it should be commented on.” • What does homework look like in your class? Are using the strategy effectively? Retrieved from Classroom Instruction That Works

7. Strategy #5: Nonlinguistic Representations • “A variety of activities produce non-linguistic representations.” • “Nonlinguistic representations should elaborate on knowledge.” • Examples: Creating graphic representations, Making physical models, Generating mental pictures, Engaging in kinesthetic activities • Graphic Organizers include: Descriptive Patterns, Time-Sequence Patterns, Process/Cause-Effect Patterns, Episode Patterns, Generalization/Principle Patterns, Concept Patterns • How will you apply nonlinguistic representations in your content area? Retrieved from Classroom Instruction That Works

8. Strategy #6: Cooperative Learning • Five defining elements of cooperative learning: Positive interdependence, Face-to-face promotive interaction, Individual and group accountability, Interpersonal and small group skills, Group processing • “Organizing groups based on ability levels should be done sparingly.” • “Cooperative groups should be kept rather small in size.” • “Cooperative learning should be applied consistently and systematically, but not overused.” • “Of all classroom grouping strategies, cooperative learning may be the most flexible and powerful… teachers can use cooperative learning in a variety of ways in many different situations.” • How will you incorporate this strategy in your content area? Retrieved from Classroom Instruction That Works

9. Strategy #7: Setting Objectives and Providing Feedback • “Instructional goals narrow what students focus on.” • “Instructional goals should not be too specific.” • “Students should be encouraged to personalize the teacher’s goals.” • “Feedback should be “corrective” in nature.” • “Feedback should be timely.” • “Feedback should be specific to a criterion.” • “Students can effectively provide some of their own feedback.” • How will you incorporate this strategy in your content area? Retrieved from Classroom Instruction That Works

10. Strategy #8: Generating and Testing Hypothesis • “Hypothesis generation and testing can be approached in a more inductive or deductive manner.” • “Teachers should ask students to clearly explain their hypothesis and their conclusions.” • Examples of Structured Tasks to Guide Students: Systems Analysis, Problem Solving, Historical Investigation, Invention, Experimental Inquiry, Decision Making • How will you incorporate this strategy in your content area? Retrieved from Classroom Instruction That Works

11. Strategy #9: 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.” • “Questions are effective learning tools even when asked before a learning experience.” • “Advance organizers are most useful with information that is not well organized.” • Different types of advance organizers produce different results.” • How will you incorporate this strategy in your content area? Retrieved from Classroom Instruction That Works

12. Reference • Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.