At your table rank these instructional strategies according to their impact on student achievement:

1. At your table rank these instructional strategies according to their impact on 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 • Cues, Questions, and Advance Organizers

2. Marzano’s Hi-Yield Strategies

3. Objectives • Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways items are alike and different. • Extend the learning opportunities for students to practice, review and apply knowledge.

4. High Yield Strategies All nine strategies have a STRONG effect on student achievement! They are all important and greatly influence the level of student achievement in your classroom - when used in the appropriate content and situation! Here are the High Yield Strategy in ranking order…

5. Works Classroom Instruction That Percentile Gain 45 34 29 28 27 • Identifying Similarities and Differences • Summarizing and Note Taking • Reinforcing Effort and Providing Recognition • Homework and Practice • Nonlinguistic Representations

6. Works Classroom Instruction That • Cooperative Learning • Setting Objectives and Providing Feedback • Generating and Testing Hypotheses • Cues, Questions, and Advance Organizers Percentile Gain 27 23 25 22

7. Where Did These Strategies Come From? • Analysis of 30 years of research on instruction • Experience with thousands of educators

8. Meta-Analysis • Combined results from a number of studies to determine the average effect of a given technique (strategy) • These results are translated into a unit of measurement referred to as an effect size.

9. Effect Size • The increase or decrease in achievement of the experimental group in standard deviation units. • The effect size can then be translated into a percentile gain.

10. High-Yield Strategies • 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 • Cues, Questions, and Advance Organizers Not a Checklist

11. Identifying Similarities and Differences

12. Comparing Classifying Analogy Metaphor : : ?

13. Identifying Similarities and Differences Generalizations from research on Identifying Similarities and Differences: • Presenting students with explicit guidance in identifying similarities and differences enhances students’ understanding of and ability to use knowledge • Having students independently identify similarities and differences enhances students’ understanding of and ability to use knowledge

14. Identifying Similarities and Differences • Representing similarities and differences in graphic and symbolic form further enhances students’ understanding of and ability to us knowledge. • Identification of similarities and differences can be accomplished in a variety of ways.

15. Recommendations for Classroom Practice 1. Use comparing, classifying, metaphors, and analogies when having students compare similarities and differences. 2. Give students a model of the steps for engaging in the process 3. Use a familiar context to teach students these steps. 4. Have students use graphic organizers as a visual tool to represent similarities and differences. 5. Guide students as they engage in this process. Gradually give less structure and guidance.

16. Homework and Practice

17. Homework and Practice Generalizations from Research on Homework: • The amount of homework assigned to students should be different from elementary to high school. • Parent involvement in homework should be kept to a minimum. • The purpose of homework should be identified and articulated. • If homework is assigned, it should be commented on.

18. 1. The amount of homework assigned to students should be different from elementary to middle school to high school. • Critical Question – What is the right amount of homework? • There is no clear answer, but a general rule can be: The Grade Level x 10 Minutes

19. 2. Parent involvement in homework should be kept to a minimum. “While it is certainly legitimate to inform parents of the homework assigned to their children, it does not seem advisable to have parents help their children with homework.” “Specifically, many studies show minimal and even negative effects when parents are asked to help students with homework.”

20. 3. The purpose of homework should be identified and articulated. Appropriate purposes of homework: Skill and Processes Practice to increase accuracy, fluency, and, if appropriate, speed Information and Ideas Preparation for new learning or elaboration to increase understanding

21. 4. If homework is assigned, comments should be made on it. Remember the power of FEEDBACK! Whole Class Small Group One-on-one Correct answers Sample answers Criteria to apply Oral Written

22. Classroom Practice in Assigning Homework • Establish and communicate homework policy • Design homework that clearly articulates the purpose and outcome. • Vary the approaches to providing feedback • Remember to employ feasible and meaningful procedures for providing feedback – this raises student accountability for completing the work!