PowerPoint- Classroom instruction that works.ppt

Textbook By:
Robert J. Marzano
Debra J. Pickering
Jane E. Pollock
A PowerPoint Presentation
Prepared by Wilson Teachers
Presented by: Ms. Jerry Gloston
Woodrow Wilson Middle School
Classroom Instruction
That Works!

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

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

Identifying Similarities
and Differences:
The “core of all learning”

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.

2. Ask students to
independently identify
similarities and differences.

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

PowerPoint- Classroom instruction that works.ppt

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

A. Comparing:
Simple Venn
Diagram
Complex Venn
Diagram

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!

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

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

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

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

Reinforce Effort
and Provide Feedback

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

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

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

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.

Notes About Rewards:
1. 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

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

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

1. 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.

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

5. 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.

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.

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

8. 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.

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

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

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

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

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

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
2. Ways to Organize Groups:

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.

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

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.

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

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

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

Generating Testing Hypotheses
Inductive and Deductive methods

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.

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

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

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

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

2. ADVANCED ORGANIZERS:
a. Provide organization of information
b. Focus on important information
c. Produce deeper learning

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

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

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

Subject matter knowledge can
be organized into five broad
categories:
1. Vocabulary and Phrases
2. Details
3. Organizing Ideas
4. Skills and Tactics
5. Processes

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

Effective Day to Day Classroom
Practices Provide For:
A. Adequate modeling and practice
B. Feedback
C. Making allowances for differences
D. Celebration

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

%-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%

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

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 (1994-95)
EDUCATORS

THE END
Prepared teachers = engaged students
Success for All

PowerPoint- Classroom instruction that works.ppt

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