Strategies for Instruction
- 1. Strategies for Increasing Student Achievement From Classroom Instruction the Works: Research-Based Strategies for Increasing Student Achievement By Robert Marzano, Debra Pickering, and Jane Pollock (ASCD: 2001 )
- 2. Identifying Similarities and Differences (Mean Effect Size 1.32) Generalization Use explicit guidance Have students independently identify similarities and differences Use graphic and symbolic forms Use a variety of methods Classroom Practice Comparing Classifying Metaphors Analogies For all four practices use Teacher-Directed Student-Directed Graphic Organizers
- 3. Summarizing and Note Taking (Mean Effect Size 0.96) Generalizations Students must learn to delete, substitute, and keep some information Students must analyze at a deep level Students need to be aware of the explicit structure of information Notes are a work in progress Classroom Practice Use Rule-based strategy Summary Frames Reciprocal Teaching Use Teacher-Prepared notes Formatted Notes Combination Notes
- 4. Reinformcing Effort and Providing Recognition (Mean Effect Size 0.94) Generalizations Not all students realize the importance of effort Students can learn to change their belief Rewards = positive effect Abstract symbolic more effect than tangible Classroom Practices Keep track of effort Teach about effort Personalize recognition Concrete symbols
- 5. Homework and Practice (Mean Effect Size 0.86) Generalizations The amount varies by grade Parent Involvement should be minimized Purpose should be clear Mastering a skills needs about 24 practices Students need to adapt and shape learning Classroom Practice Establish a homework police Articulate the purpose and outcome Vary feedback Chart accuracy and Speed Focus on specific elements Plan time
- 6. Nonlinguistic Representation (Mean Effect Size 0.83) Generalizations Variety of activities Should elaborate on knowledge Classroom Practice Create Graphic Make Physical Models Mental Pictures Drawing Pictures Kinesthetic activities
- 7. Cooperative Learning (Mean Effect Size 0.57 Generalizations Try to avoid ability grouping Groups should be kept small (3-4) Should be consistent and systematic but not over used Classroom Practice Use a variety of criteria for groupings Informal, formal and base groups have different purposes Combine Cooperative learning with other classroom structures
- 8. Setting Objectives and Providing Feedback (Mean Effect Size 0.72) Generalizations Goals should be narrow But not too specific Students should personalize Feedback should be corrective, specific and timely Self assessment should be encouraged Classroom Practice Set flexible goals Use Contracts Feedback should be criterion references Specific feedback Student led feedback
- 9. Generating and Testing Hypotheses (Mean Effect Size 0.52) Generalizations Use inductive and deductive manner Students should clearly explain their hypotheses/conclusions Classroom Practice Use a variety of structured tasks Make sure students can explain their hypotheses and conclusions
- 10. Cues, Questions, and Advance Organizers (Mean Effect Size 0.57) Generalizations Focus on what is important Use “Higher level” questions Use wait time Questions are an effective tool Advanced organizers are useful for information that is not well organized Classroom Practice Use Explicit cues Ask questions that elicit inferences Ask analytic questions Use advance organizers specific to the task Expository Narrative Skimming Graphic