Classroom Instruction That Works by Marzano, Pickering and Pollock

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Classroom Instruction That Worksby Marzano,
Pickering and Pollock

• Research-Based Strategies for Increasing Student
  Achievement

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Developed for the module- Monitoring Student
Progress

• This powerpoint presentation was created by
• Wade Coplen
• Judy Duffield
• Inger Swimpson
• Debbie Taylor

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Identifying Similarities and Differences

• Compare
• Classify
• Create metaphors
• Create analogies

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Summarizing

• Rule-Based strategy
• Summary frames
• Narrative
• Topic-Restriction-Illustration
• Definition
• Argumentation
• Problem/Solution
• Conversation
• Reciprocal teaching

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Note Taking

• Teacher-Prepared
• Formats
• Informal outlining
• Webbing
• Combination

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V.I.P. (Very Important Point)

• Thinking back over the strategies covered so far,
  choose 1 and write down a specific usage.
• Share with a partner.
• The partner shares the others VIP with the table
  group.

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Reinforcing Effort and Providing Recognition

• Teach about effort
• Keep track of effort and achievement
• Personalize recognition
• Pause, prompt, and praise
• Concrete symbols of recognition

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Homework

• Establish and communicate a homework policy
• Design homework assignments that clearly
  articulate the purpose and outcome
• Vary the approaches to providing feedback

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Practice

• Chart accuracy and speed
• Design practice that focuses on specific
  elements of a complex skill or process
• Plan time for students to increase their
  conceptual understanding of skills or processes

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Nonlinguistic Representations

• Create graphic organizers
• Other nonlinguistic representations
• Make physical models
• Generate mental pictures
• Draw pictures and pictographs
• Engage in kinesthetic activity

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Around the WorldFinders Keepers

• Write how you might use one of the new strategies
  with a difficult lesson for your students.
• Go around the room and share with others.
• When you return, jot down the other new ideas.
• Share your new found ideas with your group.

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Cooperative Learning

• Use a variety of criteria for grouping students
• Informal, formal, and base groups
• Manage group size
• Combine cooperative learning with other
  classroom structures

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Setting Objectives

• Set specific but flexible goals
• Develop contracts

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Providing Feedback

• Provide criterion-referenced feedback
• Rubrics
• Focus feedback for specific types of knowledge
  and skill
• Utilize student-led feedback

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Generating and Testing Hypotheses

• Structure tasks to guide students through
  generating and testing hypotheses
• Systems analysis
• Problem solving
• Historical investigation
• Invention
• Experimental inquiry
• Decision making
• Ensure that students can explain their
  hypotheses and their conclusions

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Cues and Questions

• Provide explicit cues
• Develop questions that elicit inferences
• Generate analytic questions

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Advance Organizers

• Provide expository advance organizers
• Present narrative advance organizers
• Utilize skimming as a form of advance organizers
• Develop graphic advance organizers

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Memory Mingle

• Write down a lesson topic and select one of the
  strategies.
• Mingle around the room and form triads.
• Try to make connections with the strategies and
  topics.