Researchbased Instructional Strategies That Work

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Research-based Instructional Strategies That Work
Based on Classroom Instruction that Works
Research-Based Strategies for Increasing Student
Achievement (2001) by Marzano, Pickering, and
Pollock
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Powerful Instructional Strategies

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representation
• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypothesis
• Questions, Cues and Advance Organizers
• Background Knowledge
• Vocabulary Development

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Meta-analysis

• A meta-analysis combines the results from a
  number of studies to determine the average effect
  of a given technique. When conducting a
  meta-analysis, a researcher translates the
  results of a given study to a unit of measurement
  referred to as an effect size.

Effect Size
An effect size expresses the increase or decrease
in achievement of the experimental group (the
group of students who are exposed to a specific
instructional technique) in standard deviation
units.
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Research Findings
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Research Findings
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Research Findings
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Identifying Similarities and Differences

• Student understanding of and ability to use
  knowledge are enhanced by
• Presenting students with explicit guidance in
  identifying similarities and differences
• Asking students to independently identify
  similarities and differences
• Representing similarities and differences in
  graphic or symbolic form

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Identifying Similarities and Differences

• Identification of similarities and differences
  can be accomplished in variety of ways. The
  identification of similarities and differences is
  a highly robust activity. Four forms of
  similarities and differences are
• Comparison
• Classification
• Metaphors
• Analogies

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Comparison

• Comparing is the process of identifying
  similarities and differences between or among
  things or ideas
• Common attribute
• Venn Diagram
• Comparison Matrix

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Instructional Model for Comparisons

• Select the terms you want to compare
• Select the characteristics (attributes) of the
  items on which you want to base your comparison
• Explain how the items are similar and different
  with respect to the characteristics

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Classification

• Classification is the process of grouping things
  that are alike into categories on the basis of
  their characteristics.

Instructional Model for Classification

• Identify the items you want to classify
• Select what appears to be an important item,
  describe its key attributes, and identify other
  items that have the same attributes
• Create the category by specifying the attributes
  that the item must have for membership in the
  category

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Metaphors

• Creating metaphors is the process of identifying
  a general or basic pattern in a specific topic
  and then finding another topic that appears to be
  quite different but has the same general pattern.

Instructional Model for Metaphors

• Identify the important or basic elements of the
  information or situation with which you are
  working
• Write that basic information as a general pattern
  by
• Replacing words for specific things with words
  for more general things, and
• Summarizing information whenever possible

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Analogies

• Creating analogies is the process of identifying
  relationships between pairs of concepts In
  other words, identifying relationships between
  relationships.

Instructional Model for Analogies

• Identify how the two elements in the first pair
  are related
• State their relationship in a general way
• Identify another pair of elements that share a
  similar relationship

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Resource ExchangeInvestigation

• Identifying Similarities and Differences
• Comparison
• Classification
• Metaphors
• Analogies

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Summarizing and Note Taking

• Summarizing
• To effectively summarize, students must delete
  some information, substitute some information and
  keep some information.
• To effectively delete, substitute and keep
  information students must analyze the information
  at a fairly deep level.

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Reciprocal Teaching

• A scaffolding discussion technique that is built
  on four strategies that good readers use to
  comprehend text
• Predicting
• Questioning
• Clarifying
• Summarizing

Reference
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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

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Resource ExchangeInvestigation
Summarizing and Note Taking
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Nonlinguistic Representation

• The imagery mode of representation
• A variety of activities produce nonlinguistic
  representations
• Graphic organizers
• Physical models
• Generating mental pictures
• Drawing pictures and pictographs
• Engaging in kinesthetic activity

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Resource ExchangeInvestigation
Nonlinguistic Representation
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Generating and Testing Hypotheses

• Types of tasks
• Systems analysis
• Problem-solving
• Decision making
• Historical investigation
• Experimental inquiry
• Invention

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Instructional Model for Generating Testing
Hypothesis

• Give students a model for the process
• Use familiar content to teach students the steps
  for process
• Give students graphic organizers
• Provide needed guidance
• Ask students to explain hypotheses and conclusions

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Cues, Questions and Advanced Organizers

• Focus on important information
• Use explicit cues
• Ask inferential questions
• Ask analytic questions

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Cues and Questions

• Cues are explicit reminders or hints about what
  students are about to experience.
• Questions perform the same function as cues.

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Types of Questions

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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Instructional Model for Advance Organizers

• Use expository advance organizers
• Use narrative organizers
• Teach students to skim
• Use graphic organizers

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Resource ExchangeInvestigation
Generating Testing Hypotheses Cues, Questions
Advance Organizers
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PowerfulInstructional Strategies

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representation
• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypothesis
• Questions, Cues and Advance Organizers
• Background Knowledge
• Vocabulary Development

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Research-based Instructional Strategies That Work
Based on Classroom Instruction that Works
Research-Based Strategies for Increasing Student
Achievement (2001) by Marzano, Pickering, and
Pollock