CLASSROOM INSTRUCTION that WORKS

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CLASSROOM INSTRUCTION that WORKS

• Research-Based Strategies for Increasing Student
  Achievement
• By Robert J. Marzano
• Debra J. Pickering
• Jane E. Pollock

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A Faculty Book Study Presented byDan Berg and
Lynda Mealer

• Not another !! Book study!
• This is crazyevery year, the same thing.
• How stupid do they think we are?
• Why dont they just leave us alone and let us
  teach?

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Normal Distribution
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Distribution with HOT
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What We Dont Know Yet

• Are some instructional strategies more effective
  in certain subject areas?
• Are some more effective at certain grade levels?
• Are some more effective with students from
  different backgrounds?
• Are some strategies more effective with students
  of different aptitude?

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What We Do Know
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Research Based Strategies

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice

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Identifying Similarities and Differences

• Presenting students with explicit guidance in
  identifying similarities and differences enhances
  students understanding of and ability to use
  knowledge.
• Asking students to independently identify
  similarities and differences enhances students
  understanding of and ability to use knowledge.

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Identifying Similarities and Differences
(continued)

• Representing similarities and differences in
  graphic or symbolic form enhances students
  understanding of and ability to use knowledge.
• Identification of similarities and differences
  can be accomplished in a variety of ways. The
  identification of similarities and differences is
  a highly robust activity.

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Identification of similarities and differences is
a highly robust activity

• Comparing the process of identifying
  similarities and differences between or among
  things or ideas
• Classifying the process of grouping things that
  are alike into categories on the basis of their
  characteristics
• Creating Metaphors 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 that has the same general
  pattern
• Creating Analogies the process of identifying
  relationships between pairs of conceptsin other
  words, identifying relationships between
  relationships

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Comparisons

• Teacher-directed comparisons A teacher
  identifies for students the items they are to
  compare and the characteristics on which they are
  to base the comparison.
• Student-directed comparisons The students
  select the characteristics on which the items are
  to be compared, or they select both the items to
  compare and the characteristics on which they are
  compared.

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Graphic Organizers for Comparison
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Classifying

• Teacher-directed Classification students are
  given the elements to classify and the categories
  into which the elements should be classified.
• Student-directed Classification students are
  given the items to classify but must form the
  categories into which they are organized

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Graphic Organizers for Classifying
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Metaphors

• The key to constructing metaphors is to realize
  that the two items in the metaphor are connected
  by an abstract or nonliteral relationship.
• Example
• Literal Rosethe blossom is sweet, but the
  thorns can hurt you.
• Abstract Something is wonderful and you want to
  go near it, but if you get too close you might
  get hurt.
• Literal Love makes you feel happy, but the
  person you love can end up hurting you.

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Teacher-Directed Metaphors and Student Directed
Metaphors

• Teacher-directed metaphors The teacher provides
  the first element of the metaphor and the
  abstract relationship.
• Student-directed metaphors Students are
  presented with tasks in which they are presented
  with one element and asked to identify the second
  element and describe the abstract relationship.

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Graphic Organizers for Metaphors
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Analogies

• Teacher-directed analogies provide students with
  a great deal of structure. The teacher gives the
  students the analogy and asks the students to
  explain the relationship.
• Student-directed analogies ask the students to
  provide more elements of an analogy. The teacher
  might give the students the elements of the first
  pair and ask them to generate the elements of the
  second pair.

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Graphic Organizers for Analogies
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Summarizing and Note Taking

• 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.
• Being aware of the explicit structure of
  information is an aid to summarizing information.

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The Rule-Based Strategy

• Delete trivial material that is unnecessary to
  understanding
• Delete redundant material
• Substitute superordinate terms for lists
• Select a topic sentence, or invent one if it is
  missing.

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Summary Frames
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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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Formats for Notes

• Teacher prepared notes Formal Outline
• Student notes Informal Outline
• Webbing
• Combination Technique

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Reinforcing Effort

• Three of these four beliefs inhibit achievement
• Ability
• Effort
• Other People
• Luck

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Importance of Reinforcing Effort

• Not all students realize the importance of
  believing in effort.
• Students can learn to change their beliefs to an
  emphasis on effort.
• So keep track of effort and achievement.

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Effort and Achievement Rubrics and Charts
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Providing Recognition

• Rewards do not necessarily have a negative effect
  on intrinsic motivation.
• Reward is most effective when it is contingent on
  the attainment of some standard of performance.
• Abstract symbolic recognition is more effective
  than tangible rewards
• Personalize recognition
• Pause, Prompt, and Praise

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Homework

• The amount of homework assigned to students
  should be different from elementary to middle
  school 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.

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Practice Assigning 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

• Mastering a skill requires a fair amount of
  focused practice.
• While practicing, students should adapt and shape
  what they have learned.
• Homework and practice are ways of extending the
  school day and providing students with
  opportunities to refine and extend their
  knowledge.

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• Much like these faculty book studies do for us.
• Thank you and

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• HAPPY HALLOWEEN