Research-based Research-based Strategies for Strategies for Increasing Student Increasing Student Achievement Achievement An Overview An Overview of… of… Classroom Instruction That Works: Research-Based Strategies Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement for Increasing Student Achievement and and What Works in Schools: Translating Research into Action What Works in Schools: Translating Research into Action (Robert Marzano, 2001 & 2003) (Robert Marzano, 2001 & 2003)
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Research-based Strategies for Increasing Student Achievement An Overview of… Classroom Instruction That Works: Research-Based Strategies for Increasing.
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Research-based Research-based Strategies for Strategies for
Major Factors Influencing Student Achievement1. School factors
• Guaranteed viable curriculum• Challenging goals and feedback• Parental and community involvement• Safe, orderly, conducive to learning environment• Professionalism and collegiality
• Generalizations from research on homework- Students at lower grades should be
given less homework than students at higher grade levels.
- Parent involvement in homework should be kept to a minimum.
- The purposes for homework should be identified and stated.
- If homework is assigned, it should be commented on.
Classroom Practice in Homework
• Establish, communicate, and adhere to clear homework policies.– Purposes (i.e. practice, preparation,
elaboration)– Amount assigned– Consequences for non-completion– Description of parental involvement
acceptable
Classroom Practice in Homework
• Design homework assignments that clearly state the purpose and outcome for the assignments.
• Vary the approaches to providing feedback.– Manage work load– Maximize the effectiveness of feedback
Homework and Practice
• Generalizations from research on practice- Mastering a skill takes repeated,
focused practice over time.
- During initial practice of a skill, students shape their conceptual understanding. The student should deal with only a few examples during this phase to support the depth of reasoning required. Speed is not the focus.
Classroom Practice in Practicing Skills
• Chart both speed and accuracy.
• Focus practice on specific parts of a complex skill or process.
• Provide time for modeling the skill, time for guided practice, and time for independent practice.
Checking for Understanding
Strategy Marzano’s Definition
Your Definition What to Look
For
Strategy in Action
Homework and practice
• •
9 Research-based Strategies for Instruction
1. Identifying Similarities and Differences2. Summarizing and Note Taking3. Reinforcing Effort and Providing Recognition
• Generalizations from research – Organizing groups based on ability
should be done sparingly.
- Cooperative groups should be small in size (3-4 members).
- Cooperative learning should be applied consistently and systematically (at least once per week), but not overused.
Classroom Practice in Cooperative Learning
• Five elements of cooperative learning– Positive interdependence– Face-to-face interaction– Individual and group accountability– Interpersonal and small group skills– Group processing
• Grouping patterns– Informal (e.g. turn-to-your-neighbor)– Formal for more complex tasks (with
cooperative learning components) – Base groups (long-term)
Checking for Understanding
Strategy Marzano’s Definition
Your Definition What to Look
For
Strategy in Action
Cooperative learning
• •
9 Research-based Strategies for Instruction
1. Identifying Similarities and Differences2. Summarizing and Note Taking3. Reinforcing Effort and Providing Recognition4. Homework and Practice5. Nonlinguistic Representation6. Cooperative Learning
Providing Feedback• Generalizations from research on
goal setting– Instructional goals narrow what
students focus on.– Instructional goals should not be too
specific (i.e. not stated in behavioral terms).
– Students should be encouraged to personalize the teacher’s classroom goals.
Classroom Practice in Goal Setting
• Set focused but flexible goals.
• Develop contracts with students for attainment of specific goals.
Setting Objectives and Providing Feedback
• Generalizations from research on providing feedback– Feedback is the most powerful single
modification to enhance achievement.
– Feedback should be “corrective” with explanation, not just “right” or “wrong”. Ask students to work at the task until they succeed.
– Feedback should be timely.
Setting Objectives and Providing Feedback
• Generalizations from research on providing feedback (cont.)– Feedback should be specific to a
particular standard/criterion.
– Students can effectively provide some of their own feedback.
Classroom Practice inProviding Feedback
• Give students feedback in terms of specific levels of knowledge and skill instead of a percentage score.– Develop a rubric for information.– Develop a rubric for process/skill.
• Give students specific feedback.
• Students can be a part of feedback process.
Checking for Understanding
Strategy Marzano’s Definition
Your Definition What to Look
For
Strategy in Action
Setting objectives and
providing feedback
• •
9 Research-based Strategies for Instruction
1. Identifying Similarities and Differences2. Summarizing and Note Taking3. Reinforcing Effort and Providing Recognition4. Homework and Practice5. Nonlinguistic Representation6. Cooperative Learning7. Setting Objectives and Providing Feedback
• Generalizations from research– Hypothesis generation and testing
can be approached in an inductive or deductive manner.• Deductive – Use a general rule to make a
prediction about a future action or event• Inductive – Draw new conclusions based
on information known or given
– Teachers should ask students to clearly explain their hypotheses and their conclusions.
Classroom Practice in Generating and Testing Hypotheses
• Systems analysis – Generate hypotheses to predict what
might happen if some aspect of a system were changed.
• Problem solving– Generate and test hypotheses related to
overcoming barriers in obtaining a goal.• Historical investigation
– Construct plausible scenarios for the past, about which there is no general agreement.
Classroom Practice in Generating and Testing Hypotheses (cont.)
• Invention– Hypothesize what might work, develop
idea, conduct tests to see if it solves the problem/meets goal.
• Experimental inquiry– Generate and test hypotheses for
explaining something you have observed.
• Decision Making– Use a structured Decision Making
framework for analysis of alternatives.
• Make sure students can explain their hypotheses and conclusions. – Provide templates for reporting.– Provide sentence stems for explaining
conclusions.– Provide or develop rubrics with
students, so they know that the criteria on which they will be evaluated are based on the quality of their explanations.
– Utilize audiotapes for explanations.
Classroom Practice in Generating and Testing Hypotheses (cont.)
Checking for Understanding
Strategy Marzano’s Definition
Your Definition What to Look
For
Strategy in Action
Generating and testing
hypotheses
• •
9 Research-based Strategies for Instruction
1. Identifying Similarities and Differences2. Summarizing and Note Taking3. Reinforcing Effort and Providing Recognition4. Homework and Practice5. Nonlinguistic Representation6. Cooperative Learning7. Setting Objectives and Providing Feedback8. Generating and Testing Hypotheses
• Generalizations from research on cues and questions– Cues and questions should focus on
what is important as opposed to what is merely interesting.
– Questions that require students to analyze information produce deeper learning than questions that ask students to recall or recognize information.
• Generalizations from research on cues and questions (cont.)– “Waiting” briefly before accepting
responses from students increases depth of students’ answers.
Cues, Questions, and Advance Organizers
– Questions are effective learning tools even when asked before a learning experience.
• Explicit cues – Provide students with a preview of
what they are about to experience by directly asking about prior experiences related to content.
Classroom Practice in Cues and Questions
• Questions that elicit inferences
• Questions that analyze or critique information presented
Cues, Questions, and
Advance Organizers• Generalizations from research on
advance organizers– Advance organizers should focus on
what is important as opposed to what is merely interesting.
– Advance organizers that require students to analyze information produce deeper learning than organizers that ask students to recall or recognize information.
Cues, Questions, and
Advance Organizers• Generalizations from research on
advance organizers (cont.)– Advance organizers are most useful with
information that is not well organized.
– Different types of advance organizers produce different results.• Expository organizers have the greatest
impact on student learning.
Classroom Practice in Advance Organizers
• Expository advance organizers describe the new content.
• Narrative advance organizers preview the content in a story format.
• Skimming of information provides a general familiarity with the content.
• Graphic organizers can help students think about new knowledge before experiencing it.
Checking for Understanding
Strategy Marzano’s Definition
Your Definition What to Look
For
Strategy in Action
Questions, cues, and advanced
organizers
• •
9 Research-based Strategies for Instruction
1. Identifying Similarities and Differences2. Summarizing and Note Taking3. Reinforcing Effort and Providing Recognition4. Homework and Practice5. Nonlinguistic Representation6. Cooperative Learning7. Setting Objectives and Providing Feedback8. Generating and Testing Hypotheses9. Cues, Questions, and Advance Organizers
“Teachers: Two kinds: the kind that fill you with so much quail shot that you can’t move, and the kind that just give you a little prod behind and you jump to the skies.”