Instructional+Strategies

A Summary of __Classroom Instruction that Works__ by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock

Similarities and Differences

1. Teacher directed when similarities and differences should be the same 2. Student directed when there is room for variation 3. Graphic and symbolic representation 4. Identify similarities and differences with: Comparing: teacher can give direction with items or characteristics to compare, venn diagram, foldable Classifying: ex: list of characters from all stories read - classify into graphic organizer Create Metaphors: address the abstract relationship between elements, do not have to be literary ex: cell like the Starship Enterprise...explain Analogies: relationship between relationships, not enough to know analogy, must be able to explain the relationship

Summarizing

1. Delete, substitute, keep 2. Analyze information 3. Be aware of text structure Rule Based Strategy
 * delete information unnessary to understanding
 * delete repeated information
 * substitue general term for lists
 * select topic sentence or write one if missing

Summary Frames Strategy - series of questions to highlight critical elements for different text

Reciprocal Teaching 1. summarizing 2. questioning 3. clarifying 4. predicting

Note Taking

1. Work in progress 2. Use for studying 3. More is better, but not everything (then no time to analyze)

Strategies 1. Teacher prepared 2. Formats - informal outline, web 3. Combo Format - forces students to think about the information 3 times.

Reinforcing Effort

1. Teach relationship between effort and achievement 2. Show relationship using rubrics

Providing recognition Guidelines

When a student is struggling: pause prompt - provide reteaching or guidance praise - when there is success

Nonlinguistic Representation

1. Variety of activities 2. Nonlinguistic should elaborate on knowledge
 * graphic representations
 * physical models - manipulatives
 * mental pictures
 * draw pictures and pictographs (symbolic pictures)
 * kinesthetic activity

Graphic Organizers - combine linguistic and nonlinguistic
 * descriptive patterns
 * time-sequence patterns
 * process/cause-effect patterns
 * episode pattern - setting, people, duration, events, cause & effect
 * generalizations/principle pattern (with examples)
 * concept patterns (Frayer Model)

Cooperative Learning www.clcrc.com/index.html#essays

1. Heterogeneous groups overall more effective 2. Keep small (3-4) 3. Applies consistently and systematically, but not overused

Informal - pair-share, turn-to-neighbor Formal - full academic assignment Base - long term, routine tasks

Setting Objectives and Providing Feedback

1. Instructional goals should be narrow and student focused 2. Should not be too specific 3. Students should set personal goals related to teacher's goals

Help students write goals with formats...ex: "I want to know (more) about..." Feedback 1. Should be corrective 2. Should be timely 3. Should be specific to criterion (skill based) knowledge 4. Students can provide some of their own feedback
 * RUBRICS

Generating and Testing Hypotheses
 * applying knowledge

1. Deductive (general rule --> prediction) and Inductive (new conclusion based on information) 2. Students should clearly explain hypothesis and conclusions, preferably in writing.

Examples: 1. Systems Analysis (ecosystems; anatomical, government, transportation sysytems) 2. Problem solving 3. Historical Investigations 4. Inventions 5. Experimental Inquiry 6. Decision Making
 * teach system and parts
 * "change" a part and hypothesize what would happen
 * test if possible
 * must be able to EXPLAIN preferably in writing.

Cues, Questions and Advance Organizers
 * activating prior knowledge

1. Focus on important rather than unusual 2. Higher level questions 3. Use wait time 4. Ask questions before learning too
 * restructure information or apply knowledge

Subject matter can be organized into 5 borad categories: Teaching new vocabulary/prases Bibliography Marzano, Robert J., Debra Pickering, and Jane E. Pollock. __Classroom Instruction That Works Research-Based Strategies for Increasing Student Achievement__. Alexandria: Association for Supervision & Curriculum Deve, 2001.
 * 1. Vocabulary**
 * multiple encounters with new words to learn then (at least 6 if in context)
 * Instruction enhances learning (even minmal)
 * Image association
 * Direct vocabulary instruction works
 * direct instruction on vocabulary related to critical content produces powerful learning
 * multiple exposures
 * present explanation/description
 * present nonlinguistic representation
 * student generated explanation
 * student generated nonlinguistic representation
 * review explanations and representations frequently
 * 2. Details**
 * multiple exposure
 * dramatic instruction best (as opposed to verbal or visual)
 * 3. Organizing ideas**
 * generalizations and provide example
 * 4. Skills and tactics**
 * not always best learned through discovery
 * most useful when learned to level of automaticity
 * 5. Processes**
 * practice parts of process in context of overall process
 * emphasize metacognitive process
 * guided practice with modeling of parts of process