research-based strategies for increasing student achievement

Research-based Research-based Strategies for Strategies for

Increasing Student Increasing Student AchievementAchievement

An Overview An Overview of…of…

Classroom Instruction That Works: Research-Based Strategies Classroom Instruction That Works: Research-Based Strategies

for Increasing Student Achievementfor Increasing Student Achievement and and

What Works in Schools: Translating Research into ActionWhat Works in Schools: Translating Research into Action

(Robert Marzano, 2001 & 2003)(Robert Marzano, 2001 & 2003)

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

2. Classroom factors• Aligned, viable curriculum• Classroom management

• Instructional strategies

3. Student factors• Home environment• Motivation• Acquisition of knowledge

“In teaching it is the method and not the content that is the message…the drawing out, not the pumping in.”

- Ashley Montague

9 Research-based Strategies for Instruction

(Robert Marzano, 2001 & 2003)(Robert Marzano, 2001 & 2003)

1. Identifying Similarities and Differences

2. Summarizing and Note Taking

3. Reinforcing Effort and Providing Recognition

4. Homework and Practice

5. Nonlinguistic Representation6. Cooperative Learning

7. Setting Objectives and Providing Feedback

8. Generating and Testing Hypotheses9. Cues, Questions, and Advance

Organizers

9 Research-based Strategies for Instruction

(Robert Marzano, 2001 & 2003)(Robert Marzano, 2001 & 2003)

1. Identifying Similarities and Differences

• Generalizations from research – Explicit guidance in identifying

similarities and differences enhances students’ understanding of and ability to use knowledge.

- Students’ independent identification of similarities and differences enhances students’ understanding of and ability to use knowledge.

Identifying Similarities and Differences

• Generalizations from research (cont.)– Representing similarities and differences

in graphic or symbolic form (e.g. Venn Diagram) enhances students’ understanding of and ability to use knowledge.

- Identifying similarities and differences can be done in a variety of forms.

Forms for Identifying Similarities and Differences

• Comparing What are the important

characteristics of these topics/ideas that you want to compare?

• Classifying What are the rules that govern group

membership?

Forms for Identifying Similarities and Differences

• Metaphors (“Love is a rose”) What is the abstract or nonliteral

connection between the ideas?

• Analogies (“Oxygen is to humans as carbon dioxide is to plants”) What is the “relationship between the

relationships”?

Checking for Understanding

Strategy Marzano’s Definition

Your Definition What to Look

For

Strategy in Action

Identifying similarities and

differences

• •

9 Research-based Strategies for Instruction

1. Identifying Similarities and Differences

(Robert Marzano, 2001 & 2003)(Robert Marzano, 2001 & 2003)

2. Summarizing and Note Taking

• Generalizations from research on summarizing– To effectively summarize, students

must delete, substitute, and keep some information.

- To effectively delete, substitute, and keep information, students must analyze the information at a deep level.– The structure of the information can

aid summarizing.

Classroom Practice in Summarizing

• Rule-based Summarizing– Delete the trivial.– Delete the redundant.– Substitute generic terms for listing.

(e.g. “dogs” for “labs, spaniels, and boxers”)– Select/create a topic sentence.

• Summary Frames – Create a series of questions to

highlight critical elements to guide students in summarizing information.

Classroom Practice in Summarizing (cont.)

• Reciprocal Teaching (Student leader)– Summarize– Generate questions– Clarify– Encourage predictions

Summarizing and Note Taking

• Generalizations from research on note taking- Verbatim note taking is least

effective.- Notes are a work in progress.

– Notes should be used as study guides for tests.- The more notes taken, the better.

Classroom Practice in Note Taking

• Teacher-prepared notes– Highlight important points.– Model note taking for students.

• Formats for notes– Informal outline– Webbing– Combination

Checking for Understanding

Strategy Marzano’s Definition

Your Definition What to Look

For

Strategy in Action

Summarizing and note taking

• •

1. Identifying Similarities and Differences

9 Research-based Strategies for Instruction

(Robert Marzano, 2001 & 2003)(Robert Marzano, 2001 & 2003)

2. Summarizing and Note Taking

3. Reinforcing Effort and

Providing Recognition

• Generalizations from research on reinforcing effort- Not all students realize importance of

believing in effort.

- Students can learn to change their beliefs to an emphasis on effort.

Classroom Practice in Reinforcing Effort

• Keep track of effort and achievement.– Effort and achievement rubrics– Effort and achievement chart

Reinforcing Effort and Providing Recognition

• Generalizations from research on providing recognition– Rewards increase intrinsic motivation

if measured as student’s attitude toward the activity.

- Reward is most effective when attached to attaining a performance goal. - The more abstract/symbolic the reward, the more powerful it is (e.g. verbal recognition).

Classroom Practice in Providing Recognition

• Personalize recognition– Recognize “personal best”.

• Pause, prompt, praise– Use during demanding task.

• Concrete symbols of recognition– Give tokens (e.g. stickers) for

achievement of performance goal.

Checking for Understanding

Strategy Marzano’s Definition

Your Definition What to Look

For

Strategy in Action

Reinforcing effort and providing

recognition

• •

9 Research-based Strategies for Instruction

1. Identifying Similarities and Differences2. Summarizing and Note Taking

3. Reinforcing Effort and Providing Recognition

(Robert Marzano, 2001 & (Robert Marzano, 2001 & 2003)2003)

4. Homework and Practice

• 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 Recognition4. Homework and Practice

(Robert Marzano, 2001 & (Robert Marzano, 2001 & 2003)2003)

5. Nonlinguistic Representations

• Generalizations from research – A variety of activities produce

nonlinguistic representations which enhance student understanding of content.

- Nonlinguistic representations should elaborate on (add to) content knowledge.

Types of Nonlinguistic Representations

• Graphic organizers– Descriptive pattern– Time sequence – Process/Cause-Effect– Episode– Generalization/Principal pattern– Concept pattern

• Physical models– Concrete representations of knowledge– Manipulatives

Types of Nonlinguistic Representations (cont.)

• Mental pictures

• Pictures or pictographs

• Kinesthetic (movement) activity

Checking for Understanding

Strategy Marzano’s Definition

Your Definition What to Look

For

Strategy in Action

Nonlinguistic representations

• •

9 Research-based Strategies for Instruction

1. Identifying Similarities and Differences2. Summarizing and Note Taking3. Reinforcing Effort and Providing Recognition4. Homework and Practice5. Nonlinguistic Representation

(Robert Marzano, 2001 & (Robert Marzano, 2001 & 2003)2003)

6. Cooperative Learning

• 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

(Robert Marzano, 2001 & (Robert Marzano, 2001 & 2003)2003)

7. Setting Objectives and

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

(Robert Marzano, 2001 & (Robert Marzano, 2001 & 2003)2003)

8. Generating and Testing Hypotheses

• 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

(Robert Marzano, 2001 & 2003)(Robert Marzano, 2001 & 2003)

9. Cues, Questions, and

Advance Organizers

• 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

(Robert Marzano, 2001 & 2003)(Robert Marzano, 2001 & 2003)

“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.”

- Robert Frost