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Resources

Classroom Instruction that Works

A Handbook for Classroom Instruction that Works

Classroom Instruction that Works for English Language Learners

Using Technology with Classroom Instruction that Works

School Leadership that Works

The Highly Engaged Classroom

The Research

30 Years of Accumulated Research

Robert J. Marzano

Debra J. Pickering

Jane E. Pollock

Classroom Instruction that

Works (ASCD, 2001)

The “Nine”

1. Identifying Similarities and Differences

2. Summarizing and Note Taking

3. Reinforcing Effort and Providing Recognition

4. Homework and Practice

5. Nonlinguistic Representations

The “Nine”

6. Cooperative Learning

7. Setting Objectives and Providing Feedback

8. Generating and Testing Hypotheses

9. Cues, Questions, and Advance Organizers

Using A Handbook

for Classroom Instruction

1. Identifying Similarities

and Differences

4 Processes for Identifying

Similarities and Differences

1.Comparing

2.Classifying

3.Creating Metaphors

4.Creating Analogies

Recommendations for

Classroom Practice in the Use

of these 4 Tasks

Give students a model for the processes

Use familiar content to teach comparing, classifying, creating metaphors, and creating analogies

Give students graphic organizers

Give students guidance as needed

2. Summarizing and Note Taking

Summarizing: Classroom Practice Recommendations

Teaching students the rule-based summarizing strategy

Using summary frames

Teaching students reciprocal teaching and the group-enhanced summary

Note Taking: Classroom Practice Recommendations

Teaching students a variety of note taking strategies

Giving students teacher prepared notes

Reminding students to review their notes

3. Reinforcing Effort and Providing

Recognition

Reinforcing Effort: Classroom Practice Recommendations

Teaching students that effort can improve achievement

Asking students to chart effort and achievement

Providing Recognition: Classroom Practice Recommendations

Establish a rationale for recognition

Following guidelines for effective and ineffective praise

Using recognition tokens

Using the pause, prompt, and praise technique

4. Homework

and Practice

Homework: Classroom Practice Recommendations

Establishing and communicating a homework policy

Clarifying the purpose of homework

Asking students to use homework assignment sheets

Commenting on homework

Practice: Classroom Practice Recommendations

Determining which skills are worth practicing

Scheduling massed and distributed practice

Asking students to chart speed and accuracy

Helping students shape a skill or process

5. Nonlinguistic Representati

ons (Representin

g Knowledge)

Nonlinguistic Representations: Classroom Practice Recommendations

Graphic organizers

Pictorial representations

Mental images

Physical models

Kinesthetic representations

6. Cooperative

Learning (Learning Groups)

Cooperative Learning:

Classroom Practice

Recommendations

Using elements of cooperative learning:1. Face-to-face interaction

2. Individual and group accountability

3. Positive interdependence

4. Interpersonal and small group skills

5. Group processing

Cooperative Learning:

Classroom Practice

Recommendations

Varying grouping criteria such as informal, formal, and base groups

Manage group size

7. Setting Objectives

and Providing Feedback

Setting Objectives: Classroom

Practice Recommendations

Setting objectives that are not too specific

Personalizing objectives

Communicating objectives

Negotiating contracts

Providing Feedback:

Classroom Practice

Recommendations

Using criterion-referenced feedback and explanations

Using feedback from assessments

Engaging students in peer feedback

Asking students to self-assess

8. Generating and Testing Hypotheses

6 Processes for Generating and

Testing Hypotheses1. Systems Analysis

2. Problem Solving

3. Decision Making

4. Historical Investigation

5. Experimental Inquiry

6. Invention

Recommendations for

Classroom Practice in the Use

of these 6 Tasks Giving students a model for the processes

Using familiar content to teach students the steps for these tasks

Giving students graphic organizers for these tasks

Giving students guidance as needed

Asking students to explain their hypotheses and conclusions

9. Cues, Questions,

and Advance Organizers

Cues and Questions:

Classroom Practice

Recommendations

Focusing important information

Using explicit cues

Asking inferential questions

Asking analytical questions

Advance Organizers: Classroom Practice Recommendations

Using expository advance organizers

Using narrative advance organizers

Teaching students skimming as a form of advance organizers

Teaching students how to use graphic organizers

Putting It All

Together

Additional Resources

Association for Supervision and Curriculum Development (www.ascd.org) Print Materials Online Professional Development Conferences and Workshops Audio and Video Media

PD 360

www.marzanoresearch.com