Classroom Instruction Classroom Instruction that Worksthat WorksRobert Marzano,Robert Marzano,

Debra Pickering, &Debra Pickering, &

Jane PollockJane Pollock

Chapter 1Chapter 1

Applying the Research on Instruction: Applying the Research on Instruction: An Idea Whose Time has Come

I. The Coleman Report (1966)I. The Coleman Report (1966)

• Analyzed data from 600,000 students and 6,000 teachers at over 4,000 schools.

• Conclusion—– “Quality of schooling a student receives

account for only about 10% of the variance in student achievement.

– Therefore, best vs. worst schools only has about a 10% factor in student achievement.

So, what next..?So, what next..?

• So, what about that 90%?– Vast majority of differences fall into these categories:

• Natural ability• Aptitude• Socioeconomic• Home Environment

• Unfortunately, these are things a school cannot change.

• Coleman Report supported by Jencks research (1972)

Despite the “hopeless picture”Despite the “hopeless picture”

• Although the conclusions of Coleman and Jencks “did not paint a hopeful picture,” there were some flaws in their research.– 1. Findings were in terms of percentile gain in

achievement, as a collective whole.– 2. That the teacher alone can have an

impact, even if the school doesn’t!

ConclusionConclusion

• “…that individual teachers can have a profound influence on student learning even in schools that are relatively ineffective…first noted in the 1970’s…and researchers began to examine effective teaching practices.”– Marzano et all, page 3.

II. A New EthosII. A New Ethos

• There has been a great deal of “Educational Research” in trying to find the right way to apply effective teaching practices and styles.

• Despite all the research, there is no set “one way” and that all conclusions only suggest a “best estimate.”

• Therefore, again, the effectiveness of teaching techniques relies on the teacher.

The FindingsThe FindingsCategories of Instructional Strategies that affect Student AchievementCategories of Instructional Strategies that affect Student Achievement

Category Average Effect Size

Percentile Gain

Number of Educational

Studies

Standard Deviation

Identifying similarities & differences 1.61 54 31 .31

Summarizing and note taking 1.00 34 179 .50

Reinforcing effort & providing recognition .80 29 21 .35

Homework and practice .77 28 134 .36

Nonlinguistic representations .75 27 246 .40

Cooperative learning .73 27 122 .40

Setting objectives & providing feedback .61 23 408 .28

Generating & testing hypothesis .61 23 63 .79

Question, cues, & advance organizers .59 22 1,251 .26

In this book…In this book…

• What you’ll find:– 9 categories of instructional

strategies• A. Summary• B. Findings• C. Generalizations• D. Examples

• Marzano, et all. Page 9

• What we don’t know:– Are some strategies more

effective in certain subject areas?

– Are some instructional strategies more effective at certain grade levels?

– Are some instructional strategies more effective with students from different backgrounds?

– Are some instructional strategies more effective with students of different aptitude?

Chapter 2Chapter 2

Identifying Similarities and Identifying Similarities and DifferencesDifferences

Generalizations:Generalizations:

• 1. Present students w/ explicit guidance in identify Similarities and Differences. (Be direct)

• 2. Ask students to independently identify similarities and differences. (No direct input from the teacher)

• 3. Represent similarities and differences in graphic or symbolic from. (Venn diagrams)

• 4. Identify similarities and differences in a variety of ways. (Classifying, creating metaphors, creating analogies, etc.)

Graphic OrganizersGraphic OrganizersComparison Matrix

Characteristics

Items to be compared:

#1: #2: #3:

1. Similarities:

Differences:

2. Similarities:

Differences:

3. Similarities:

Differences:

Venn Diagram

Organizational Chart Categories

Chapter 3Chapter 3

Summarizing & Note TakingSummarizing & Note Taking

The “Rule Based” Strategy The “Rule Based” Strategy

• 1. Delete trivial material that is unnecessary to understand.

• 2. Delete redundant material.

• 3. Substitute superordinate terms for lists.– Ex. “flowers” for: daisies, tulips, and roses.

• 4. Select a topic sentence, or invent one.

6 Types of Summary Frames:6 Types of Summary Frames:

• 1. Narrative

• 2. Topic-Restriction-Illustration (T-R-I)

• 3. Definition

• 4. Argumentation

• 5. Problem-Solution

• 6. Conversation

1: Narrative Frame1: Narrative Frame• This frame includes the following elements:

– 1. Characters– the characteristics of the main characters in the story.

– 2. Setting– the time, place, and context.– 3. Initiating event– the event that starts the action rolling. – 4. Internal response– how the main characters react

emotionally.– 5. Goal– what the main characters decide to do as a

reaction to initiating event.– 6. Consequence– how the main characters try to

accomplish the goal.– 7. Resolution– how the goal turns out.

2: Topic-Restriction-Illustration2: Topic-Restriction-Illustration

• This frame includes the following elements:– 1. Topic– general statement about the topic to

be discussed.– 2. Restriction– limits the information in some

way.– 3. Illustrations– exemplifies the topic or

restriction.

3: Definition Frame3: Definition Frame

• This frame includes the following elements:– 1. Term– the subject to be defined.– 2. Set– the general category to which the term

belongs.– 3. Gross characteristics– those characteristics

that separate the term from other elements in the set.

– 4. Minute differences– those different classes of objects that fall directly beneath the term.

4: Argumentation Frame4: Argumentation Frame

• This frame includes the following elements:– 1. Evidence– information that leads to a claim.– 2. Claim– the assertion that something is true.

• Can be the focal point of the argument.

– 3. Support– examples of or explanations for the claim.

– 4. Qualifier– a restriction on the claim or evidence for the claim.

5: Problem-Solution Frame5: Problem-Solution Frame

• This frame includes the following elements:– 1. Problem: A statement of something that has

happened or might happen that is problematic.• Solution: A description of one possible solution.• Solution: A statement of another possible solution.• Solution: A statement of another possible solution.• Solution: Identification of the solution with the

greatest chance of success.

6: Conversation Frame6: Conversation Frame• This frame includes the following elements:

– 1. Greeting– some acknowledgment that the parties have not seen each other for a while.

– 2. Inquiry– a question about some general or specific topic.

– 3. Discussion– an elaboration or analysis of the topic. Commonly included in the discussion are one or more of the following:

• Assertions, Requests, Promises, Threats, & Congratulations.

– 4. Conclusion– the conversation ends in some way.