BLOOM’S REVISED TAXONOMY RELATED TO VARIOUS TYPES OF LEARNERS
BLOOM’S DIGITAL TAXONOMY H.O.T.S. vs C.O.L.D.
BLOOM’S REVISED TAXONOMY RELATED TO PRODUCTS AND ACTIVITIES
Robert Marzano’s Ten Effective Research-Based Instructional Strategies
Marzano, R. (2000). What Works in Classroom Instruction. Alexandria VA ASCD
1. Identifying Similarities and Differences, Comparing, contrasting, classifying, analogies, and metaphors. These processes
are connected as each requires students to analyze two or more elements in terms of their similarities and differences in one or more
characteristics. This strategy has the greatest effect size on student learning. Techniques vary by age level. 45%ile points increase
2. Summarizing and note-taking. To summarize is to fill in missing information and translate information into a synthesized, brief
form. Note-taking is the process of students’ using notes as a work in progress and/or teachers’ preparing notes to guide instruction.
34%ile points increase
3. Reinforcing effort, giving praise and providing recognition. Simply teaching many students that added effort will pay off in
terms of achievement actually increases student achievement more than techniques for time management and comprehension of
new material. Praise, when recognizing students for legitimate achievements, is also effective. 29%ile points increase
4. Homework and practice. These provide students with opportunities to deepen their understanding and skills relative to
presented content. Effectiveness depends on quality and frequency of teacher feedback, among other factors.
28%ile points increase
5. Presenting knowledge through nonlinguistic representations. Knowledge is generally stored in two forms— linguistic form
and imagery. Simple yet powerful non-linguistic instructional techniques such as graphic organizers, pictures and pictographs,
concrete representations, and creating mental images improve learning. 27%ile points increase
6. Organizing students into cooperative learning groups. Effective when used right; ineffective when overused. Students still
need time to practice skills and processes independently. 27%ile points increase
7. Setting objectives and providing feedback. Goal setting is the process of establishing direction and purpose. Providing frequent
and specific feedback related to learning objectives is one of the most effective strategies to increase student achievement.
23%ile points increase
8. Generating and testing hypotheses. Involves students directly in applying knowledge to a specific situation. Deductive thinking
(making a prediction about a future action or event) is more effective than inductive thinking (drawing conclusions based on
information known or presented.) Both are valuable. 23%ile points increase
9. Cues, questions, and advanced organizers. These strategies help students retrieve what they already know on a topic. Cues are
straight-forward ways of activating prior knowledge; questions help students to identify missing information; advanced organizers are
organizational frameworks presented in advance of learning. 22%ile points increase
10. Specific types of knowledge.
Vocabulary: Research indicates that student achievement will increase by 12 percentile points when students are taught 10-12
words a week; 33 percentile points when vocabulary is focused on specific words important to what students are learning.
Requires specific approaches. 32 percentile points increase
Details: Teach specific pieces of information including facts, time sequences, cause and effect and episodes. Dramatic
enactment of details has the strongest effect on students’ learning.
Organizing Ideas: Teach generalizations and principles as ways to make sense of related ideas and knowledge.
Skills and Processes: Both of these produce some form of result or product. Should be learned to level of automaticity.
10 RESEARCH-BASED TEACHING STRATEGIES THAT MOST IMPACT STUDENT ACHIEVEMENT Based on studies by Robert Marzano, 2001
1. Identifying Similarities and Differences 45% gain
2. Summarizing and Note Taking 34% gain
3 .Reinforcing Effort and Providing Recognition 29% gain
4. Homework and Practice 28% gain
5. Presenting Knowledge Through Nonlinguistic Representations 27% gain
Comparing Summarizing Personalize it Gr. 4-6 ES = .15 Less homework
Present graphic organizers
Classifying Questioning Pause, Prompt, Praise
Gr. 7-9 ES = .31 More homework
Generate mental pictures
Creating metaphors Clarifying Intrinsic rewards Gr. 10-12 ES = .64 Most homework
Draw pictures and pictographs
Creating analogies Predicting Extrinsic rewards based on external standards
Keep parent involvement to a minimum
Engage in kinesthetic activities
Teacher-prepared notes
Abstract rewards more effective than tangible
State a clear, specific purpose for the homework
Student notes written in student’s own format
Homework should be commented on in varied ways
Informal outline
Webbing
6. Organizing Students Into Cooperative Learning Groups 27% gain
7. Setting Objectives and Providing Feedback 23% gain
8. Generating and Testing Hypotheses 23% gain
9. Cues and Questions and Advance Organizers 22% gain
10. Specific Types of Knowledge 12-33% gain
Promote positive interdependence
State specific, but flexible objectives
Deductive: general rule to make a prediction
Used to help students use what they already know
Teaching Vocabulary
Demonstrates face-to-face interaction
Student learning contracts
Inductive: use current knowledge to draw new conclusions
Focus on important information
Teaching Details
Question before, during and after the lesson
Organizing Ideas
Emphasizes individual and group accountability
Feedback should be corrective in nature
Articulate hypotheses and conclusions
Use higher level thinking skills and questions
Teaching Skills and Processes
Interpersonal and small group skills
Feedback should be timely
Problem solving, historical investigations
Use “wait time” to give students time to think and formulate responses
Group processing Feedback should be specific to the criteria
Invention, experimental inquiry
Graphic: visual representation of the new learning showing connections among concepts
Ability level groups Student-led feedback
Flexible groups
Informal, formal and base groups
WEBB’S DEPTH OF KNOWLEDGE RELATED TO 4 LEVELS OF ACTIVITIES