Tech and marzano

Using Technology with Classroom Instruction That Works

January 2011

What is “Classroom Instruction That Works”?

• Classroom Instruction That Works - Research-based Strategies for Increasing Student Achievement

• Written by: Robert J. Marzano, Debra J. Pickering, Jane E. Pollock

• Published 2001

• Meta-analysis: combines the results from a number of studies to determine the average effect of a given technique.

• When conducting a meta-analysis, a researcher translates the results of a given study into a unit of measurement referred to as an effect size.

• One of the primary goals of the McREL study was to identify instructional strategies that have a high probability of enhancing study achievement for all students in all subject areas at all grade levels.

How does the use of technology play a role in the use of these strategies?

A supporting book was published:

• Using Technology with Classroom Instruction that Works

• Written by: Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, Kim Malenoski

• Published 2007

Name That Strategy:

Identifying Similarities and Differences

Ave. Effect Size (ES) Percentile Gain No. of ESs Standard Deviation (SD)

1.61 45 31 .31


Generalizations:• Presenting students with explicit guidance in identifying

similarities and differences enhances their understanding of and ability to use knowledge

• Asking students to independently identify similarities and differences enhances their understanding of and ability to use knowledge

• Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge

• Identification of similarities and differences can be accomplished in a variety of ways and is a highly robust activity


Recommendations:• Teach students to use comparing, classifying, metaphors,

and analogies when they identify similarities and differences

• Give students a model of the steps for engaging in the process

• Use a familiar context to teach students these steps• Have students use graphic organizers as a visual tool to

represent the similarities and differences• Guide students as they engage in this process. Gradually

give less structure and less guidance

Name That Strategy:

Summarizing and Note TakingAve. Effect Size (ES) Percentile Gain No. of ESs Standard Deviation

(SD)1.00 34 179 .50

Summarizing and Note Taking

Generalizations:• To effectively summarize, students must

delete some information, substitute some information, and keep some information

• Verbatim note taking is perhaps the least effective way to take notes

• Notes should be considered a work in progress• Notes should be used as study guides for tests

Summarizing and Note Taking

Recommendations for Summarizing:• Teach students the rule-based summarizing

strategy• Teach students a variety of note-taking

formats• Give students teacher-prepared notes

Name That Strategy:

Reinforcing Effort and Providing Recognition


.80 29 21 .35


Generalizations:• Not all students realize the importance of

believing in effort• Reward is most effective when it is contingent

on the attainment of some standard of performance

• Abstract symbolic recognition (e.g., praise) is more effective than tangible rewards (e.g., candy, money)


Recommendations:• Explicitly teach students about the importance

of effort• Have students keep track of their effort and

achievement• Personalize recognition• Use the Pause, Prompt, and Praise strategy• Use concrete symbols of recognition

Name that Strategy:

Homework and PracticeAve. Effect Size (ES) Percentile Gain No. of ESs Standard Deviation

(SD).77 28 134 .36

Homework and Practice

Generalizations:• The amount of homework assigned to students should

be different from elementary to high school• Parental involvement in doing homework should be

kept to a minimum• The purpose of homework should be identified and

articulated• If homework is assigned, it should be commented upon• Mastering a skill or process requires a fair amount of

focused practice

Homework and Practice

Recommendations:• Establish and communicate a homework

policy• Design homework assignments that clearly

articulate purpose and outcome• Vary approaches to providing feedback

Name That Strategy:

Nonlinguistic RepresentationsAve. Effect Size (ES) Percentile Gain No. of ESs Standard Deviation

(SD).75 27 246 .40

Nonlinguistic Representation

Generalizations:• A variety of activities produce nonlinguistic

representation• The purpose of nonlinguistic representation is

to elaborate on knowledge

Nonlinguistic Representation

Recommendations:• Use graphic organizers to represent knowledge• Have students create physical models of the

knowledge• Have students generate mental pictures of the

knowledge they are learning• Use pictures or pictographs to represent knowledge• Have students engage in kinesthetic activities

representing the knowledge

Name That Strategy:

Cooperative LearningAve. Effect Size (ES) Percentile Gain No. of ESs Standard Deviation

(SD).73 27 122 .40

Cooperative Learning

Generalizations:• Organizing groups based on ability levels

should be done sparingly• Cooperative learning groups should be rather

small in size• Cooperative learning should be used

consistently and systematically but should not be overused

Cooperative Learning

Recommendations:• Use a variety of criteria to group students• Use informal, formal, and base groups• Keep the groups to a manageable size• Combine cooperative learning with other

classroom structures

Name That Strategy:

Setting Objectives and Providing Feedback


.61 23 408 .28


Generalizations:• Setting instructional goals narrows what

students focus on, but not too specific• Feedback should be “corrective” in nature and

timely• Students can effectively provide some of their

own feedback


Recommendations for Setting Objectives:• Set learning objectives that are specific but

flexible• Communicate the learning objectives or goals

to students and parents• Focus feedback on specific types of knowledge• Use student-led feedback

Name That Strategy:

Generating and Testing HypothesesAve. Effect Size (ES) Percentile Gain No. of ESs Standard Deviation

(SD).61 23 63 .79

Generating and Testing Hypothesis

Generalizations:• The generating and testing of hypothesis can

be approached as an inductive or deductive manner

• Teachers should ask students to clearly explain their hypotheses and their conclusions

Generating and Testing Hypotheses

Recommendations:• Make sure students can explain their

hypotheses and conclusions• Use a variety of structured tasks to guide

students through generating and testing hypotheses

Name that Strategy:

Questions, Cues, and Advance Organizers


.59 22 1,251 .26


Generalizations:• Questions, Cues, and Advance Organizers should

focus on what is important rather than what is unusual

• “Higher-level” questions and advance organizers produce deeper learning than “lower-level” questions and advance organizers

• Different types of advance organizers produce different results


Recommendations:• Teach students skimming as a form of advance

organizer• Ask questions that elicit inferences• Ask analytic questions

Education

Tech and marzano