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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