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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
Identifying Similarities and Differences
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
Identifying Similarities and Differences
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
Ave. Effect Size (ES) Percentile Gain No. of ESs Standard Deviation (SD)
.80 29 21 .35
Reinforcing Effort and Providing Recognition
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)
Reinforcing Effort and Providing Recognition
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
Ave. Effect Size (ES) Percentile Gain No. of ESs Standard Deviation (SD)
.61 23 408 .28
Setting Objectives and Providing Feedback
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
Setting Objectives and Providing 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
Ave. Effect Size (ES) Percentile Gain No. of ESs Standard Deviation (SD)
.59 22 1,251 .26
Questions, Cues, and Advance Organizers
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
Questions, Cues, and Advance Organizers
Recommendations:• Teach students skimming as a form of advance
organizer• Ask questions that elicit inferences• Ask analytic questions