“Empowering Teachers to Impact Students”

Malesus Elementary
[Link]
December 18, 2009

Freed-Hardeman University
Graduate Studies in Education
Dr. M. Monte Tatom, Assistant Professor
[Link]
E-mail: mtatom@[Link]
SKYPE: doctatom
Twitter: [Link]
 An Overview of…

Research-based
Strategies for
Increasing Student
Achievement
Classroom Instruction That Works: Research-Based Strategies
for Increasing Student Achievement and
What Works in Schools: Translating Research into Action
(Robert Marzano, 2001 & 2003)
Step One: Know Your Stud
ents
• Ability
Levels
• Interests
• Behavior

EXPLORE
Step Two: Vary Instruction
• Direct Instruction
• Inquiry-based Learning
• Cooperative Learning
• Information Processing Strategies

EXPLORE
Step Three: Vary Activities
• Cubing
• WebQuest
• PowerPoint
• Cooperative Learning

EXPLORE
Step Four: Vary Assessments
• Pre-Assessments
• During Learning Assessments
• Reflection Activities
• Authentic Assessments
• Rubrics
• Portfolios

EXPLORE
Major Factors Influencing
Student Achievement
1. School factors
• Guaranteed viable curriculum
• Challenging goals and feedback
• Parental and community involvement
• Safe, orderly, conducive to learning environment
• Professionalism and collegiality

2. Classroom factors
• Aligned, viable curriculum
• Classroom management
• Instructional strategies
3. Student factors
• Home environment
• Motivation
• Acquisition of knowledge
A visual representation of Bloom's Taxonomy of
Higher Order Thinking Skills with a 21st century
skills frame.

[Link]
[Link]
The final factor Marzano considers is
the critical role of Leadership,
which he says, “could be considered
the single most important aspect of
effective school reform…it
influences every aspect of the model
presented in this book.” (p. 172)
“In teaching it is the method and not
the content that is the message…the
drawing out, not the pumping in.”
- Ashley Montague
 9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)

1. Identifying Similarities and Differences

2. Summarizing and Note Taking

3. Reinforcing Effort and Providing

Recognition
4. Homework and Practice
 9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)

5. Nonlinguistic Representation
6. Cooperative Learning
7. Setting Objectives and Providing
Feedback
8. Generating and Testing Hypotheses
9. Cues, Questions, and Advance Organizers
The following table outlines the average percentile
point gains on student achievement tests from
each of the nine strategies:                                             
1. Identifying Similarities
and Differences
• Generalizations from research
– Explicit guidance in identifying
similarities and differences enhances
students’ understanding of and ability
to use knowledge.

- Students’ independent identification of

similarities and differences enhances
students’ understanding of and ability
to use knowledge.
 Identifying Similarities
and Differences
• Generalizations from research (cont.)
– Representing similarities and
differences in graphic or symbolic form
(e.g. Venn Diagram) enhances students’
understanding of and ability to use
knowledge.
- Identifying similarities and differences
can be done in a variety of forms.
 Forms for Identifying
Similarities and Differences
• Comparing
What are the important characteristics
of these topics/ideas that you want to
compare?

• Classifying
What are the rules that govern group
membership?
 Forms for Identifying
Similarities and Differences
• Metaphors (“Love is a rose”)
What is the abstract or nonliteral
connection between the ideas?

• Analogies (“Oxygen is to humans as

carbon dioxide is to plants”)
What is the “relationship between the

relationships”?
 9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)

1. Identifying Similarities and Differences

 Think, Pair, Share Activity

Think: Recall a recent instructional situation when

you used one of these strategies.
Pair/Share: Tell someone else about this
experience and the student learning that
resulted from it.
Please take 2 minutes to
Pair-Share how you
would utilize Identifying
Similarities and
Differences in the
classroom.
 2
Minutes Left
 1
Minute Left
 30
SECONDS Left
 15
SECONDS Left
Time’s Up!
Time’s Up!
Time’s Up!
2. Summarizing and Note Taking

• Generalizations from research on

summarizing
– To effectively summarize, students
must delete, substitute, and keep some
information.
- To effectively delete, substitute, and
keep information, students must analyze
the information at a deep level.
– The structure of the information can
aid summarizing.
 Classroom Practice in
Summarizing
• Rule-based Summarizing
– Delete the trivial.
– Delete the redundant.
– Substitute generic terms for listing.
(e.g. “dogs” for “labs, spaniels, and boxers”)
– Select/create a topic sentence.
• Summary Frames
– Create a series of questions to highlight
critical elements to guide students in
summarizing information.
 Classroom Practice in
Summarizing (cont.)

• Reciprocal Teaching (Student leader)

– Summarize
– Generate questions
– Clarify
– Encourage predictions
Summarizing and Note Taking
• Generalizations from research on
note taking
- Verbatim note taking is least effective.
- Notes are a work in progress.
– Notes should be used as study guides
for tests.

- The more notes taken, the better.

Classroom Practice in
Note Taking
• Teacher-prepared notes
– Highlight important points.
– Model note taking for students.
• Formats for notes
– Informal outline
– Webbing
– Combination
 9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)

1. Identifying Similarities and Differences

2. Summarizing and Note Taking
Please take 2 minutes to
Pair-Share how you would
utilize Summarizing and
Note Taking in the
classroom.
 2
Minutes Left
 1
Minute Left
 30
SECONDS Left
 15
SECONDS Left
Time’s Up!
Time’s Up!
Time’s Up!
3. Reinforcing Effort and
Providing Recognition

• Generalizations from research on

reinforcing effort
- Not all students realize importance of
believing in effort.

- Students can learn to change their

beliefs to an emphasis on effort.
 Classroom Practice in
Reinforcing Effort

• Keep track of effort and

achievement.
– Effort and achievement rubrics
– Effort and achievement chart
 Reinforcing Effort and
Providing Recognition
• Generalizations from research on
providing recognition
– Rewards increase intrinsic motivation if
measured as student’s attitude toward
the activity.
- Reward is most effective when attached
to attaining a performance goal.
- The more abstract/symbolic the reward,
the more powerful it is (e.g. verbal
recognition).
 Classroom Practice in
Providing Recognition
• Personalize recognition
– Recognize “personal best”.

• Pause, prompt, praise

– Use during demanding task.

• Concrete symbols of recognition

– Give tokens (e.g. stickers) for
achievement of performance goal.
 9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 &
2003)
1. Identifying Similarities and Differences
2. Summarizing and Note Taking
3. Reinforcing Effort and Providing Recognition
Please take 2 minutes to
Pair-Share how you would
utilize Reinforcing Effort
and Providing Recognition
in the classroom.
 2
Minutes Left
 1
Minute Left
 30
SECONDS Left
 15
SECONDS Left
Time’s Up!
Time’s Up!
Time’s Up!
4. Homework and Practice
• Generalizations from research on
homework
- Students at lower grades should be
given less homework than students at
higher grade levels.
- Parent involvement in homework should
be kept to a minimum.
- The purposes for homework should be
identified and stated.
- If homework is assigned, it should be
commented on.
 Classroom Practice in
Homework
• Establish, communicate, and adhere
to clear homework policies.
– Purposes (i.e. practice, preparation,
elaboration)
– Amount assigned
– Consequences for non-completion
– Description of parental involvement
acceptable
 Classroom Practice in
Homework
• Design homework assignments that
clearly state the purpose and
outcome for the assignments.
• Vary the approaches to providing
feedback.
– Manage work load
– Maximize the effectiveness of feedback
Homework and Practice
• Generalizations from research on
practice
- Mastering a skill takes repeated,
focused practice over time.
- During initial practice of a skill,
students shape their conceptual
understanding. The student should deal
with only a few examples during this
phase to support the depth of reasoning
required. Speed is not the focus.
 Classroom Practice in
Practicing Skills
• Chart both speed and accuracy.

• Focus practice on specific parts of a

complex skill or process.
• Provide time for modeling the skill,
time for guided practice, and time for
independent practice.
 9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 &
2003)
1. Identifying Similarities and Differences
2. Summarizing and Note Taking
3. Reinforcing Effort and Providing Recognition
4. Homework and Practice
Please take 2 minutes to
Pair-Share how you would
utilize Homework and
Practice in the classroom.
 2
Minutes Left
 1
Minute Left
 30
SECONDS Left
 15
SECONDS Left
Time’s Up!
Time’s Up!
Time’s Up!
5. Nonlinguistic Representations

• Generalizations from research

– A variety of activities produce
nonlinguistic representations which
enhance student understanding of
content.

- Nonlinguistic representations should

elaborate on (add to) content knowledge.
 Types of Nonlinguistic
Representations
• Graphic organizers
– Descriptive pattern
– Time sequence
– Process/Cause-Effect
– Episode
– Generalization/Principal pattern
– Concept pattern

• Physical models
– Concrete representations of knowledge
– Manipulatives
Types of Nonlinguistic
Representations (cont.)

• Mental pictures
• Pictures or pictographs

• Kinesthetic (movement) activity

 9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 &
2003)
1. Identifying Similarities and Differences
2. Summarizing and Note Taking
3. Reinforcing Effort and Providing Recognition
4. Homework and Practice
5. Nonlinguistic Representation
Please take 2 minutes to
Pair-Share how you would
utilize Nonlinguistic
Representation in the
classroom.
 2
Minutes Left
 1
Minute Left
 30
SECONDS Left
 15
SECONDS Left
Time’s Up!
Time’s Up!
Time’s Up!
 6. Cooperative Learning

• Generalizations from research

– Organizing groups based on ability
should be done sparingly.

- Cooperative groups should be small in

size (3-4 members).

- Cooperative learning should be applied

consistently and systematically (at
least once per week), but not overused.
 Classroom Practice in
Cooperative Learning
• Five elements of cooperative learning
– Positive interdependence
– Face-to-face interaction
– Individual and group accountability
– Interpersonal and small group skills
– Group processing
• Grouping patterns
– Informal (e.g. turn-to-your-neighbor)
– Formal for more complex tasks (with
cooperative learning components)
– Base groups (long-term)
Examples of cooperative learning
Reciprocal Teaching
Jigsaw
Think-Pair-Share
Three Step Interview
Round Robin Brainstorming
Three Minute Review
Numbered Heads
Team Pair Solo
Circle the Sage
 9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 &
2003)
1. Identifying Similarities and Differences
2. Summarizing and Note Taking
3. Reinforcing Effort and Providing Recognition
4. Homework and Practice
5. Nonlinguistic Representation
6. Cooperative Learning
Please take 2 minutes to
Pair-Share how you would
utilize Cooperative
Learning in the classroom.
 2
Minutes Left
 1
Minute Left
 30
SECONDS Left
 15
SECONDS Left
Time’s Up!
Time’s Up!
Time’s Up!
7. Setting Objectives and

Providing Feedback
• Generalizations from research on
goal setting
– Instructional goals narrow what
students focus on.
– Instructional goals should not be too
specific (i.e. not stated in behavioral
terms).
– Students should be encouraged to
personalize the teacher’s classroom
goals.
 Classroom Practice in
Goal Setting

• Set focused but flexible goals.

• Develop contracts with students for

attainment of specific goals.
 Setting Objectives and
Providing Feedback
• Generalizations from research on
providing feedback
– Feedback is the most powerful single
modification to enhance achievement.
– Feedback should be “corrective” with
explanation, not just “right” or “wrong”.
Ask students to work at the task until
they succeed.
– Feedback should be timely.
 Setting Objectives and
Providing Feedback
• Generalizations from research on
providing feedback (cont.)
– Feedback should be specific to a
particular standard/criterion.
– Students can effectively provide some
of their own feedback.
 Classroom Practice in
Providing Feedback
• Give students feedback in terms of
specific levels of knowledge and skill
instead of a percentage score.
– Develop a rubric for information.
– Develop a rubric for process/skill.
• Give students specific feedback.
• Students can be a part of feedback
process.
 9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 &
2003)
1. Identifying Similarities and Differences
2. Summarizing and Note Taking
3. Reinforcing Effort and Providing Recognition
4. Homework and Practice
5. Nonlinguistic Representation
6. Cooperative Learning
7. Setting Objectives and Providing Feedback
Please take 2 minutes to
Pair-Share how you would
utilize Setting Objectives
and Providing Feedback in
the classroom.
 2
Minutes Left
 1
Minute Left
 30
SECONDS Left
 15
SECONDS Left
Time’s Up!
Time’s Up!
Time’s Up!
8. Generating and Testing
Hypotheses
• Generalizations from research
– Hypothesis generation and testing can
be approached in an inductive or
deductive manner.
• Deductive – Use a general rule to make a
prediction about a future action or event
• Inductive – Draw new conclusions based on
information known or given
– Teachers should ask students to clearly
explain their hypotheses and their
conclusions.
Classroom Practice in Generating
and Testing Hypotheses
• Systems analysis
– Generate hypotheses to predict what might
happen if some aspect of a system were
changed.
• Problem solving
– Generate and test hypotheses related to
overcoming barriers in obtaining a goal.
• Historical investigation
– Construct plausible scenarios for the past,
about which there is no general agreement.
Classroom Practice in Generating
and Testing Hypotheses (cont.)
• Invention
– Hypothesize what might work, develop
idea, conduct tests to see if it solves the
problem/meets goal.
• Experimental inquiry
– Generate and test hypotheses for
explaining something you have observed.
• Decision Making
– Use a structured Decision Making
framework for analysis of alternatives.
Classroom Practice in Generating
and Testing Hypotheses (cont.)
• Make sure students can explain their
hypotheses and conclusions.
– Provide templates for reporting.
– Provide sentence stems for explaining
conclusions.
– Provide or develop rubrics with students,
so they know that the criteria on which
they will be evaluated are based on the
quality of their explanations.
– Utilize audiotapes for explanations.
 9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)

1. Identifying Similarities and Differences

2. Summarizing and Note Taking
3. Reinforcing Effort and Providing Recognition
4. Homework and Practice
5. Nonlinguistic Representation
6. Cooperative Learning
7. Setting Objectives and Providing Feedback
8. Generating and Testing Hypotheses
Please take 2 minutes to
Pair-Share how you would
utilize Generating and
Testing Hypotheses in the
classroom.
 2
Minutes Left
 1
Minute Left
 30
SECONDS Left
 15
SECONDS Left
Time’s Up!
Time’s Up!
Time’s Up!
9. Cues, Questions, and
Advance Organizers
• Generalizations from research on
cues and questions
– Cues and questions should focus on what
is important as opposed to what is
merely interesting.
– Questions that require students to
analyze information produce deeper
learning than questions that ask students
to recall or recognize information.
 Cues, Questions, and
Advance Organizers
• Generalizations from research on
cues and questions (cont.)
– “Waiting” briefly before accepting
responses from students increases
depth of students’ answers.
– Questions are effective learning tools
even when asked before a learning
experience.
Classroom Practice in
Cues and Questions
• Explicit cues
– Provide students with a preview of
what they are about to experience by
directly asking about prior experiences
related to content.
• Questions that elicit inferences

• Questions that analyze or critique

information presented
 Cues, Questions, and
Advance Organizers
• Generalizations from research on
advance organizers
– Advance organizers should focus on
what is important as opposed to what is
merely interesting.
– Advance organizers that require students
to analyze information produce deeper
learning than organizers that ask students
to recall or recognize information.
 Cues, Questions, and
Advance Organizers
• Generalizations from research on
advance organizers (cont.)
– Advance organizers are most useful with
information that is not well organized.

– Different types of advance organizers

produce different results.
• Expository organizers have the greatest
impact on student learning.
 Classroom Practice in
Advance Organizers
• Expository advance organizers
describe the new content.
• Narrative advance organizers preview
the content in a story format.
• Skimming of information provides a
general familiarity with the content.
• Graphic organizers can help students
think about new knowledge before
experiencing it.
 9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)

1. Identifying Similarities and Differences

2. Summarizing and Note Taking
3. Reinforcing Effort and Providing Recognition
4. Homework and Practice
5. Nonlinguistic Representation
6. Cooperative Learning
7. Setting Objectives and Providing Feedback
8. Generating and Testing Hypotheses
9. Cues, Questions, and Advance Organizers
Please take 2 minutes to
Pair-Share how you would
utilize Cues, Questions,
and Advance Organizers
in the classroom.
 2
Minutes Left
 1
Minute Left
 30
SECONDS Left
 15
SECONDS Left
Time’s Up!
Time’s Up!
Time’s Up!
“Teachers: Two kinds: the kind that fill
you with so much quail shot that you
can’t move, and the kind that just
give you a little prod behind and you
jump to the skies.”
- Robert Frost
[Link]
structionalstrategies/
This site identifies and provides technology resources
which can be used to support the nine instructional
strategies:

• Identifying Similarities and Differences

• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representations
• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypotheses
• Questions, Cues, and Advance Organizers
 Closing Thoughts

• Comfort Zone EXPLORE

• Invitational Learning
 Freed-Hardeman University
Graduate Studies in Education
Dr. M. Monte Tatom
Assistant Professor
E-mail: mtatom@[Link]
Office:  731-989-6088
Toll Free: 800-639-3480
Office Room #: GC  G02c EDU
[Link]
Used for my PLC
[Link]
Used for personal and class use
[Link]
Used for blogging
[Link]
Used for professional use
[Link]

Ways to stay connected