Marzano’s Classroom Instruction That Works

Shannara J. Williams

Marzano’s Classroom Instruction That Works

Robert Marzano is well known for his research in education. He has written a few books but the one discussed mainly is Classroom instruction that works: research-based strategies for increasing student achievement. This book along with various education websites carefully discusses nine strategies that will help to accomplish achievement and organization in the classroom or school I thought that Marzano’s nine strategies are very relevant to curriculum and every teacher would find them helpful when planning lessons for their classes. (http://www.marzanoresearch.com/About/about_dr_marzano.aspx,

http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html#similar, www.pembroke.k12.ny.us/PS/teachers/.../MarzanoHighYieldStategies.doc).

The first strategy is identifying similarities and differences. It is the ability to break a concept into similar and dissimilar characteristics allowing a student to understand (and solve) complex problems. I think the best example and idea that teachers can use for younger grade levels would be venn diagrams. I like this tool best for younger grades elementary through middle school because it allows students to compare and contrast their information in a chart. For visual learners this is better than just notes on a paper. Research also notes that graphic forms are a good way to represent similarities and differences. Next, summarizing and note taking allows students to eliminate unnecessary, substitute, keep what’s important, and analyze the information. There are a few ways that students can achieve this outlines, clusters, and column notes to name a few. I like this strategy because it allows students to review for possible exams and also to understand what they are reading.

Reinforcing effort and providing recognition deals with the effort and recognition speak to the attitudes and beliefs of students. Teachers must show the connection between effort and achievement. This ties into homework and practice because teachers must also show students a connection between class lecture and their purpose of homework. In reference to homework, it is best that teachers only give what’s necessary and understandable to the student without a lot of help from a parent. Research shows that although not all students realize the importance of effort, they can learn to change their beliefs to emphasize effort. Students will see that their work is recognized most effectively if the teacher allows students to share stories or posts a bulletin board that displays the student’s work. That is why it is important for teachers to also provide feedback!

The fifth strategy is nonlinguistic representations. Research states that knowledge is stored in two forms: linguistic and visual. The more students use both forms in the classroom, the more opportunity they have to achieve. Recently, use of nonlinguistic representation has proven to not only stimulate but also increase brain activity. The way a teacher can accomplish this is by using both physical models and movement to represent information. An example that I like is storyboards because students get to design it then present it to the class. The sixth strategy ties into this. With cooperative learning students could also work together with each other and do a presentation together and share their information with the class. Research shows that organizing students into cooperative groups yields a positive effect on overall learning.

Strategy seven and eight are setting objective and providing feedback, and generating and testing hypothesis. Setting objectives can provide students with a direction for their learning. Some of the research I read suggested that a contract can be used to outline the specific goals that students must attain and the grade they will receive if accomplished. As for generating and testing hypothesis, research shows that a deductive approach (using a general rule to make a prediction) to this strategy works best. This can be accomplished in a classroom by asking students to build something using limited resources. This will require students to generate questions and hypothesis about what may or may not work.

The last strategy is cues, questions, and advance organizers. Cues, questions, and advance organizers help students use what they already know about a topic to enhance further learning. Research shows that these tools should be highly analytical, should focus on what is important, and are most effective when presented before a learning experience. The way this strategy can be accomplished in a classroom is with the teacher providing guided questions before each lesson, think alouds, inferencing, drawing conclusion, and/or skimming the chapter to identify key vocabulary.

If all of these strategies are used in the classroom the student’s achievement will increase. All of these strategies engage students in classroom activities in various ways. It is important to teach students utilizing different strategies in order to keep them as active learners. I think that these strategies are very useful in the classroom and also understand how the administrators can effectively use them as well.