Marzano's Classrooom Instruction That Works

Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. By Marzano, Pickering & Pollock

Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement describes research based instructional strategies that can have a significant positive impact on student achievement. In addition, Marzano suggest that schools can have a significant positive influence on student achievement, and that the key variable is the individual classroom teachers.

The following research-based teaching strategies are discussed in Marzano’s book as having the most positive effects on student learning:

1) Identifying Similarities and Differences - Seeing similarities and differences is a fundamental cognitive process (Gentner & Markman, 1994; Medin, Goldstone, & Markman, 1995). As an instructional strategy, it includes various activities that help learners see patterns and make connections.

2) Summarizing and Note Taking - Summarizing is restating the meaning of text or an experience in as few words as possible in a new, yet brief form. Effective summarizing leads to an increase in student learning. Helping students recognize how information is structured will help them summarize what they read or hear (Marzano, Pickering, & Pollock, 2001).

3) Reinforcing Effort and Providing Recognition - These strategies outlined address students' attitudes and beliefs. Most students are not aware of the significance of believing that their level of effort is related to their achievement. Research shows that students' beliefs and attitudes have a significant effect on their success or failure in school.

4) Homework and Practice - Homework and practice both provide opportunities for students practice, review, and apply knowledge. Doing homework and repeated practice means students are engaged in applying new learning repeatedly.

5) Nonlinguistic Representations- Teachers who wish to take advantage of all modes of learning will encourage students to make nonlinguistic representations of their thinking. Nonlinguistic representations can include graphic representations, mental pictures, physical models, drawings, and kinesthetic activities.

6) Cooperative Learning - When students are provided with opportunities to interact with each other in a variety of ways their learning is enhanced; Effective cooperative learning occurs when students work together to accomplish shared goals and when positive structures are in place to support that process (Johnson & Johnson, 1999).

7) Setting Objectives and Providing Feedback- Setting objectives establishes a direction for learning. Once students understand the parameters of an objective, they should brainstorm to determine what they know and what they want to learn. In addition, regular feedback to students should be given as it enhances their learning.

8) Generating and Testing Hypotheses- Generating and testing hypotheses includes several processes, including systems analysis, invention, experimental inquiry, decision making, and problem solving. Understanding increases when students are asked to explain the scientific principles they are working from and the hypotheses they generate from these principles (Lavoie, 1999; Lavoie & Good, 1988; Lawson, 1988).

9) Cues, Questions, and Advance Organizers- Giving students a preview of what they are about to learn or experience helps them activate prior knowledge; Cues, questions, and advance organizers are among the tools and strategies that teachers use to set the stage for learning. These tools create a framework that helps students focus on what they are about to learn, thus leading to more success.

Marzano explains that their findings and recommendations are general and there is still much to be learned about pedagogical expertise. The authors also caution that these strategies are tools to use at the teacher’s discretion. In addition, some questions remain unanswered; “Are some instructional strategies more effective in certain subject areas? Are some instructional strategies more effective at certain grade levels? Are some instructional strategies more effective with students from different backgrounds? Are some instructional strategies more effective with students of different aptitudes?” (Marzano, 2009). The conclusion was: “Until we find the answers to the preceding questions, teachers should rely on their knowledge of their students, their subject matter, and their situations to identify the most appropriate instructional strategies.”