Roberto Marzano's Classroom Instruction That Works

I found it ironic that I was assigned this topic to blog and present. The district that I am currently working in has chosen Robert Marzano’s Classroom Instruction That Works (CITW) as a new initiative this school year. Each month, members of our School Leadership Committee present one of his nine strategies. In turn, the classroom teachers use the strategies and implement those strategies and activities in their classrooms. As I was reading his book, it became clear to me that we, as teachers, implement most, if not all of his strategies in our classrooms each day.

Marzano’s nine strategies are research based for improving student learning. They have a significant, positive impact on student learning. For educators who need real proof as to which teaching strategies raise student achievement and by how much, Classroom Instruction That Works provides researched evidence, statistical data, and case studies. The following is a list of his 9 strategies and what tools can be used in the classroom to implement each strategy.

Identifying Similarities and Differences
This strategy focuses on the mental processes that students can use to restructure and understand information. Classroom activities that ask students to identify similarities and differences include comparison tasks, classifying tasks, and the use of metaphors and analogies.

Summarizing and Note Taking
Summarizing and note taking requires the ability to synthesize information. Students must be able to analyze information and organize it in a way that captures the main ideas and supporting details that is stated in their own words. Identifying beginning, middle and end, sequencing key events, and Cornell notes are a few examples of summarizing and note taking.

Reinforcing Effort and Proving Recognition
This is a very important strategy. This addresses the students’ attitude about learning. Students need to be rewarded and praised. When they are rewarded and praised, research shows that their level of achievement is higher.

Homework and Practice
Did you know research shows that students need to practice a skill 24 times to reach 80% competency? Students need homework and practice so they have the opportunity to practice, review, and apply knowledge.

Nonlinguistic Representations
This strategy can enhance a student's ability to represent and elaborate on knowledge using mental images. These mental images (representations) can include graphic representations, mental pictures, physical models, drawings, and kinesthetic activities. When students are able to use imagery, the effects on student achievement can be significant.

Cooperative Learning
When students are provided with opportunities to interact with each other in a variety of ways their learning is enhanced. These activities support the ideas that there should be a variety of criteria to group students; that there should be formal, informal and base groups and that the size of learning groups should be continually monitored. Project based learning is an example of cooperative learning.

Setting Objectives and Providing Feedback
Setting objectives establishes a direction for learning. Once students understand the reasons for an objective, they should brainstorm to determine what they know and what they want to learn. In my 5th grade classroom, my students and I collaboratively write our objectives. Specific, timely, and regular feedback to students enhances their learning. Also, feedback should include an explanation of why an item is correct or incorrect and be criterion referenced. In other words, students should understand where they stand relative to a specific target of knowledge or skill.

Generating and Testing Hypotheses
Students should be asked "what if?" as they plan and conduct simple investigations (e.g., formulate a testable question, make systematic observations.)

Cues, Questions, and Advanced Organizers
This strategy gives students the opportunity to connect what they already know to what they need to know. Questions should focus on what is central and most important. Advance organizers are most useful for information that is not easily presented in a well-organized manner.

As you were reading about Marzano’s Strategies for Classroom Instruction That Works, I am sure you were thinking the same thing I was as I was reading his book – “I do these things in my classroom.” It is true, we all do. The most important thing we need to remember is – as we are using Marzano’s strategies; we are working towards our goal – teaching students to think!