What Works in the Classroom

The Public Schools of Petoskey

What Works in the Classroom

Mid-continent Research for Education and Learning

Authors: Robert Marzano, Barbara B. Gaddy, & Ceri Dean
Based in an earlier McREL research document entitled A Theory Based Meta-Analysis of Research in Instruction (Marzano, 1998) which summarized over 100 studies that involved over 4000 control groups

Since that document was published, McREL researchers have analyzed additional research on instructional strategies that could be used by teachers in K–12 classrooms. The combined results of these syntheses are presented in What Works in Classroom Instruction at http://www.mcrel.org/PDF/Instruction/5992TG_What_Works.pdf.

This study identifies nine, GENERAL instructional categories that strongly affect student achievement:

·  Identifying similarities and differences (e.g., analogies, comparisons, classifying, metaphors)

·  Summarizing (e.g., rules-based deletions, summary frames, reciprocal teaching) Note taking (e.g., teacher-prepared notes, different taught formats, combination format that can includes illustrations, )

·  Reinforcing effort and providing recognition (e.g., teach role of effort on achievement, students’ assess own effort & relate to achievement, personalize- pause, prompt, & praise, concrete symbols of recognition)

·  Homework and practice (e.g., policy, clarify purpose, different feedback strategies, chart accuracy & speed, assignments focus on specific aspects of skill or product, understand process)

·  Nonlinguistic representations (e.g. organizers- descriptive, time/sequence or pattern, cause-effect, episode, generalization, concept organizers; pictures, pictographs, mental pictures, concrete representations, kinesthetic activities)

·  Cooperative learning (e.g., variety of grouping techniques, informal & formal, small sizes, combined with other classroom structures)

·  Setting goals and providing feedback (e.g., specific (to direct), general (allow flexibility), goal contract, give process/guidelines, criterion-referenced feedback, involve students in process)

·  Generating and testing hypotheses (e.g., structured tasks, ask students to explain hypothesis & conclusions)

·  Activating prior knowledge (e.g., present cues, ask inferential questions, present questions that require analysis, advance organizers)

Additionally, for teaching SPECIFIC types of knowledge, their research adds: Teach vocabulary (terms & phrases), Expose to key details, Organize & generalize ideas, Approach skills & tactics, & Processes- model & focus on subcomponents. McREL is also researching the use of types of technology to enhance learning.

Table 1.1: Categories of Instructional Strategies that Strongly Affect Student Achievement

Category Ave. Effect Size Percentile Gain

Identifying similarities and differences 1.61 45

Summarizing and note taking 1.00 34

Reinforcing effort and providing recognition .80 29

Homework and practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting goals and providing feedback .61 23

Generating and testing hypotheses .61 23

Activating prior knowledge .59 22

Explanation of Effect Size: Meta-analysis experts explain that an effect size of 1.0 can be interpreted as roughly one year’s growth in achievement. It is important to note that this data is averaged between a large number of studies. Therefore, some may be higher or lower that represented on this table.

Darling-Hammond’s thoughts

Designing Classrooms that Enable Diverse Students to Learners Challenging Content

1.  Understanding of Subject Matter & Strategies to Engage in the Subject Matter

2.  Understanding & Reaching Out to Wide Variety of Learners & Their Backgrounds

3.  Assessing Learning to Understand What is Known & How Individuals Learn Best

4.  Managing a Classroom to Safeguard Valuable Time & Create a Positive Learning Environment

5.  Collaborate

More information can be found in Darling-Hammond’s book, Preparing Teachers for a Changing World

Schmoker’s Thoughts

Teachers know what is going on in their classrooms but often may be in the dark about what other teachers in the school are doing. Schmoker suggests that we need to get beyond this buffer to confront the truth about what is happening in classrooms, and to allow teachers to learn from each other and to be supervised properly. He outlines a plan that focuses on the importance of consistent curriculum, authentic literacy education, and professional learning communities for teachers. What will students get out of this new approach? They will receive learning for life. Schmoker argues that students become learners for life when they have more opportunities to engage in strategic reading, writing with explicit guidance, and argument and discussion. (Results Now)

Research can also indicate categories that do not work as well in the classroom

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