Resources
 Classroom Instruction that Works
 A Handbook for Classroom Instruction that Works
 Classroom Instruction that Works for English
Language Learners
 Using Technology with Classroom Instruction that
Works
 School Leadership that Works
 The Highly Engaged Classroom
The Research
30 Years of
Accumulated
Research
 Robert J. Marzano
 Debra J. Pickering
 Jane E. Pollock
Classroom Instruction
that Works
(ASCD, 2001)
The “Nine”
1.
Identifying Similarities and Differences
2. Summarizing and Note Taking
3. Reinforcing Effort and Providing Recognition
4. Homework and Practice
5. Nonlinguistic Representations
The “Nine”
6. Cooperative Learning
7. Setting Objectives and Providing Feedback
8. Generating and Testing Hypotheses
9. Cues, Questions, and Advance Organizers
Using A
Handbook for
Classroom
Instruction
1. Identifying
Similarities
and Differences
4 Processes for Identifying Similarities
and Differences
1. Comparing
2. Classifying
3. Creating Metaphors
4. Creating Analogies
Recommendations for Classroom
Practice in the Use of these 4 Tasks
 Give students a model for the processes
 Use familiar content to teach comparing, classifying,
creating metaphors, and creating analogies
 Give students graphic organizers
 Give students guidance as needed
2. Summarizing and Note
Taking
Summarizing: Classroom Practice
Recommendations
 Teaching students the rule-based summarizing strategy
 Using summary frames
 Teaching students reciprocal teaching and the groupenhanced summary
Note Taking: Classroom Practice
Recommendations
 Teaching students a variety of note taking strategies
 Giving students teacher prepared notes
 Reminding students to review their notes
3. Reinforcing
Effort and
Providing
Recognition
Reinforcing Effort: Classroom
Practice Recommendations
 Teaching students that effort can improve achievement
 Asking students to chart effort and achievement
Providing Recognition: Classroom
Practice Recommendations
 Establish a rationale for recognition
 Following guidelines for effective and ineffective praise
 Using recognition tokens
 Using the pause, prompt, and praise technique
4. Homework
and Practice
Homework: Classroom Practice
Recommendations
 Establishing and communicating a homework policy
 Clarifying the purpose of homework
 Asking students to use homework assignment sheets
 Commenting on homework
Practice: Classroom Practice
Recommendations
 Determining which skills are worth practicing
 Scheduling massed and distributed practice
 Asking students to chart speed and accuracy
 Helping students shape a skill or process
5. Nonlinguistic
Representations
(Representing
Knowledge)
Nonlinguistic Representations: Classroom
Practice Recommendations
 Graphic organizers
 Pictorial representations
 Mental images
 Physical models
 Kinesthetic representations
6. Cooperative
Learning
(Learning
Groups)
Cooperative Learning: Classroom
Practice Recommendations
 Using elements of cooperative learning:
1.
2.
3.
4.
5.
Face-to-face interaction
Individual and group accountability
Positive interdependence
Interpersonal and small group skills
Group processing
Cooperative Learning: Classroom
Practice Recommendations
 Varying grouping criteria such as informal, formal, and
base groups
 Manage group size
7. Setting
Objectives and
Providing
Feedback
Setting Objectives: Classroom Practice
Recommendations
 Setting objectives that are not too specific
 Personalizing objectives
 Communicating objectives
 Negotiating contracts
Providing Feedback: Classroom Practice
Recommendations
 Using criterion-referenced feedback and explanations
 Using feedback from assessments
 Engaging students in peer feedback
 Asking students to self-assess
8. Generating and
Testing
Hypotheses
6 Processes for Generating
and Testing Hypotheses
1. Systems Analysis
2. Problem Solving
3. Decision Making
4. Historical Investigation
5. Experimental Inquiry
6. Invention
Recommendations for Classroom
Practice in the Use of these 6 Tasks
 Giving students a model for the processes
 Using familiar content to teach students the steps
for these tasks
 Giving students graphic organizers for these tasks
 Giving students guidance as needed
 Asking students to explain their hypotheses and
conclusions
9. Cues,
Questions, and
Advance
Organizers
Cues and Questions: Classroom Practice
Recommendations
 Focusing important information
 Using explicit cues
 Asking inferential questions
 Asking analytical questions
Advance Organizers: Classroom
Practice Recommendations
 Using expository advance organizers
 Using narrative advance organizers
 Teaching students skimming as a form of advance
organizers
 Teaching students how to use graphic organizers
Putting It All
Together
Additional Resources
 Association for Supervision and Curriculum
Development (www.ascd.org)




Print Materials
Online Professional Development
Conferences and Workshops
Audio and Video Media
 PD 360
 www.marzanoresearch.com