Classroom Instruction That Works
The Teacher Is Key
 Systemic improvement in student achievement
requires instructional practices that are research
based, consistent and effective
 39 percentage-point difference in student achievement
between students with “most effective” and “least effective”
instruction. (Sanders and Horn 1994, reviewed in Marzano,
2003)
 In classrooms with instruction characterized as “most
effective,” students posted achievement gains of 53 percentage
points over the course of one academic year, whereas in
classrooms with “least effective” instructional practice,
student achievement gains averaged 14 percentage points
(Marzano, 2003).
Classroom Instruction That Works
(CITW)
 2001 study by Marzano, Pickering & Pollack
 Meta-analysis of 100s research studies spanning
30 years and including more than 1.2 million
subjects.
 Found 9 broad categories of instructional
strategies that have a high impact on achievement
for ALL students in ALL grades and in ALL
subjects
Classroom Instruction that Works is.....
 focused on instructional techniques that can be used
with any content
 a way to focus our attention on making intentional
instructional decisions
 a set of the most useful instructional techniques that
make the most difference in student learning
 a language of instruction, not a program
Why CITW?
 We must value….
 quality instruction in every classroom
 similar instructional techniques used in every
classroom
 research-based instruction in every classroom
NJASK Language Arts
Grades 6, 7 and 8
95
95
90
90
85
85
80
80
75
75
70
70
65
65
60
60
2008 - 09
HH
2009 - 10
JA
2010 - 11
TJ
WW
2008-09
2009-10
HH
JA
2010-11
TJ
WW
NJASK Mathematics
Grades 6, 7 and 8
95
95
90
90
85
85
80
80
75
75
70
70
65
65
60
2008-09
HH
2009-10
JA
60
2010-11
TJ
2008-09
WW
2009-10
HH
95
90
85
80
75
70
65
60
2008-09
HH
2009-10
JA
2010-11
TJ
WW
JA
2010-11
TJ
WW
HSPA
March 2011
Language Arts
Mathematics
What is CITW and what is it not?
 It is a language of instruction – a way to deliver
your content.
 It is not a lock-step program.
 It is a set of tools that must be consistently used in
a way that is faithful to the research.
 It is not a random “bag of tricks” to be applied
haphazardly anyway that you want.
 It works with any content area.
 It is not limited to the core academic areas—it applies to
all.
What is CITW and what is it not?
 It is for both students and teachers.
 It is not just for changing teacher behavior.
 It is compatible with staff development focused on
content and differentiation.
 Although layering should be avoided, CITW does not
compete with other well-chosen, research-based staff
development in content or differentiation.
Nine Categories of Instructional Strategies
Category
Percentile
Gain
Identifying Similarities and Differences
45
Summarizing and Note Taking
34
Reinforcing Effort and Providing Recognition
29
Homework and Practice
28
Nonlinguistic Representations
27
Cooperative Learning
27
Setting Objectives and Providing Feedback
23
Generating and Testing Hypothesis
23
Cues, Questions and Advance Organizers
22
Four Planning Questions That Drive
Instruction
 What knowledge will students learn?
 Which strategies provide evidence that students have
learned that knowledge?
 Which strategies help students acquire and integrate
that knowledge?
 Which strategies help students practice, review, and
apply that knowledge?
Putting It Together
Planning Question
 What knowledge will
students learn?
Instructional Strategy
 Which strategies provide
 Providing Feedback
 Reinforcing Effort
 Providing Recognition
evidence that students have
learned that knowledge?
 Which strategies help
students acquire and
integrate that knowledge?
 Which strategies help
students practice, review
and apply that knowledge?
 Setting Objective





Cues and Questions
Advanced Organizers
Nonlinguistic Representation
Summarizing and Note taking
Cooperative Learning
 Identifying Similarities/Differences
 Homework/Practice
 Generating/Testing Hypothesis
Focus for 2011- 2012
 Setting Objectives
 Providing Feedback and Recognition
 Cues Questions and Advanced Organizers
 Nonlinguistic Representation
How and When?
 Meeting in content groups, utilizing PLC format with
teacher-facilitators supported by supervisors
 October 11th – the PLC overview and group norms
 October 18th – CITW overview and “Setting Objective”
PLC discussions
 October 26th – in-service day
 Combination of large group presentations followed by
PLC application meetings/discussion
 Tuesday PLC/Department meetings for discussion,
application, reflection and support
 PD360 to support CITW and other identified PD
needs