1. Identifying
Similarities and Differences
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Presenting students with explicit guidance in identifying similarities and differences
Asking students to independently identify similarities and differences.
Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge.

2. Summarizing
 Students must delete some information, substitute some information, and keep some information.
 To effectively to this, students must analyze the information at a fairly deep level.

and Note-taking
 Verbatim note-taking is the least effective way to take notes.
 Notes should be considered a work in progress.
 Notes should be used as study guides for tests.

3. Reinforcing Effort and
Providing Recognition
 Effort-
Teacher should keep track of effort and achievement. (Charts on board; gradebooks)
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Provide Recognition
Make it personal.
Make it specific.
Make it immediate, or at least prompt.

4. Homework and Practice
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Have a clear homework policy.
Make purpose or homework clear.
Provide feedback.

5. Nonlinguistic
Representations
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 Provide graphic organizers.
Use pictures/diagrams to illustrate concepts.
Include kinesthetic activities to reinforce learning.
 Make physical models
 Draw pictures www.carlosag.net www.heart-health-weightwatcher.com www.k12.nf.ca

Cooperative Learning
 www.cartoonstock.com
Positive interdependence
 Face-to-face interaction
 Individual and group accountability
 Interpersonal and small group skills
 Group processing

7. Providing Feedback
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Corrective —provide a correct answer or an explanation of what is accurate and what is inaccurate.
Timely.
Feedback should be criterion-referenced as opposed to norm-referenced.
Students can provide some of their own feedback.

8. Generating and Testing
Hypotheses
 Teachers should ask students to clearly explain their hypotheses and their conclusions.
 Use a variety of structured tasks to guide students through generating and testing hypotheses.
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Problem solving.
Historical investigation.
Invention
Decision making

9. Cues & Questions
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Should focus on what is important as opposed to what is unusual.
“Higher level” questions produce deeper learning than “lower level questions.”
“Wait time”
Use questions before a learning experience.

9. Advance Organizers
 Skim a text
 Tell a story
 Create a graphic image

Sources:
Adapted from Classroom Instruction That Works by
R.J. Marzano, D.J. Pickering, and J.E. Pollock,
2001, Alexandria, VA:ASCD.
Integrating Technology into the Classroom using
Classroom Instruction that Works:
Research-Based Strategies for Increasing Student
Achievement by Robert J. Marzano, Debra J. Pickering, Jane E.
Pollock. http://t4.jordan.k12.ut.us/professional_development/ strategies/#one