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Classroom Instruction That Works and Technology
McRel's Identified Strategies

Based on extensive data collection and analysis by Mid-continent Research for Education and Learning (McREL), nine instructional strategies have been identified that can improve student comprehension and achievement.  Technology can be effectively used to support these strategies.
 

Classroom Instruction That Works General Resources

  

Nonlinguistic Representation
Identifying Similarities and Differences Cooperative Learning
Summarizing and Note Taking Setting Objectives and Providing Feedback
Reinforcing Effort and Providing Recognition Generating and Testing Hypotheses

Homework and Practice

Questions, Cues and Advance Organizers
 
bullet This page contains links to outside sources.  The Lee's Summit R-7 School District is not responsible for any content housed/published on those sites.

Classroom Instruction That Works General Resources  
Click here to download a free PDF version of Classroom Instruction That Works.  Note:  The document is 180 pages long. Master List of Web 2.0 Tools which support CITW
Classroom Instruction That Works Art, Music and History Out on a Limb- Marzano
LS Administrators Training Wiki Web 2.0 and Marzano's CITW
Focus on Effectiveness  

Identifying Similarities and Differences  
Generalizations
bulletPresenting students with explicit guidance in identifying similarities and differences enhances their understanding of and ability to use knowledge.
bulletAsking students to independently identify similarities and differences enhances their understanding of and ability to use knowledge.
bulletRepresenting similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge.
bulletIdentification of similarities and differences can be accomplished in a variety of ways and is a highly robust activity.

Recommendations
    1.  Teach students to use comparing, classifying, metaphors, and analogies when they identify  similarities and differences.
    2.  Give students a model of the steps for engaging in the process.
    3.  Use a familiar context to teach students these steps.
    4.  Have students use graphic organizers as a visual tool to represent the similarities and differences.
    5.  Guide students as they engage in this process. Gradually give less structure and less guidance.

Janine Lim, J (2009). Videoconferencing Out on a Lim. Retrieved June 23, 2009, from Marzano Web site: http://vcoutonalim.org/marzano/
Allen Swanson, A (2009). Instructional Strategies That Work!. Retrieved June 23, 2009, from Instructional Strategies That Work Web site: http://allenswanson.org/marzano/
The Graph Club Metaphors and Similies: BrainPOP
Diffen Marzano Graphic Organizers (scroll to Marzano Graphic Organizers)
Inspiration Similarities and Differences Templates
Kidspiration SMART Board Lesson Activity Toolkit
    Category Sort
    Category Sort- Image
    Category Sort Text
     Keyword match
     Keyword sort
     Venn diagram
     Vortex sort image
     Vortex sort text
Living Things Word Family Sort
Analogies
Analogies Jeopardy Analogy of the Day
Analogy PopUp Sadler-Oxford
Awesome Analogies Teaching Science with Analogies
Compare and Contrast
Compare and Contrast Online Activities Compare and Contrast Guide
Compare/ Contrast Tools Comparison Matrix sample (MS Word file)
Teaching The Compare/Contrast Essay Read, Write, Think   Compare & Contrast Map
Venn Diagrams
Enchanted Learning Venn Diagrams Online Venn Diagram Maker
Read, Write, Think Venn Diagram, 2-circle
                                 Venn Diagram, 3-circle		  

Summarizing and Note Taking 

bulletSummarizing: Generalizations
bulletTo effectively summarize, students must delete some information, substitute some information, and keep some information.
bulletTo effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.
bulletBeing aware of the explicit structure of information is an aid to summarizing information.
bulletVerbatim note taking is perhaps the least effective way to take notes.
bulletNotes should be considered a work in progress.
bulletNotes should be used as study guides for tests.
bulletThe more notes that are taken, the better.

Recommendations
    1.  Teach students the rule-based summarizing strategy.
    2.  Use summary frames.
    3.  Teach students the reciprocal teaching strategy.  Give students teacher-prepared notes.
    4. Teach students a variety of note-taking formats.
    5.  Use combination notes.

Janine Lim, J (2009). Videoconferencing Out on a Lim. Retrieved June 23, 2009, from Marzano Web site: http://vcoutonalim.org/marzano/
Allen Swanson, A (2009). Instructional Strategies That Work!. Retrieved June 23, 2009, from Instructional Strategies That Work Web site: http://allenswanson.org/marzano/
AutoSummarize Using Microsoft Word Read. Write, Think
    Animal Inquiry
    Bio-Cube
    Character Trading Cards
    Circle Plot Diagram
    Drama Map
    Essay Map
    Flip Book
    Literary Elements Map
    Persuasion Map
    Plot Diagram
    Notetaker
    Story Map
    Timeline
Blogger Reading Quest  Summarizing
Combination Notes Template SMARTBoard Lesson
     Making Notes
     Summarizing What You Read
Eduscapes Summarizing and Notetaking Templates
GoogleDocs and Spreadsheets Summarizing Strategies
Microsoft Word Summary Rules Summarizing PreTest, Lesson, PostTest
MyNoteIt Summary Frames
NoteStar ThinkTank
Notetaking Downloads Webbing Using Microsoft Word
  Writeboard

Reinforcing Effort and Providing Recognition 

Reinforcing Effort: Generalizations
bulletNot all students realize the importance of believing in effort.
bulletStudents can learn to operate from a belief that effort pays off even if they do not initially have this belief.
bulletRewards do not necessarily have a negative effect on intrinsic motivation.
bulletReward is most effective when it is contingent on the attainment of some standard of performance.
bulletAbstract symbolic recognition (e.g., praise) is more effective than tangible rewards (e.g., candy, money).

Recommendations
    1.  Explicitly teach students about the importance of effort.
    2.  Have students keep track of their effort and achievement.
    3.  Personalize recognition.
    4.  Use the Pause, Prompt, and Praise strategy.
    5.  Use concrete symbols of recognition.

Janine Lim, J (2009). Videoconferencing Out on a Lim. Retrieved June 23, 2009, from Marzano Web site: http://vcoutonalim.org/marzano/
Allen Swanson, A (2009). Instructional Strategies That Work!. Retrieved June 23, 2009, from Instructional Strategies That Work Web site: http://allenswanson.org/marzano/
Award Certificate Maker KidBibs Awards
Certificates for Teachers 123 Certificates
Effort and Recognition Templates Math Shapes
Effort and Achievement Rubric
(rubric taken from A Handbook for Classroom Instruction That Works, Marzano, p. 99-100) 		 SMART Board
   Gallery Essentials >Administration and Evaluation > Enhanced
        Resources > Interactive and Multimedia (Balloons, Clapping hands,
        Good Job)
Electronic Portfolios Voicethread
Kids Are Authors Web Page Design

Homework and Practice  
Homework: Generalizations
bulletThe amount of homework assigned to students should be different from elementary to high school.
bulletParental involvement in doing homework should be kept to a minimum.
bulletThe purpose of homework should be identified and articulated.
bulletIf homework is assigned, it should be commented upon.  
bulletMastering a skill or process requires a fair amount of focused practice.
bulletWhile practicing, students should adapt and shape what they have learned.

Recommendations
   1.  Establish and communicate a homework policy.
   2.  Design homework assignments that clearly articulate purpose and outcome.
   3.  Vary approaches to providing feedback.    
   4.  Ask students to chart their speed and accuracy.
   5.  Design practice assignments that focus on specific elements of a complex skill or process.
   6.  Plan time for students to increase their conceptual understanding of skills or processes.

Janine Lim, J (2009). Videoconferencing Out on a Lim. Retrieved June 23, 2009, from Marzano Web site: http://vcoutonalim.org/marzano/
Allen Swanson, A (2009). Instructional Strategies That Work!. Retrieved June 23, 2009, from Instructional Strategies That Work Web site: http://allenswanson.org/marzano/
7-12 Interactives Microsoft Word Research Tools
Assign-A-Day Puzzle Center
Brain Pop Movies Read. Write, Think
    ABC Match
Curriculum Web Sites SMART Board Lesson Activity Toolkit
     Crossword
     Multiple choice
English Exercises Online SMART Number Cruncher
English Vocabulary Quizzes SMART Speller
Flashcard Exchange Study Stack

High School Ace		 Web Page Design
Intel Education
        Showing Evidence Tool
        Visual Ranking		 Writing Fun
KidsGov  
Homework
BJ Pinchbeck's Homework Helper Homework Hub
Homeworkopoly Homework and Practice Templates

Nonlinguistic Representation  
Nonlinguistic Representation: Generalizations
bulletA variety of activities produce nonlinguistic representation.
bulletThe purpose of nonlinguistic representation is to elaborate on knowledge.

Recommendations
    1.  Use graphic organizers to represent knowledge.
    2.  Have students create physical models of the knowledge.
    3.  Have students generate mental pictures of the knowledge they are learning.
    4.  Use pictures or pictographs to represent knowledge.
    5.  Have students engage in kinesthetic activities representing the knowledge.

Janine Lim, J (2009). Videoconferencing Out on a Lim. Retrieved June 23, 2009, from Marzano Web site: http://vcoutonalim.org/marzano/Allen Swanson, A (2009). Instructional Strategies That Work!. Retrieved June 23, 2009, from Instructional Strategies That Work Web site: http://allenswanson.org/marzano/
Digital Media Read, Write, Think
     Comic Creator  
     Circle Plot Diagram
     Compare and Contrast Map
     Doddle Splash
     Drama Map
     Essay Map
     Graphic Map
     Persuasion Map
     Plot Diagram
     Story Map
     Timeline
     Venn Diagram
     Webbing Tool
Digital Video in Education Seeing Reason Tool (Intel)
Educational Uses of Digital Storytelling Simulation Links
Excel Pictographs SMART Board Lesson Activity Toolkit
     Image arrange
     Image match
     Image select
Ideas for Classroom Video Projects SMART Ideas
Knowitall SMART Notebook Lesson Activities
Making Beliefs Comic Tux Paint
Microsoft Paint Virtual Field Trips
National Library of Virtual Manipulatives Visual Ranking Tool (Intel)
Non-Linguistic Representation Graphic Organizers Visuwords
Our Time Lines Wordle
PhotoStory
       Bill of Rights
       Living Alphabet		 xtimeline
PrimaryAccess  
Graphic Organizers
Bubbl.us Graphic Organizer Index
C-Map Tools Graphic Organizers
Gliffy PowerPoint Graphic Organizer Templates
Charts
Diagrams
Eduplace Graphic Organizers  
Microsoft Word Activities
Download Organizers in Word Microsoft Drawing Toolbar
Insert Diagrams  

Cooperative Learning 

Cooperative Learning: Generalizations
bulletOrganizing groups based on ability levels should be done sparingly.
bulletCooperative learning groups should be rather small in size.
bulletCooperative learning should be used consistently and systematically but should not be overused.

Recommendations
1.  Use a variety of criteria to group students.
2.  Use informal, formal, and base groups.
3.  Keep the groups to a manageable size.
4.  Combine cooperative learning with other classroom structures.

Janine Lim, J (2009). Videoconferencing Out on a Lim. Retrieved June 23, 2009, from Marzano Web site: http://vcoutonalim.org/marzano/
Allen Swanson, A (2009). Instructional Strategies That Work!. Retrieved June 23, 2009, from Instructional Strategies That Work Web site: http://allenswanson.org/marzano/
Bernie Dodge's WebQuest Page Literature Learning Ladders
Blogger Middle School Web Quests
Collaborative Online Projects Student Projects
Creative Minds Wiki Technospud Projects
epals Web-Based Projects University of Richmond
Game Resources WebQuest Generator
Google Docs Wiki- PB Works
  zWebquest

Setting Objectives and Providing Feedback 

Setting Objectives: Generalizations
bulletSetting instructional goals narrows what students focus on.
bulletTeachers should encourage students to personalize the learning goals the teacher has identified for them.
bulletInstructional goals should not be too specific.
bulletFeedback should be corrective in nature.
bulletFeedback should be timely.
bulletFeedback should be specific to a criterion.
bulletStudents can effectively provide some of their own feedback.

Recommendations
    1.  Set learning objectives that are specific but flexible.
    2.  Allow students flexibility in personalizing the learning objectives or goals.
    3.  Communicate the learning objectives or goals to students and parents.
    4.  Contract with students to attain specific learning objectives or goals 
    5.  Use these to improve your practice.
    6.  Use criterion-referenced feedback.
    7.  Focus feedback on specific types of knowledge.
    8.  Use student-led feedback

Janine Lim, J (2009). Videoconferencing Out on a Lim. Retrieved June 23, 2009, from Marzano Web site: http://vcoutonalim.org/marzano/
Allen Swanson, A (2009). Instructional Strategies That Work!. Retrieved June 23, 2009, from Instructional Strategies That Work Web site: http://allenswanson.org/marzano/
BBC Skillswise MonsterMatch
CPS Pollcat Lite
Cut-the-Knot Interactive Mathematics QuizStar
Microsoft Word Tracked Changes and Inserted Comments SMART Board Lesson Activity Toolkit
     Checker tool 1 and 2
     Click and reveal 1, 2 and 3
     Color reveal- Method 1 and 2
     Drag to target
     Erase to reveal    
     Hot spots 1 and 2
Microsoft Word Readability Statistics SurveyMonkey
Scoring Guides/Rubrics
Atomic Learning:  Rubrics Realized Rubric Machine
PBL Checklists Rubistar

Generating and Testing Hypotheses 
Generalizations
bulletThe generating and testing of hypotheses can be approached in an inductive or deductive manner.
bulletTeachers should ask students to clearly explain their hypotheses and their conclusions.

Recommendations
   1.  Make sure students can explain their hypotheses.
   2 . Use a variety of structured tasks to guide students through generating and testing hypotheses.

Janine Lim, J (2009). Videoconferencing Out on a Lim. Retrieved June 23, 2009, from Marzano Web site: http://vcoutonalim.org/marzano/
Allen Swanson, A (2009). Instructional Strategies That Work!. Retrieved June 23, 2009, from Instructional Strategies That Work Web site: http://allenswanson.org/marzano/
Building Big Read. Write, Think
   Construct-a-Word
   Graphic Map
   Mystery Cube
   Webbing Tool
Design a Roller Coaster Science Fair Central
Excel Simulations on the Internet
Game Resources SMART Board Lesson Activity Toolkit
     Anagram
     Ordering
     Ranking
     Sentence arrange
     Word guess
Hypotheses Templates You Be the Historian
Invention at Play Windward
Kids' Mysteries Zoo Matchmaker
Practicing with a Catapult  

Questions, Cues and Advance Organizers 

Generalizations
bulletCues, questions, and advance organizers should focus on what is important rather than what is unusual.
bullet“Higher-level” questions and advance organizers produce deeper learning than “lower-level” questions and advance organizers.
bulletAdvance organizers are most useful with information that is not well organized.
bulletDifferent types of advance organizers produce different results.
bulletWaiting briefly before accepting responses from students has the effect of increasing the depth of students’ answers.
bulletQuestions are effective learning tools even when asked before a learning experience.

Recommendations
    1.  Use expository advance organizers.
    2.  Use narrative advance organizers.
    3.  each students skimming as a form of advance organizer.
    4.  Teach students how to use graphic advance organizers.
    5.  Use explicit cues.
    6.  Ask questions that elicit inferences.
    7.  Ask analytic questions (Pitler, et al., 2007, p. 74).

Janine Lim, J (2009). Videoconferencing Out on a Lim. Retrieved June 23, 2009, from Marzano Web site: http://vcoutonalim.org/marzano/
Allen Swanson, A (2009). Instructional Strategies That Work!. Retrieved June 23, 2009, from Instructional Strategies That Work Web site: http://allenswanson.org/marzano/
Advance Organizers Tutorial KWL Printable Science and Social Studies Theme Charts 
Advance Organizer Templates Microsoft Word Highlighter Tool
Bubbl.us Module Maker
Exploratree SMART Board Lesson Activity Toolkit
     Question
     Question flipper 1 and 2
     Question flipper image
     Question tool 1 and 2
KWL Chart Generator Question-Answer Relationships
KWL Customizeable Chart Creator Questioning Toolkit

 

 

  

 

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