Instructional
Strategies
That Strongly Affect
Student Achievement What Works in Classroom
Instruction by Marzano, Gaddy and Dean (2000) includes a compilation of
classroom instructional strategies that have been shown by research to have
the greatest likelihood of improving student academic achievement. The nine
categories of strategies identified by these researchers appear below:
- Identify similarities
and differences
(comparing, creating metaphors, creating analogies)
- Summarizing and
note taking
(summarizing strategies, summarizing frames, reciprocal teaching, teacher
prepared notes, different formats for note taking)
- Reinforcing effort
and providing recognition
(assessment of effort and achievement, personalizing with recognition, praise
strategies)
- Homework and practice
(homework policy, purpose of homework, feedback on homework, practice speed
and accuracy, focused practice, practice to increase conceptual understanding)
- Nonlinguistic representation
(graphic organizers, pictures/photographs, mental pictures, concrete representations,
kinesthetic activity)
- Cooperative learning
(grouping criteria, formal/informal groups, small group size, appropriate
use of cooperative learning)
- Setting goals and
providing feedback (goal
setting, student goal contracts, process for accomplishing goals, criterion-referenced
feedback, specific feedback, student involvement feedback)
- Generating and testing
hypotheses
(structured tasks, explaining hypotheses and conclusions)
- Activating prior
knowledge (cues
and questions, advance organizers)
URL: http://www.ops.org/excels/marzano.htm
Last updated: February 19, 2003
Contact: excels@ops.org