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An overview of instructional strategies presented in the book 'classroom instruction that works' by marzano & pickering, which have been proven effective in improving student achievement over the past 30 years. The strategies cover various categories such as identifying similarities and differences, summarizing and note taking, reinforcing effort, homework and practice, non-linguistic representations, cooperative learning, setting objectives, generating and testing hypotheses, questions, cues, and advanced organizers.
Typology: Study notes
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Note Taking Strategies
Provide students with teacher-prepared notes before exposingthem to new content. Categories of Instructional Strategies that Affect Student Achievement
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Research has shown that reinforcing effort is effective; HOWEVER ¾
Charting effort and achievement should be done on an individual basis. ¾
Students should compete with themselves. ¾
Have students keep individual graphs of achievement vs. effort. Research has also shown that praise is highly effective when used PROPERLY ¾
Use the Pause, Prompt, and Praise Technique. ¾
Praise should be specific to particular accomplishments, not general. ¾
Beware of symbolic tokens such as stickers or certificates.
Cues and questions are explicit reminders or hints about what students are about to experience. ¾
Cues and questions trigger students’ memories. ¾
One of the best approaches to eliciting prior knowledge is KWL. ¾
Advanced organizers are organizational frameworks teachers can present to students prior to teaching new content to prepare them for what they are about tolearn. ¾
Skimming information before reading can be a powerful form of advance organizer.
Thinking Skills—70% of the Achievement Test is written on the 3 highest levels of Bloom’s Taxonomy.
Synonyms
Charts, maps, diagrams, tables—every teacher in every subject area must focus on these.
Webbing
Multi-meaning words and vocabulary
Mirror the Achievement Test Throughout the School Year!
Align Curriculum with State Standards
Make Sure Everyone Understands How to Read, Interpret, and Track Test Summaries
Formulate a
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Mirror the Achievement Test Throughout the School Year
Teach Time Limits
Can Do/Can’t Do Lists
Practice NOT Helping
Standing Work Stations
Make sure some of your tests “look like” TCAP
Teach students what they need to know; then how they will be tested!