Classroom Instruction that Works…Across
the Curriculum and in the Library
Cathy Belben, Librarian, Burlington-Edison High School
April 2007
based on Classroom Instruction that Works
by Robert Marzano, Debra Pickering, and Jane Pollock
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Strategies that have a strong effect on student achievement |
Key research about effective use of this strategy |
Examples of multi-curricular applications of this strategy in the library |
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1. Identifying similarities and differences. |
* present explicit guidance in identifying similarities and differences *ask students to independently i.d. similarities and differences *represent similarities and differences in graphic form *use a variety of methods to i.d. similarities and differences |
◘ Using specialized subject-matter encyclopedias, students create Venn diagrams to show similarities and differences between assigned content items (for example, two animals, countries, wars, authors, nutrition plans, composers, etc.)
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2. Summarizing and note taking. |
*effective summarizing involves deleting, substituting, and keeping some information *effective summarizing requires deeper level analysis *awareness of how information is structured is an aid to summarizing |
◘ Students all read a subject-related pre-selected article or essay online; each student highlights keywords, groups of students compare keywords and create summary. ◘ Students read sample one-sentence book summaries (the USA Today's weekly list of bestsellers is a good source) and create one-sentence summaries of fairy tales for practice, then apply to class reading. ◘ Teach Post-It note-taking strategy. |
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3. Reinforcing effort and providing recognition. |
*teach students that the amount of effort they exert affects the outcome of tasks *rewards don’t necessarily have neg. impact on intrinsic motivation; rewards need be contingent on some standard of achievement *abstract symbolic recognition more effective than tangible rewards |
◘ Publishing students’ book reviews on the BE blog ◘ Displaying students’ book reviews and favorite books ◘ Students earn points for use of library time (built into assignment rubrics by classroom teacher). Sample research log. ◘ Displaying student projects in library ◘ Model reading; survey and discuss student’s personal reading interests with them; recognize their subject-related voluntary reading; master readers' advisory skills |
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4. Homework and practice. |
*parent involvement in homework kept to minimum *purpose of homework articulated *homework should be commented on |
◘ Students select subject-related fiction or non-fiction for outside reading (lists available from Belben); maintain reading log of time spent reading. ◘Student read subject-related book of their choice and complete reading response journals, such as a letter to the teacher, a student-written list of questions and answers, an analysis of the book's readabilty, and a teacher-written list of general questions about the book.
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5. Nonlinguistic representations. |
*can take numerous forms *need to elaborate on previous knowledge |
◘ Introduction to library in which students acquaint selves with non-fiction section and make collages about the sections. ◘ Use graphic organizers and other visual note-taking strategies during research projects |
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6. Cooperative learning. |
*groups based on ability should be used sparingly *groups should be kept small *groups should be used consistently and systematically and not overused |
◘ Groups are especially effective when research requires the shared use of limited resources—assign students specific research tasks and/or resources prior to library visit. (Example: one group member assigned to web, one to encyclopedia, etc.) |
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7. Setting objectives and providing feedback. |
*communicate goals to narrow students’ focus *instructional goals should not be too specific *encourage students to personalize teacher’s goals |
◘ Prior to visiting the library, students identify purpose for library visit and articulate what they will need to complete their research, and describe what a productive and successful library visit /research period looks like. Post-visit, students use this criteria to evaluate their research time. |
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8. Generating and testing hypotheses. |
*Students should clearly explain their hypotheses and conclusions *use various structured tasks to guide students through generating and testing hypotheses |
◘ Students use library resources to invent something—a country, a new animal, a diet. etc. ◘ Students research a decision that must be made—which college to attend, or which product to buy, then predict outcomes of the choice.
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9. Questions, cues, and advance organizers. |
*higher level questions produce deeper thinking *cues and questions should focus on what is important as opposed to what is unusual *increase wait time *questions are effective before a learning experience |
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