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Book Study Classroom Instruction That Works | Marzano, Pickering, Pollock
Book Study
Prepared by the
Kansas Multi-Tier System of Supports (MTSS) Project
Classroom Instruction That Works:
Research-Based Strategies For
Increasing Student Achievement
Robert Marzano, Debra Pickering & Jane Pollock
(Association of Supervision and Curriculum Development, 2001)
Book Description:
Classroom Instruction That Works answers many questions about what works in education.
This book examines decades of research findings to condense the results into nine strategies
that have positive effects on learning. The authors provide the statistical effect sizes and
show how those translate into percentile gains for students. The book makes this easy to
understand and shows the impact of each strategy on student achievement. There are
examples of successful instruction that allow for teachers to plan and implement the
strategies in their own classrooms.
Target Audience:
This is an excellent book study for K-12 Tier 1 teachers because the focus is on quality
instruction and what this actually looks like. We know the biggest “bang for our buck” comes
from excellent Tier 1 curriculum and instruction.
The contents of this resource were developed under an agreement from the Federal Department of Education to the Kansas State Department of Education.
However, the contents do not necessarily represent the policy of the Department of Education, and endorsement by the Kansas State Department of Education
or the Federal Government should not be assumed. Kansas MTSS is funded through Part B funds administered by the Kansas State Department of Education’s
Early Childhood, Special Education and Title Services. Keystone Learning Services does not discriminate on the basis of race, color, national origin, sex,
disability, or age in this program and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies:
Keystone Learning Services Executive Director, 500 E. Sunflower Blvd, Ozawkie, KS 66070, 785-876-2214.
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Book Study Classroom Instruction That Works | Marzano, Pickering, Pollock
Chapter 1: Applying the Research on Instruction: An Idea Whose Time Has Come
Overview:
The art of teaching is rapidly becoming the science of teaching. Since the 1970s, we have been
able to look at effective instruction and the difference it makes with student achievement.
Research has shown that the average student who attends a “good school” will have a score
that is 23 percentile points higher than an average student who attends a poor school. The
second part to the research is looking at the effects an individual teacher has on student
achievement. The chapter explains a research technique referred to as meta-analysis.
Instructional strategies are identified that have a high probability of enhancing student
achievement.
Helpful Hints:
The book is set up with the same format within each chapter. First, the research and theory is
summarized. Next, the information is discussed within the context of classroom practice.
Finally, examples are presented that describe explicit instructional strategies. This will be
helpful in knowing how to arrange your discussion throughout the book. It is important for the
participants to understand the research and generalizations to provide a strong basis to analyze
the instructional strategies.
Discussion Questions:
1. What are the things that you feel affect student achievement?
2. Do we have strategies already in place that increase student achievement? If so, what
are those?
3. Given our current school improvement plan, what role do you see instructional
strategies playing the most significant part of?
4. Reflect on your understanding of meta-analysis as used in research study.
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Book Study Classroom Instruction That Works | Marzano, Pickering, Pollock
Chapter 2: Identifying Similarities and Differences
Overview:
Identifying similarities and differences are mental operations that are basic to human
thought. Researchers have considered these instructional strategies as the “core of all
learning.” There are four ways to instruct identification of similarities and differences.
These include comparing, classifying, creating metaphors and creating analogies. All of
these tasks can be teacher directed or student directed. Presenting students with explicit
guidance in identifying similarities and differences enhances their understanding and ability
to use knowledge.
Helpful Hints:
It will be helpful to identify various ways that each strategy can be used within the
classroom. Discuss how each form of identifying similarities and differences can be
modeled for students at various grade levels. Identifying various graphic organizers to use
within each form would also be beneficial.
Discussion Questions:
1. What is the purpose of asking students to compare?
2. Does our core curriculum provide multiple opportunities for students to compare
beyond the surface level?
3. How will I teach students the process of comparing?
4. What kinds of graphic organizers do we use for comparison?
5. What is the purpose of asking students to classify?
6. What kinds of activities do we provide in Tier 1 instruction that help students to classify?
7. How can we use rubrics to assess students learning in these areas?
8. How will I teach the process of classifying?
9. What will I do to help students who are not classifying effectively?
10. What is the purpose of asking students to create metaphors?
11. Where does our current reading curriculum make use of metaphors?
12. How can we provide a scaffold on which students can build their understanding and use
of metaphors?
13. What is the purpose of asking students to create analogies?
14. Discuss where you feel analogies can be better utilized in our core curriculum.
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Book Study Classroom Instruction That Works | Marzano, Pickering, Pollock
15. How will we monitor students’ understanding of identifying similarities and differences?
16. How can we summarize the results of the research on identifying similarities and
differences?
17. Reflect on your understanding of using similarities and differences effectively in
classroom instruction.
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