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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 ...

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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. 
                              	
                                 Kansas Multi-Tier System of Supports                                                                                                                                      Page | 1 
                                 www.ksdetasn.org/mtss 
                                 	
                                 	
                               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.	
                                 Kansas Multi-Tier System of Supports                                                                                                                                      Page | 2 
                                 www.ksdetasn.org/mtss 
                                 	
                                 	
                 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.	
                  Kansas Multi-Tier System of Supports                                                         Page | 3 
                  www.ksdetasn.org/mtss 
                  	
                  	
                               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.	
                                 Kansas Multi-Tier System of Supports                                                                                                                                      Page | 4 
                                 www.ksdetasn.org/mtss 
                                 	
                                 	
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