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What Works in Classroom Instruction

 
 
Product Description  Publication detailing instructional strategies that research shows have the greatest likelihood of positively affecting student learning
Authors  Robert J. Marzano, Barbara B. Gaddy, & Ceri Dean
Target Audience  Teachers
Administrators
Ways to Use this Product  As a research-based tool to help educators enhance students' achievement in any content area
Key Ideas  
The synthesized research findings presented in this document are based in part on an earlier technical document presented by McREL entitled A Theory-Based Meta-Analysis of Research on Instruction (Marzano, 1998), which summarizes findings from more than 100 studies involving 4000+ control groups.

Since that document was published, McREL researchers have analyzed additional research findings from selected research on instructional strategies that could be used by teachers in K–12 classrooms. The combined results of these syntheses are presented in What Works in Classroom Instruction.

This study identifies nine instructional categories that strongly affect student achievement:

  • Identifying similarities and differences
  • Summarizing and note taking
  • Reinforcing effort and providing recognition
  • Homework and practice
  • Nonlinguistic representations
  • Cooperative learning
  • Setting goals and providing feedback
  • Generating and testing hypotheses
  • Activating prior knowledge
How to Get this Product  Download the PDF file.
APA Citation  Marzano, R. J., Gaddy, B. B., & Dean, C. (2000). What works in classroom instruction. Aurora, CO: Mid-continent Research for Education and Learning.
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