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Classroom Instruction That Works. The Teacher Is Key Systemic improvement in student achievement requires instructional practices that are research based,

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Presentation on theme: "Classroom Instruction That Works. The Teacher Is Key Systemic improvement in student achievement requires instructional practices that are research based,"— Presentation transcript:

1 Classroom Instruction That Works

2 The Teacher Is Key Systemic improvement in student achievement requires instructional practices that are research based, consistent and effective 39 percentage-point difference in student achievement between students with “most effective” and “least effective” instruction. (Sanders and Horn 1994, reviewed in Marzano, 2003) In classrooms with instruction characterized as “most effective,” students posted achievement gains of 53 percentage points over the course of one academic year, whereas in classrooms with “least effective” instructional practice, student achievement gains averaged 14 percentage points (Marzano, 2003).

3 Classroom Instruction That Works (CITW) 2001 study by Marzano, Pickering & Pollack Meta-analysis of 100s research studies spanning 30 years and including more than 1.2 million subjects. Found 9 broad categories of instructional strategies that have a high impact on achievement for ALL students in ALL grades and in ALL subjects

4 Classroom Instruction that Works is..... focused on instructional techniques that can be used with any content a way to focus our attention on making intentional instructional decisions a set of the most useful instructional techniques that make the most difference in student learning a language of instruction, not a program

5 Why CITW? We must value…. quality instruction in every classroom similar instructional techniques used in every classroom research-based instruction in every classroom

6 NJASK Language Arts Grades 6, 7 and 8

7 NJASK Mathematics Grades 6, 7 and 8

8 HSPA March 2011 Language Arts Mathematics

9 What is CITW and what is it not? It is a language of instruction – a way to deliver your content. It is not a lock-step program. It is a set of tools that must be consistently used in a way that is faithful to the research. It is not a random “bag of tricks” to be applied haphazardly anyway that you want. It works with any content area. It is not limited to the core academic areas—it applies to all.

10 What is CITW and what is it not? It is for both students and teachers. It is not just for changing teacher behavior. It is compatible with staff development focused on content and differentiation. Although layering should be avoided, CITW does not compete with other well-chosen, research-based staff development in content or differentiation.

11 Nine Categories of Instructional Strategies CategoryPercentile Gain Identifying Similarities and Differences45 Summarizing and Note Taking34 Reinforcing Effort and Providing Recognition29 Homework and Practice28 Nonlinguistic Representations27 Cooperative Learning27 Setting Objectives and Providing Feedback23 Generating and Testing Hypothesis23 Cues, Questions and Advance Organizers22

12 Four Planning Questions That Drive Instruction What knowledge will students learn? Which strategies provide evidence that students have learned that knowledge? Which strategies help students acquire and integrate that knowledge? Which strategies help students practice, review, and apply that knowledge?

13 Putting It Together Planning Question What knowledge will students learn? Which strategies provide evidence that students have learned that knowledge? Which strategies help students acquire and integrate that knowledge? Which strategies help students practice, review and apply that knowledge? Instructional Strategy Setting Objective Providing Feedback Reinforcing Effort Providing Recognition Cues and Questions Advanced Organizers Nonlinguistic Representation Summarizing and Note taking Cooperative Learning Identifying Similarities/Differences Homework/Practice Generating/Testing Hypothesis

14 Focus for Setting Objectives Providing Feedback and Recognition Cues Questions and Advanced Organizers Nonlinguistic Representation

15 How and When? Meeting in content groups, utilizing PLC format with teacher-facilitators supported by supervisors October 11 th – the PLC overview and group norms October 18 th – CITW overview and “Setting Objective” PLC discussions October 26 th – in-service day Combination of large group presentations followed by PLC application meetings/discussion Tuesday PLC/Department meetings for discussion, application, reflection and support PD360 to support CITW and other identified PD needs


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