Introduction to Classroom Instruction that Works

1. Classroom Instruction
That Works
That Works
Research-Based Strategies for Increasing Student
Achievement, 2nd Edition
Dean, Hubbell, Pitler, & Stone 2012 ASCD McREL

2. The Essential Nine
• 1st Edition by Marzano, Pickering, &
Pollock 2004
• Also called, “Notable Nine”, Marzano’s
Essential Nine
• High expectations for students,
understanding of kind of support
students needs to succeed -
RELATIONSHIPS

3. Instructional Planning Framework:
Creating the Environment for Learning
Learning
• Motivate and focus learning, assure students
that they are capable
• Setting Objectives & Providing
Feedback
• Reinforcing Effort & Providing
Recognition
• Cooperative Learning

4. Instructional Planning Framework:
Helping Students Develop Understanding
Helping Students Develop Understanding
• Help students use prior knowledge as
scaffolding for new learning - Constructivism
• Cues, Questions, and Advance
Organizers
• Nonlinguistic Representations
• Summarizing and Note Taking
• Assigning Homework and Providing
Practice

5. Instructional Planning Framework:
Helping Students Extend and Apply
Knowledge
Helping Students Extend and Apply
Knowledge
• Help student move beyond the “right answer” to
expanded understanding and use of concepts and
skills in real-world contexts
• Identifying Similarities and Differences
• Generating and Testing Hypotheses

6. 21st Century Skills
• Students are increasingly diverse - culturally & linguistically
• Teachers must develop skills to meet needs of students who are used
to learning through technology.
• Provide cognitive strategies that include problem-solving, research,
analysis, interpretation, reasoning, precision, and accuracy.
• Education must go beyond the three Rs to encompass a range of skills
that will help students function as productive citizens who are health
conscious, appreciative of the arts, and aware of the importance of
good manners and social skills.
• By using the “Essential 9” teachers can move beyond “teaching
content” to teaching students how to learn - that is find and evaluate
content, connect with prior knowledge, and use that knowledge to
solve authentic problems.

7. Student-Teacher Relationships
• Care about students as learners
• Hold high expectations
• Design learning activities worthy of students’ effort
• Warm and empathetic and establish a sense of community in the classroom
• Growth mindset - teachers view achievement as something that can be
changed through “application and experience”
• student achievement depends on hard work and effort and is not set in
stone by past performance
• Focus students on self-development, self-motivation, and responsibility
• Help students develop self-efficacy and motivates them to engage in
learning and persist when they encounter difficult content

8. Setting Objectives
• Provide focus
• Students build intrinsic motivation
when they set personal learning
objectives
• Support students as they self-select
learning targets, self-monitor their
progress, and self-assess their
development.

9. Recommendation 1
• Set learning objectives that are specific but not
restrictive
• Unpack statements of knowledge in standards to provide more specific
statements of knowledge and skills
• Guide students toward proficiency
• The learning objective is what students should know, understand, or be able
to do as a result of completing the learning activity or assignment.

10. Recommendation 2
• Communicate the learning objectives to students and
parents
• Explicitly state in student-friendly language, display in writing,
call attention to them throughout a unit or lesson.
• Communicating to parents helps them understand and become
engaged in what their children and learning.
• Provide multiple options - blogs, text messages, e-mails, letters

11. Recommendation 3
• Connect the learning objectives to previous and future
learning
• Call students’ attention to how the current learning objective is
connected to something that they have already learned and how
they will apply what they are learning now to future studies.

12. Recommendation 4
• Engage students in setting personal learning objectives
• Students feel a greater sense of control - they identify what is
relevant to them. They practice self-regulation - can plan
appropriately, ID necessary resources, respond appropriately to
feedback, & evaluate effectiveness of their actions.
• Teachers need to model the process of writing their own objectives
and provide students with feedback when they are first learning.
• “I know that... but I want to know more about....”
• K-W-L chart
• Use of a contract

13. Tips for Setting Objectives
• State learning objectives in simple language in terms of knowledge
rather than learning activities
• Relate to things that are personally relevant to students
• Model how to set learning objectives
• Periodically check student understanding of objectives (journals,
notecards)
• Select content sources, discussion questions, activities, assignments,
and assessment methods according to how well they help students
achieve learning objectives
• Provide students with info about what good performance or high-
quality work looks like well before an assessment

14. Final Thought
• By allocating time for students to reflect
upon their own learning and to give
and receive feedback from peers, we
help them develop skills they will need
throughout their K-12 years, in college,
and in the workplace.

15. Technology Book Intro
• Why Technology?
• Multimedia tools have been shown to have a positive effect on student
understanding and help students fill in missing info and make better inferences.
• Tech motivates students to learn, encourages collaborative learning, and helps
develop critical thinking and problem-solving skills.
• Tech tends to move classrooms from teacher-dominated to student-centered
learning environments.
• Allows teachers to differentiate instruction more efficiently.
• Can be especially effective with at risk and special needs students.
• Technology can be used to address each level of Bloom’s Taxonomy
• Bloom’s Taxonomy and Technology Integration
• Bloom’s Taxonomy for iPads

16. 9 Categories of Technology
Word Processing Organizing & Brainstorming
Applications Software
Data Collection & Communication &
Analysis Tools Collaboration Software
Instructional Media Multimedia Creation
(learner as consumer) (learner as producer)
Instructional Database and
Interactives Reference Resources
Kinesthetic Technology
• Did not include a category for display tools such as Interactive Whiteboards (IWB), document cameras, LCD projectors

17. References
• Dean, C., Hubbell, E., Pitler, H., &
Stone, B. (2012). Classroom Instruction
that Works: Research-Based Strategies for
Increasing Student Achievement, 2nd edition.
ASCD McREL
• Pitler, H. Hubbell, E., & Kuhn, M.
(2012). Using Technology with Classroom
Instruction that Works, 2nd Edition. ASCD
McREL