Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement

Robert J. Marzano

Researchers at Mid-continent Research for Education and Learning (McREL) have identified nine
instructional strategies that are most likely to improve student achievement across all content areas and
all grade levels.

1. Identifying Similarities and Differences

2. Summarzing and Note Taking
3. Reinforcing Effort and Providing Recognition
4. Homework and Practice
5. Nonlinguistic Representations
6. Cooperative Learning
7. Setting Objectives and Providing Feedback
8. Generating and Testing Hypotheses
9. Cues, Questions, and Advanced Organizers

1. Identifying Similarities and Differences

The ability to break a concept into its similar and dissimilar characteristics—either accompanied
by deep discussion and inquiry or simple identification of differences and similarities

Applications: Venn Diagrams, metaphors, analogies

2. Summarizing and Note Taking

Promotion of greater comprehension by asking students to analyze and expose what is essential
and then put it in their own words

Applications: Teaching how to summarize, provide note-taking guides, asking questions regarding clarity
and prediction

3. Reinforcing Effort and Providing Recognition

Teachers must show connection between effort and achievement and provide symbolic
recognition rather than tangible rewards

Applications: Recognizing people who have been successful, students log their efforts on a weekly basis,
reflect on their effort, etc.; give rewards for individual accomplishments that provide intrinsic
motivation, “Pause, Prompt, and Praise”
 4. Homework and Practice
Homework provides students with the opportunity to extend their learning outside of the
classroom; remember the “10-minute Rule” for assigning homework.; explain the PURPOSE for
the homework; give feedback; practice allows students to adapt skills WHILE they are learning
something

Applications: establish a homework policy, maximize the effectiveness of feedback, focus practice on the
most difficult concepts, accommodate practice time

5. Nonlinguistic Representation
Knowledge is stored in two ways: linguistically and visually; the latter more effectively
stimulates brain activity

Applications: Incorporate and coordinate words AND images that are related; use physical models,
graphic organizers, movements, etc.

6. Cooperative Learning
Overall learning improves with the use of cooperative learning. Students retain 90% of what
they learn from each other. Keep groups small and don’t overuse the strategy

Applications: Create Cooperative Learning Groups (CLG’s) using flexible grouping—i.e., group based on
like ability, interests, experiences, etc.; vary group sizes and objectives; always use the core components
of positive interdependence, group processing, appropriate social skills, face-to-face interaction, and
individual and group accountability

7. Setting Objectives and Providing Feedback

Provides student direction; teachers can never give too much and should manage the form that
feedback takes

Applications: always identify the both the objective and the purpose for each lesson; make sure
feedback is corrective in nature, feedback should be timely and specific; involve students in feedback
sessions too

8. Generating and Testing Hypotheses

Use of a deductive approach works best; students should clearly explain their hypotheses and
conclusions

Applications: make predictions; create something or conclude something using limited resources

9. Cues, Questions, Advanced Organizers

Students use what they already know to enhance further learning/understandings;

Applications: Pause briefly to allow students to engage in depth of understanding; vary the style of an
advanced organizer—tell a story, skim and summarize a text, create an indepth graphic organizer,