BLOOM’S REVISED TAXONOMY RELATED TO VARIOUS TYPES OF LEARNERS

BLOOM’S DIGITAL TAXONOMY H.O.T.S. vs C.O.L.D.

BLOOM’S REVISED TAXONOMY RELATED TO PRODUCTS AND ACTIVITIES

Robert Marzano’s Ten Effective Research-Based Instructional Strategies

Marzano, R. (2000). What Works in Classroom Instruction. Alexandria VA ASCD

1. Identifying Similarities and Differences, Comparing, contrasting, classifying, analogies, and metaphors. These processes

are connected as each requires students to analyze two or more elements in terms of their similarities and differences in one or more

characteristics. This strategy has the greatest effect size on student learning. Techniques vary by age level. 45%ile points increase

2. Summarizing and note-taking. To summarize is to fill in missing information and translate information into a synthesized, brief

form. Note-taking is the process of students’ using notes as a work in progress and/or teachers’ preparing notes to guide instruction.

34%ile points increase

3. Reinforcing effort, giving praise and providing recognition. Simply teaching many students that added effort will pay off in

terms of achievement actually increases student achievement more than techniques for time management and comprehension of

new material. Praise, when recognizing students for legitimate achievements, is also effective. 29%ile points increase

4. Homework and practice. These provide students with opportunities to deepen their understanding and skills relative to

presented content. Effectiveness depends on quality and frequency of teacher feedback, among other factors.

28%ile points increase

5. Presenting knowledge through nonlinguistic representations. Knowledge is generally stored in two forms— linguistic form

and imagery. Simple yet powerful non-linguistic instructional techniques such as graphic organizers, pictures and pictographs,

concrete representations, and creating mental images improve learning. 27%ile points increase

6. Organizing students into cooperative learning groups. Effective when used right; ineffective when overused. Students still

need time to practice skills and processes independently. 27%ile points increase

7. Setting objectives and providing feedback. Goal setting is the process of establishing direction and purpose. Providing frequent

and specific feedback related to learning objectives is one of the most effective strategies to increase student achievement.

23%ile points increase

8. Generating and testing hypotheses. Involves students directly in applying knowledge to a specific situation. Deductive thinking

(making a prediction about a future action or event) is more effective than inductive thinking (drawing conclusions based on

information known or presented.) Both are valuable. 23%ile points increase

9. Cues, questions, and advanced organizers. These strategies help students retrieve what they already know on a topic. Cues are

straight-forward ways of activating prior knowledge; questions help students to identify missing information; advanced organizers are

organizational frameworks presented in advance of learning. 22%ile points increase

10. Specific types of knowledge.

Vocabulary: Research indicates that student achievement will increase by 12 percentile points when students are taught 10-12

words a week; 33 percentile points when vocabulary is focused on specific words important to what students are learning.

Requires specific approaches. 32 percentile points increase

Details: Teach specific pieces of information including facts, time sequences, cause and effect and episodes. Dramatic

enactment of details has the strongest effect on students’ learning.

Organizing Ideas: Teach generalizations and principles as ways to make sense of related ideas and knowledge.

Skills and Processes: Both of these produce some form of result or product. Should be learned to level of automaticity.

10 RESEARCH-BASED TEACHING STRATEGIES THAT MOST IMPACT STUDENT ACHIEVEMENT Based on studies by Robert Marzano, 2001

1. Identifying Similarities and Differences 45% gain

2. Summarizing and Note Taking 34% gain

3 .Reinforcing Effort and Providing Recognition 29% gain

4. Homework and Practice 28% gain

5. Presenting Knowledge Through Nonlinguistic Representations 27% gain

Comparing Summarizing Personalize it Gr. 4-6 ES = .15 Less homework

Present graphic organizers

Classifying Questioning Pause, Prompt, Praise

Gr. 7-9 ES = .31 More homework

Generate mental pictures

Creating metaphors Clarifying Intrinsic rewards Gr. 10-12 ES = .64 Most homework

Draw pictures and pictographs

Creating analogies Predicting Extrinsic rewards based on external standards

Keep parent involvement to a minimum

Engage in kinesthetic activities

Teacher-prepared notes

Abstract rewards more effective than tangible

State a clear, specific purpose for the homework

Student notes written in student’s own format

Homework should be commented on in varied ways

Informal outline

Webbing

6. Organizing Students Into Cooperative Learning Groups 27% gain

7. Setting Objectives and Providing Feedback 23% gain

8. Generating and Testing Hypotheses 23% gain

9. Cues and Questions and Advance Organizers 22% gain

10. Specific Types of Knowledge 12-33% gain

Promote positive interdependence

State specific, but flexible objectives

Deductive: general rule to make a prediction

Used to help students use what they already know

Teaching Vocabulary

Demonstrates face-to-face interaction

Student learning contracts

Inductive: use current knowledge to draw new conclusions

Focus on important information

Teaching Details

Question before, during and after the lesson

Organizing Ideas

Emphasizes individual and group accountability

Feedback should be corrective in nature

Articulate hypotheses and conclusions

Use higher level thinking skills and questions

Teaching Skills and Processes

Interpersonal and small group skills

Feedback should be timely

Problem solving, historical investigations

Use “wait time” to give students time to think and formulate responses

Group processing Feedback should be specific to the criteria

Invention, experimental inquiry

Graphic: visual representation of the new learning showing connections among concepts

Ability level groups Student-led feedback

Flexible groups

Informal, formal and base groups

WEBB’S DEPTH OF KNOWLEDGE RELATED TO 4 LEVELS OF ACTIVITIES