Filed under: educational technology
In a discussion with Ellen Dalton, a professional development specialist with LEARN, http://www.learn.k12.ct.us/ , one of CT’s Regional Educational Service Center, while planning for the Future Teachers Conference at Eastern, May 22, 2007, Ellen introduced me to a
What Works in Classroom Instruction
by Robert J. Marzano, et. al. http://www.middleweb.com/MWLresources/marzchat1.html .
Laura Varlas explained that “these strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock.
1. Identifying similarities and differences
2. Summarizing 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 advance organizers
I introduced Ellen to Nine Events of Instruction by Gagne and Briggs (1979)
“Gagne and Briggs believe different conditions are required for different learning outcomes. The nature of the events of instruction also differs for each type of learning outcome.
- Gaining attention
- Informing the learner of the objective
- Stimulating recall of prerequisite learning
- Presenting the stimulus material
- Providing learning guidance
- Eliciting the performance
- Providing feedback about the performance
- Assessing the performance
- Enhancing retention and transfer
as described by Yanyan Yong, Ph.D. at http://www.tcc.edu/faculty/webpages/YYong/Idesign/events.htm
and to Hunter Model Lesson Plans
1) Anticipatory Set – Getting students ready and/or excited to accept instruction. (Please note that giving directions may be part of the procedural dialog of a lesson, but in and of themselves directions are NOT an Anticipatory Set !!!!! The key word here is “anticipatory” — do something that creates a sense of anticipation in the students — an activity, a game, a discussion, view a film or video clip, field trip, reflective exercise, etc.. )
2) Stated Objectives – Letting students know where they are going.
3) Input Modeling/Modeled Practice – Making sure students get it right the first time by showing and demonstrating.
4) Guided Practice – Making sure students have it right! Can they replicate what you want them to do?
5) Independent Practice – Doing it by themselves.
6) Closure – Bringing it all to a close – one more time. What did they accomplish? What did they learn?
as described at http://www.uwsp.edu/Education/lwilson/lessons/hunter/huntindex.htm .
I have always thought that there was a connection between Gagne and Briggs and Madeleine Hunter’s model. The Marzano et. al. model included much of what researchers have found supports instruction.
was sent to me for review. They list the elements of teaching to be Learning Authority Ethics Order Imagination Compassion Patience Character Pleasure.
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