Effective Strategies of Learning

Paper Summary:

This paper explores the nine categories of highly effective strategies used in classroom settings that facilitate learning based on a study conducted by R.J. Marzano (1998) entitled, "A Theory-Based Meta-Analysis of Research on Instruction." The paper begins with a brief summarization of the nine highly effective strategies, each followed by an example of two social studies cases and how each of these categories would apply to the social studies classroom at the secondary level.

Outline:
Introduction
Strategy 1 - Identifying Similarities and Differences
Strategy 2 - Summarizing and Note Taking
Strategy 3 - Reinforcing Effort and Providing Recognition
Strategy 4 - Homework and Practice
Strategy 5 - Nonlinguistic Representations
Strategy 6 - Cooperative Learning
Strategy 7 - Setting Goals and Providing Feedback
Strategy 8 - Generating and Testing Hypotheses
Strategy 9 - Activating Prior Knowledge
References

From the Paper:

"Also known as comparison and contrast, this strategy encourages students to review and classify information by identifying similarities and differences that exist within the information presented, then encourages students to use analogies or metaphors to further this process (Marzano, 1998). In doing so, students must analyze two or more elements of the objects being examined, which inherently allow students to classify and categorize information they collect about the similarities and differences of the objects of their attention. To facilitate this process, educators should and can encourage students to gain more awareness of what the objects being studied share in common, and what differences exist between them. This can be facilitated easily through "student-directed tasks" or those that require less direction from the teacher and allow students to explore information using their own intellectual capacities and resources (Marzano, 1998). In doing so students are more likely to absorb information about the objects of study, and become more adept at identifying the unique characteristics of the objects in question. While classroom monitoring is still expected, much of teacher involvement focuses on engaging students in tasks that will lead them to their own conclusions and evidence gathering. There are many ways comparison and contrasting can be utilized including the use of graphic organizers allowing visual interpretation of comparisons (Marzano, 1998)."

Sample of Sources Used:

• Marzano, R. J., Gaddy, B. B., & Dean, C. (2000). What works in classroom instruction? Aurora, CO: Mid-continent Research for Education and Learning.
• Marzano, R.J. (1998). A theory-based meta-analysis of research on instruction. McEd. Accessed 7, May 2007: http://www.mcrel.org/PDF/Instruction/5992TG_What_Works.pdf
• Webquest. (2002). Grades 9-12 Social Studies Webquests. Retrieved 7, May 2007: http://webquest.sdsu.edu/matrix/9-12-Soc.htm

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