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Instructional Strategiesand Research SupportREL Centralat Marzano Research Laboratory

ObjectivesInformed Consumer of research

Where can I find research-/evidence-based strategies? How do I know if I can trust a strategy?

StrategyExamples1. Engagement or Opportunities to respond

Fist to Five, Clock partners, Polleverywhere.com, Response sheets, Kids blog, Base groups, Sentence stems, Toon do, Pick stick, Choral response2. Cooperative LearningInteraction sequence, Clock partners, Base group, Find someone who, Name that concept, Partners A&B, Think-Pair-Share, Shoulder-to-shoulder 3. Formative Assessment or Check for understandingFist to Five, Choral response, Thumbs up/down, Polleverywhere.com, Jeopardy, Look Say Do, Exit ticket4. Explicit InstructionResponse sheets, Look Say Do, I do We do You do, 5. Displaying/sharing goals or objectivesPost agenda or objectives, Task timer6. ReinforcementClass dojo, Praise, Glow before grow, Letter or calls home, Clickers7. SignalsClap if you can hear me, Attention signal8. Visual representationSemantic maps, Lotus Charts9. Organization of informationChunking, Wait/Think time, 10-2/5-1 processing time, Lotus Charts, Advanced organizers10. Learning stylesTeaching to auditory, visual, kinesthetic styles, aptitude by treatmentHow do you know if astrategy has support?

3WebsitesOrganizationWebsiteCenter on Instructionhttp://www.centeroninstruction.org/Florida Center for Reading Researchhttp://www.fcrr.org/What Works Clearinghousehttp://ies.ed.gov/ncee/wwc/Best Evidence Encyclopediahttp://www.bestevidence.org/index.cfmLD Online (Various topics)http://www.ldonline.org/indepthFocus on Effectivenesshttp://www.netc.org/focus/strategies/National Center on RTI: Instructional Toolshttp://www.rti4success.org/instructionToolsIntervention Centralhttp://www.interventioncentral.org/Click on links to access sites.

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Informed Consumer How can you be sure?

Guidelines for evaluating the research and quality of an instructional strategy

5GuidelinesQuestionTranslationWhat is the quality of evidence? What is the research design, and how much detail is there?What is the quantity of evidence?Has this been studied more than once? How similar are participants in the study to the intended students that will be exposed to the strategy? Has it been used with students similar to mine? *Adapted from Boruch et al. (2003).

61. What is the quality of evidence?What is the research design, and how much detail is there? Continuum of research designs that range from descriptive to randomized control trials (RCTs)DescriptiveCorrelationExperimentalDescribeAssociationCause

71. What is the quality of evidence?What is the research design, and how much detail is there? Detail should be enough so that it can be replicated without errors

Materials neededSteps of strategyTime length or limitLevel of training needed to implement itWays to measure effectiveness

82. What is the quantity of evidence? Has this been studied more than once? Replication is a part of establishing confidence in findings

More citations and instances may mean the strategy is better supported

93. How similar are participants in the study to the intended students that will be exposed to the strategy? Has it been used with students similar to mine? External validity refers to how well the results of a study can be generalized to those students

Do your students match those in the study? Never perfect matchGrade-level, Age, SES, Gender, Race/Ethnicity

GuidelinesWhat is the quality of evidence?What is the research design, and how much detail is there?What is the quantity of evidence? Has this been studied more than once? How similar are participants in the study to the intended students that will be exposed to the strategy? Has it been used with students similar to mine?

Using the GuidelinesQuestionTranslationWhat is the quality of evidence? What is the research design, and how much detail is there?What is the quantity of evidence?Has this been studied more than once? How similar are participants in the study to the intended students that will be exposed to the strategy? Has it been used with students similar to mine? Reinforcement: Praise

1. What is the quality of evidence? Specific Behavior PraiseStudent nameDescribe behaviorVerbal praise

Haydon, T., & Musti-Rao, S. (2011). Effective use of behavior-specific praise: A middle school case study. Beyond Behavior, 20(2), 31-38.What is the research design, and how much detail is there?

132. What is the quantity of evidence?Within the introduction, the authors describe 6 other studies that used specific-behavior praise

Search on websites and scholarly sources results in numerous results.What Works ClearinghouseFocus on EffectivenessHas this been studied more than once?

3. How similar are participants in the study to the intended students that will be exposed to the strategy? Students Eighth-gradersSchool of 70092% FRL55% White, 42% African-American 11% transientDid not meet AYPHas it been used with students similar to mine?

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SummaryUsing the guidelines can be a way to understand research findings

Various websites have evaluated instructional strategies

StrategyExamplesES*1. Engagement or Opportunities to respond

Fist to Five, Clock partners, Polleverywhere.com, Response sheets, Kids blog, Base groups, Sentence stems, Toon do, Pick stick, Choral response0.622. Cooperative LearningInteraction sequence, Clock partners, Base group, Find someone who, Name that concept, Partners A&B, Think-Pair-Share, Shoulder-to-shoulder 0.413. Formative Assessment or Check for understandingFist to Five, Choral response, Thumbs up/down, Polleverywhere.com, Jeopardy, Look Say Do, Exit ticket0.90(Feedback: 0.73)4. Explicit InstructionResponse sheets, Look Say Do, I do We do You do, 0.605. Displaying/sharing goals or objectivesPost agenda or objectives, Task timer0.566. ReinforcementClass dojo, Praise, Glow before grow, Letter or calls home, Clickers0.52(0.34-.80)7. SignalsClap if you can hear me, Attention signal8. Visual representationSemantic maps, Lotus Charts0.579. Organization of informationChunking, Wait/Think time, 10-2/5-1 processing time, Lotus Charts, Advanced organizers0.4110. Learning stylesTeaching to auditory, visual, kinesthetic styles, aptitude by treatment0.19*ESs from Hattie, J. (2009). Visible Learning. NY: Routledge

19ReferenceBoruch, R., et al. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. U.S. Department of Education Institute of Education Sciences National Center for Education Evaluation and Regional Assistance. Retrieved from: http://www2.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf

Contact Informationwww.relcentral.org@relcentral

Ask A Rel: a collaborative reference desk service provided by the ten regional educational laboratories (REL) that functions much in the same way as a technical reference library.It provides references, referrals, and brief responses in the form of citations on research based education questions.

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