Eight years ago, the authors Pitler, Kuhn and Malenoski took the eleven essential instructional strategies that were identified originally by Marzano, Pickering and Pollock2. These essential instructional strategies allow teachers to then use them purposefully to steadily improve student learning. In this digital age of learning and in considerations of this research, I have included not only an outline of how technology could be used to complement and enhance these teaching strategies but also specific technology tools/resources.
Essential Instructional Strategy #9
In identifying similarities and differences teachers establish the context of the information which allows students to restructure their understanding of that content. Technology allows students to create graphic organizers for comparing, classifying, creating metaphors and analogies.
Within the learning environment, various resources may be used. Below is a complementary list of actions and ideas, but by no means is it an exhaustive list. Please add your ideas in the comments section if you like.
Classify terms, genres or create an analogy puzzle. Compare raw data from Landmark.
Use Read&Write Gold/Google Vocabulary List to establish a baseline of knowledge.
Take time to review the many lessons and activities created by ReadWriteThink.
1 – Pitler, H., R., E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Alexandria: ASCD.
2 – Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD. Also look at Dean, C.B., Hubbell, E.R., Pitler, H. & Stone, B.J. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement, 2nd Edition. Alexandria, VA: ASCD.