This is the compiled list of literacy strategies to satisfy the Best Practices Handbook requirements for our Education 316 course composed by Shaquavia Chiles, Chrysalis Bridges, Ethan Ramsey, and Cameron Freeman.
Enjoy!
Friday, April 8, 2016
CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently and proficiently.
Strategy: Jigsaws. Reading Rockets. (Bridges)
Detailed Description: Students are divided into groups within a classroom. These primary groups are called “home groups” and divided into 1’s, 2’s, 3’s, & 4’s or A’s, B’s, C’s and D’s.Each letter/number is given a specific topic that makes up a broader subject: an artist in a specific time period, the different habits of animals in a region, etc. that they are have to become “experts” on. These “experts” meet together to compare and exchange notes on their topic. They then have travel back to their home group and explain the topic that they became an expert in. Each letter/number has to share their information with their home groups. It makes students responsible for their learning and encourages cooperation and coordination between students.
Practical Application: In a music class, students would be assigned a specific composer to research in a “home” group. Then they will meet with members from the other groups and teach the other members about the composer which they researched. After mastering the material from all groups, students return to their “home” groups and all work together so that all students understand the material from all groups.
TRAP: The jigsaw method has been used for over four decades. It was developed by Elliot Aronson at the University of Texas and the University of California. Elliot Aronson is an American psychologist. He is listed among the 100 most eminent psychologists of the 20th Century and is best known for the invention of the Jigsaw Classroom as a method of reducing interethnic hostility and prejudice.
Aronson, E. (2000-2008). Jigsaw Classroom: Overview of the Technique.
Strategy: Read, Rate, and Repeat Strategy (Freeman)
Detailed Description:The goal of this strategy is to get students to read the text multiple times. Each time they read they read the text, they will rate how well they understand the text on a scale of 1-10. This strategy can also be used to determine the meaning of the text.
Common core teaching and learning strategies. (2012, May 1). Retrieved February 22, 2015, from http://www.isbe.net/common_core/pdf/ela-teach-strat-read-text-6-12.pdf
Practical Application: Students can read a book or an excerpt, they can talk together as a group, or individually, and rate their understanding of the passage. They need to consider their ability to read and understand the passage, vocabulary, and the main idea of the passage.
TRAP: The article was published in 2012. This strategy is relevant because I would need to know whether or not a student understood what he or she read. The article was written for those who are interested in learning new ways to check for understanding. The purpose of the strategy is to check for comprehension. CCSS.ELA-LITERACY.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Strategy: Think-Pair-Share (Bridges)
Detailed Description: Think-Pair-Share is a collaborative learning strategy in which students work together to answers questions about an assigned reading(s). This technique requires students to (1) think individually about a topic or answer to a question, and (2) share ideas with classmates. Discussing answers with a partner serves to maximize participation, focus attention and engage students in comprehending the reading material.
Practical Application: Half of the students in a class are assigned a text while the other half are assigned a different text. As/after they read, they answer questions relating to the topics of the text and the author’s point of view. Then, students are paired with someone with the opposite text and switch. They answer similar questions related to the other text. They then go back to the student with whom they switched texts and discuss how the texts are similar in the subject of the texts as well as the author’s approach to the subjects. They record their findings on paper and share aloud with the rest of the class.
TRAP: This strategy is included in Instruction: A Models Approach, written in 1999 by Thomas Estes, Susan Mintz, and Mary Alice Gunter. The strategy makes instructional models clear and relevant for readers by placing them within a standards-based and instructional aligned process. The authors support the instructional model of Think-Pair-Share by applying current research and evidence-based practice to the preparation of objectives, differentiation practices, and assessment options. It may be applied in both elementary and secondary classes in a variety of content areas.
Estes, T., Gunter, M. A., and Mintz, S. (1999). Instruction: a models approach. Allyn and Bacon: Boston, MA.
Strategy:Comparison Matrix (Freeman)
Detailed Description:Students will be asked to create a chart that they have to label. Students will have subjects or categories on the top row of boxes. Then characteristics or details down the left side of the boxes. Then the students fill in what is similar and then corresponds information such as themes and topics.
(n.d.) Retrieved February 22, 2015, from http://www.sde.ct.gov/sce/lib/sde/pdf/curriculum/section7.pdf
Practical Application: While discussing a topic, students can use a matrix, or some other form of an organizer, to list out two different thoughts or theories. The students will then be able to see the similarities and differences between the thoughts and be able to debate or write a paper defending one side or the other.
TRAP: The comparison matrix strategy is a useful tool that allows students to see information in another way, outside of PowerPoints or jumbled notes. They can sift through a text, and write the important things down. It eliminates students writing down information that they don’t need. CCSS.ELA-LITERACY.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Strategy: Question the Author (Bridges)
Detailed Description: Questioning the author engages students actively with a text by encouraging students to ask questions of the author and the text. Through forming their questions, students learn more about the text. It teaches students to evaluate the topic of the text as well as the style of writing.
Practical Application: The students are assigned a passage of nonfiction text to read. The text should be interesting and should have a clear argument/point that the author is trying to make/prove. At specified stopping points within the text, students pause their reading and answer questions. These would include: What point is the author trying to make here? What does the author say that leads you to believe that point is true? Could you argue something different than what the author is writing? How would you support your argument? Answers are shared in small groups of 4-6.
TRAP: This strategy is cited in Questioning the author: An approach for enhancing student engagement with text, written in 1997 by Isabel Beck, Margaret McKeown, Rebecca Hamilton, and Linda Kucan. They purport that when students read in a QtA lesson, they learn to question the ideas presented in the text while they are reading, making them thinkers, not just readers. The authors analyze the transcripts of actual class discussions to show the important tools that differentiate QtA from other approaches to reading comprehension and engagement.
Beck, I., Hamilton, R., Kucan, L., and McKeown, M. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, Delaware: International Reading Association.
Strategy:Stopping Points (Freeman)
Detailed Description: The teacher will give students sticky notes at the beginning of the class and ask the students to read a section. While they are silently reading, they need to place a sticky note in the text next to where they could pick out or evaluate specific claims that they think are confusing or need help understanding.
Tankersley, K., & Association for Supervision and Curriculum, D. (2005). Literacy strategies for grades 4-12: reinforcing the threads of reading. Alexandria, Va: Association for Supervision and Curriculum Development.
Practical Application: If students are required to read a lengthy passage, the teacher could provide stopping points. At these strategic points, the teacher can open a discussion that would cover what they have read up to that point, anything that they are still having troubles with, and if any connections can be made to help them better understand what they are reading.
TRAP: The article was written in 2005. The stopping points strategy is relevant because it is important for kids to understand what they are reading, and even why they are reading it. The audience for this article would be teachers who have students who may struggle with comprehending large passages, or for those who would like another strategy to improve student’s reading comprehension skills. The purpose of this strategy is to improve comprehension and their overall understanding of a passage. CCSS.ELA-LITERACY.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Strategy: Visual imagery. (Bridges)
Detailed Description:Visual imagery involves students creating an image about the text which they are reading. Creating mental images while reading can improve comprehension.
Practical Application: In an elementary classroom setting (third or fourth grade), the teacher reads a portion of a text aloud. The teacher instructs the students to draw a mental image of what is occurring in the text. Students then form pairs and share their own visual images relating to the text. They verbally describe how their picture relates to the text. An alternative method would be to have students draw or create an image on a technological device, such as an iPad.
TRAP: The visual imagery strategy has been cited in numerous journals and books including Comprehension Instruction by Cathy Block and Sherri Parris in 2008. The strategy is designed to integrate technology and reading comprehension. It is especially effective when working with students with dyslexia or English Language Learners. The purpose of the strategy is to stimulate students’ comprehension and memories of the details of a text.
Strategy: Readers Theater. (Freeman)
Detailed Description: Readers theater is exactly what is sounds like. Students create a skit or play and act out whatever they have read or are currently reading. They are not required to use props or multiple people, but they may if they would like to. It is meant to be a small, engaging activity to assist in comprehension and to get students physically active.
Practical Application: In a 1st or 2nd-grade language arts classroom, students could get in groups and create props that they deem necessary to act out “The Hungry Caterpillar”. They could then use these props to act out the story. This activity would help them with comprehension, sequence of events, and summarizing. It would also build creativity and cooperation with other students. This activity could be used in any grade level and it could be revamped to fit all classrooms. For example, in a middle or high school classroom, students could choose a passage out of a novel that they are reading, and create a skit that visualizes that passage. This would be a great activity to consider for texts that are hard to comprehend to most students.
TRAP: This method was found on the Connecticut State Department of Education’s website under section 7 of their curriculum guide. The purpose of this specific section is to provide teachers with “instructional strategies that facilitate literacy across content areas”.
CCSS.ELA-LITERACY.CCRA.R.6
Assess how point of view or purpose shapes the content and style of a text.
(n.d.) Retrieved March 1, 2015, from http://www.sde.ct.gov/sce/lib/sde/pdf/curriculum/section7.pdf
Strategy: Exit Slip (Bridges)
Detailed Description: Exit slips encourage students to answer a critical thinking question and to reflect on what they have learned. They also provide teachers feedback on how well students have understood a lesson. These can be used to guide the next lesson and tell teachers what they need to revisit and what the students have completely grasped.
Practical Application: At the end of a lesson about the author’s background and purpose for writing The Kite Runner, high school students complete an exit slip that addresses one thing that they learned in the lesson as well as one question that they have concerning the lesson.
TRAP: This strategy was published in Improving Adolescent Literacy by Douglas Fisher and Nancy Frey in 2011. It was written to give teachers and teacher candidates the tools they need to help all students work toward mastery of literacy and comprehension of content area texts. It explains how exit slips can be used in a variety of ways including individually, in pairs or groups, verbally, in writing, etc.
Fisher, D. and Frey, N. (2011). Improving Adolescent Literacy. Boston, MA: Pearson.
Strategy: Question and Answer Relationship (Freeman)
Detailed Description:Using questions to gain a deeper understanding of the book. Teachers ask students questions that relate to their reading and the students answer the teacher. Then, after some time, the students will ask the questions.
Practical Application: The teacher can ask a question or a series of questions that pertain to the reading that was done. The student’s response, whether orally or through writing, will show the teacher how well they know the information. Critical thinking questions can be used to check for a deeper understanding of a text.
TRAP: This strategy is relevant because it allows teachers to see if their students are understanding a text. New teachers can read this article and see why current teachers use this strategy. The article is written for new teachers with the purpose of understanding why this strategy is so frequently used in the classroom. (n.d.) Retrieved March 1, 2015, from http://www.sde.ct.gov/sce/lib/sde/pdf/curriculum/section7.pdf
CCSS.ELA-LITERACY.CCRA.R.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Strategy: Cooperative Learning (Bridges)
Practical Application: In groups of 4, students will be assigned to analyze portions of a text. Students will act out their portion of the text. They will also be required to collaborate with the group who is analyzing and acting out the following portion, in order to assure that the two flow together. In doing so, students will have a hands-on opportunity to see how portions of a text relate to each other.
TRAP: Identifying similarities and differences is a strategy from the book Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. It was published in 2001 and written by Robert Marzano, Debra J. Pickering, and Jane E. Pollock. The book is designed specifically for busy educators that desire to apply education research within the classroom. The authors examined decades of research findings to distil the results into nine broad teaching strategies that have positive effects on student learning.
Marzano, R., Pickering, D., and Pollock, J. (2001.) Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: McREL.
Strategy: Chapter Tour (Freeman)
Detailed Description:Students can flip through the chapter, looking at pictures, captions, and the title of major sections in the chapter. This will give the students a preview of the chapter and aid in comprehension and construct meaning.
Practical Application: Before reading a chapter, the students can skim through it and see if there is any vocabulary, headings, and pictures that stick out. Then they can talk about what they might expect from the chapter, and make a KWL chart.
TRAP: The strategy is relevant because by giving an insight to the chapter before it starts, the students can prepare for what’s to come and can set goals for themselves. The students can also have questions that they would like to have answered from the chapter. The audience is teachers who are looking for new, effective strategies to incorporate into their literacy time at school. The purpose of the strategy is to improve their understanding of a topic by allowing them to see it once before they read the chapter in more detail.
n.d.) Retrieved February 22, 2015, from http://www.sde.ct.gov/sce/lib/sde/pdf/curriculum/section7.pdf
CCSS.ELA-LITERACY.CCRA.R.4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Common core teaching and learning strategies (2012, May 1). Retrieved February 22, 2015, from http://www.isbe.net/common_core/pdf/ela-teach-strat-read-
Strategy: Identifying Similarities and Differences (Bridges)
Detailed Description: Students identify different words and phrases within a text. They compare and contrast the meanings of these words and phrases. It helps students to broaden their vocabularies and to analyze how language conveys and shapes the-the meaning of a text.
Practical Application: In pairs, students create analogies using different adjectives (words or phrases used to describe) within a text. They select certain adjectives from a list (that includes words and phrases that were likely unfamiliar to the students before the lesson) and relate them to other descriptive phrases with which they are already familiar. They create two analogies, one which compares adjectives which are similar and one which compares adjectives which are opposites.
TRAP: Identifying similarities and differences is a strategy from the book Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. It was published in 2001 and written by Robert Marzano, Debra J. Pickering, and Jane E. Pollock. The book is designed specifically for busy educators that desire to apply education research within the classroom. The authors examined decades of research findings to distil the results into nine broad teaching strategies that have positive effects on student learning.
Marzano, R., Pickering, D., and Pollock, J. (2001.) Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: McREL.
Strategy: K.I.M. Vocabulary Strategy (Freeman)
Detailed Description: K.I.M is an acronym which stands for the keyword, important information, and memory or mnemonic device. In the K section, students will record words to be learned, in the I section students will keep records about what students have learned about the keyword in their own words, and in the M section students will memorize or create a mnemonic device to help them learn the key terms
Practical Application: This can be used throughout the course of a text. At the beginning, students can write down any words that stick out to them, or words that the teacher says they need to know. Then as they’re reading the text, they can write down the context that the words in placed in and its definition. Afterward, the students can create their own way to remember what the words mean.
Also, before reading a chapter, the students can skim through it and see if there is any vocabulary, headings, and pictures that stick out. Then they can talk about what they might expect from the chapter, and make a KWL chart.
TRAP: The strategy is relevant because by giving an insight to the chapter before it starts, the students can prepare for what’s to come and can set goals for themselves. The students can also have questions that they would like to have answered from the chapter. The audience is teachers who are looking for new, effective strategies to incorporate into their literacy time at school. The purpose of the strategy is to improve their understanding of a topic by allowing them to see it once before they read the chapter in more detail. Common core teaching and learning strategies (2012, May 1). Retrieved February 22, 2015, from http://www.isbe.net/common_core/pdf/ela-teach-strat-read-
CCSS.ELA-LITERACY.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Strategy: Think Alouds (Bridges)
Detailed Description: This strategy encourages students to verbalize their thoughts as they read a text orally. It helps students monitor their thinking and improves their comprehension. This strategy teaches students to think more carefully before blurting out an answer, and it makes them more aware and responsible for their comprehension. It can also be used to when students are presented with critical thinking questions in order to monitor their thought process.
Practical Application: Students could be grouped up and read a passage out loud. The students can read aloud, and then think aloud; sharing their thoughts about what is going on, and what they understand about the passage up until that point. The teacher could catch any misconceptions or see if the groups are really understanding and getting what they are supposed to from the passage.
TRAP: The earliest research done on this method was published and cited in 1977 in the scholarly journal: Reading Research Quarterly. It was last cited in 2004 in an article that provided more research on how think aloud's improved reading comprehension written by Roger Farr and Jenny Conner.
Strategy: Anticipation Guide (Freeman)
Detailed Description: Anticipation guides stimulate students’ interest in a topic. They teach students to make predictions and to analyze whether or not those predictions were correct. For each “anticipation,” students may choose yes, no, or maybe. The emphasis is not on whether their answer is correct but rather why they said what they said.
Practical Application: Students are introduced to the topic of a text. They are then given the anticipation guide, constructed by the teacher. The anticipation guide asks questions that are related to how the individuals interact within a text, the order of events that unfold within the text, and how certain events influence other events within the text. After completing the guide in pairs, students then read the text and compare their anticipations with what actually occurred.
TRAP: This strategy was published in Guiding Readers Through Text by James Flood, Diane Lapp, Karen Wood, and E. Bruce Taylor. The purpose of their strategy is for students to achieve better comprehension, taking into account the vast array of linguistic formats that may be used. The authors are part of the International Reading Association, a premier organization of literacy professionals. Their publications promote reading by providing professional development to continuously advance the quality of literacy instruction and research.
Flood, J., Lapp, K., Taylor, E. B., and Wood, K. (2008). Guiding Readers Through Text. International Reading Association: Newark, Delaware.
CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Strategy: Nonlinguistic representation (Bridges)
Description: Nonlinguistic representation is the use of visual, kinesthetic, or whole-body systems to acquire and store knowledge. Students can use a variety of activities to produce non-linguistic representation, the end purpose being able to elaborate on their knowledge.
Application: Students in 1st-grade music will hear a story, “Miss Mary Mack,” and will answer questions about the story by completing a worksheet. The answers will be in picture format (non-linguistic representation) to aid students’ understanding because some of them will not be able to read those written words yet. This will allow students who could not read answers in linguistic format to determine key details of a text.
T.R.A.P. Nonlinguistic representation is a strategy of Robert Marzano. It is described in The Art and Science of Teaching, published May 2010. Marzano is CEO of Marzano Research Laboratory in Denver, CO.
Marzano, Robert. The Art and Science of Teaching. Denver, CO. May 2010.
Strategy: Seeing Connections (Freeman)
Detailed Description: This strategy utilizes tools, like graphic organizers, which can be used to draw conclusions, make inferences, and predict outcomes of a text. It is important for students to discuss how, why they grouped their items and how they handled the materials.
Practical Application: Students can create a Venn Diagram, and compare two books based on theme, or plot line, or perspectives the two books had on a similar topic. Groups can also be responsible for different perspectives on a particular book, or be given a task to make connections across subjects that on paper have nothing to do with each other.
TRAP: The article was written in 2005. The strategy is relevant because it gives students the opportunity to see how two ideas are similar. This strategy can also be used to see how what they are learning in class is related to something they are around or something that concerns them, making what they are learning more relevant. The audience is teachers who want to find a way to see how they can get students to be more involved in their learning. The purpose of this strategy is to get teachers to find a way to make the student’s learning more personal.
Tankersley, K., & Association for Supervision and Curriculum, D. (2005). Literacy strategies for grades 4-12: Reinforcing the threads of reading. Alexandria, Va: Association for Supervision and Curriculum Development.
TRAP: The article was written in 2005. The strategy is relevant because it gives students the opportunity to see how two ideas are similar. This strategy can also be used to see how what they are learning in class is related to something they are around or something that concerns them, making what they are learning more relevant. The audience is teachers who want to find a way to see how they can get students to be more involved in their learning. The purpose of this strategy is to get teachers to find a way to make the student’s learning more personal.
Tankersley, K., & Association for Supervision and Curriculum, D. (2005). Literacy strategies for grades 4-12: Reinforcing the threads of reading. Alexandria, Va: Association for Supervision and Curriculum Development.
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Strategy: Paragraph Shrinking. Reading Rockets (Bridges)
Detailed Description: Students are either assigned a partner or choose a partner to read a text with. In the group of two, students alternate being a “coach” and a “player”. The “player” reads a paragraph aloud. He/she must then stop and summarize the paragraph, answering the following the questions without rereading: who or what is the paragraph about, what is most important about the who or what, and the main idea of the paragraph. If the “player” answers something wrong, the “coach” asks him to reread and helps him find the right answers. Their summary of each paragraph should be 10 words (depending on the length of the paragraphs, I would give students a 3 sentence limit). Students alternate these roles until the entire text is read and summarized. I would encourage students to write their summaries out.
Practical Application: In a science class, students are often required to read lengthy texts. The teacher could assign a text discussing the process of the water cycle. Students could either pair off or, the class could be divided between “coaches” and “players” and each coach has to pair up with a player. The student would then take the text and read aloud and attempt to summarize the text, writing down their summaries as they go along. When students finish with the text, students can either turn in their summaries or use them to discuss as a whole group the process of the water cycle.
TRAP: The earliest research cited for this method was in 1999 and the last year cited was 2005. This method was also a part of the Peer Assisted Learning Strategies which has also been cited during these years. All citings for this strategy included research from Dr. Douglas Fuchs, a professor and department chair of Special Education at Vanderbilt and a member of the Vanderbilt Kennedy Center for Research on Human Development since 1985. This strategy is for teachers to make available for students use in the classroom to help them succeed in their studies.
Strategy: Selective Underlining (Freeman)
Detailed Description: This is a strategy that helps students understand what the author is saying from a text. This also helps students organize specific information from the text. Students will read the text first, then asked to highlight important information while reading. This helps students pay close attention to information that can be useful to cite in research.
Practical Application: While reading an excerpt, students can underline the important words or phrases in the excerpt. Then when a discussion arises about the excerpt, the students should be able to have a better understanding of what the author is conveying because they have underlined the big ideas that the author is stressing in the excerpt.
TRAP: The article was written in 2005. The strategy is relevant because it gives students the opportunity to see how two ideas are similar. This strategy can also be used to see how what they are learning in class is related to something they are around or something that concerns them, making what they are learning more relevant. The audience is teachers who want to find a way to see how they can get students to be more involved in their learning. The purpose of this strategy is to get teachers to find a way to make the student’s learning more personal.
Common core teaching and learning strategies. (2012, May 1). Retrieved February 22, 2015, from http://www.isbe.net/common_core/pdf/ela-teach-strat-read-text-6-12.pdf
TRAP: The article was written in 2005. The strategy is relevant because it gives students the opportunity to see how two ideas are similar. This strategy can also be used to see how what they are learning in class is related to something they are around or something that concerns them, making what they are learning more relevant. The audience is teachers who want to find a way to see how they can get students to be more involved in their learning. The purpose of this strategy is to get teachers to find a way to make the student’s learning more personal.
CCSS.ELA-LITERACY.CCRA.W.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Strategy: Journaling (Ramsey)
Detailed Description: Journaling provides students time to reflect, formulate personal opinions on issues that matter, and develop them as better writers.
Practical Application: The students will be assigned either specific topics to journal about – changing the audiences, tasks, and purposes of the individual journals – as well as opportunities for free writes in which the students can be creative and develop narrative writing skills.
TRAP: The Center for Applied Research in Education provided these guidelines for students in 1993. Though old, these guidelines are still implemented in schools today and prove effective in creating better writers.
“Writing Journal Guidelines for Students”. The Center for Applied Research in Education in TeacherVision.com. Retrieved from https://www.teachervision.com/tv/printables/0876289723_44.pdf.
Strategy: GIST Summaries (Chiles)
Detailed Description: The GIST strategy make students practice summarizing the main idea of a text in 20 words or less. It requires students to choose their words carefully to portray what was most important in what they’ve read or learned.
Practical Application: At the end of every day, make time for students to write summaries of what they’ve learned that day using the GIST strategy. Allow them to keep a journal that stays in the classroom and at the end of the day have students write the GIST of what they’ve learned in 20 words or less.
TRAP: Summarizing is a strategy is one of Marzano’s nine instructional strategies, Robert J. Marzano is a renowned educational researcher. His research-based strategies were cited in articles he co-wrote in 2000 and wrote himself in 2003. They were cited by Dr. Kimberly Tyson, a seasoned educator and literacy consultant who is an advocate for research-based instruction. The intentions of both educators were to help teacher facilitate learning by making them aware of effective research-based strategies.
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