{"id":523,"date":"2013-04-22T20:16:17","date_gmt":"2013-04-22T20:16:17","guid":{"rendered":"https:\/\/mathinfastlane.com\/wp-fastlane\/?page_id=523"},"modified":"2018-10-01T14:21:59","modified_gmt":"2018-10-01T14:21:59","slug":"research","status":"publish","type":"page","link":"https:\/\/mathinfastlane.com\/?page_id=523","title":{"rendered":"Research"},"content":{"rendered":"

Quick Reference Research Chart<\/span><\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n
MFL Component<\/b><\/td>\nEffect Size<\/b><\/td>\nPercentile<\/b><\/td>\nOther Gains or Info<\/b><\/td>\nSource<\/b><\/td>\n<\/tr>\n
Advance Organizer<\/td>\n.52<\/td>\n20%<\/td>\nIllustrated advance organizer with standards walls<\/td>\nMarzano (2001)<\/p>\n

Hattie & Timperley (2007)<\/p>\n

 <\/td>\n<\/tr>\n

Immediate descriptive feedback based on formative assessment<\/td>\n.19-1.35<\/td>\n7-41%<\/td>\nVisual formative assessment for minute-by-minute feedback<\/p>\n

\n Tiers of feedback:\u00a0 student, peer,
\n and teacher<\/td>\n

Marzano (2007)<\/p>\n

Black & William (1998)<\/p>\n

Leahy, Lyon, Thompson, & William (2005)<\/p>\n

Hattie & Timperley (2007)<\/td>\n<\/tr>\n

Cooperative Learning<\/td>\n.73<\/p>\n

 <\/td>\n

27%<\/td>\nIn addition to achievement, student motivation, time on task, and cooperative behaviors increase<\/td>\nMarzano (2001)<\/p>\n

Johnson, Maruyama, Johnson, Nelson & Skon (1981)<\/p>\n

Johnson & Johnson (2009)<\/td>\n<\/tr>\n

Vocabulary Development<\/p>\n

Use of Visual Images<\/td>\n

1.0<\/td>\n34%<\/td>\n+34%\u00a0 higher than without visuals<\/p>\n

+21% higher than writing sentences<\/p>\n

37% higher than use of definitions<\/td>\n

Visual images:\u00a0 Marzano (2004)<\/p>\n

Powell, 1980<\/td>\n<\/tr>\n

Direct instruction of vocabulary<\/td>\n <\/p>\n

 <\/td>\n

33% increase in student achievement (words students will encounter)<\/td>\n50th percentile to 83rd percentile with vocabulary instruction<\/p>\n

Prior knowledge & vocabulary<\/td>\n

Stahl & Fairbanks (1986)<\/p>\n

Beck, I., McKeown, M., & Kucan, L. (2002)<\/p>\n

Marzano (2004)<\/td>\n<\/tr>\n

Compare & Contrast<\/td>\n.88 to 1.76<\/td>\n31 \u2013 46%<\/td>\nClassification (sort)<\/p>\n

Compare & Contrast<\/td>\n

Marzano (2001)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

References<\/b><\/p>\n

\n Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life. New York: The Guilford Press.
\n Black, P., & William, D., (1998). Inside the black box: raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
\nHattie, J. & Timberley, H., (2007). The power of feedback. Review of Educational Research. 77(1), pp. 81- 112.
\nLeahy, S., Lyon, C., Thompson, M., & William, D. (2005). Classroom assessment: minute by minute, day by day. Educational Leadership, 63(3), 19-24.
\nJohnson, D., Johnson, R. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38, 365-379.
\nJohnson, D., Maruyama, G., Johnson, R., Nelson, D. (1981). Effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89(1), 47-62.
\nMarzano, R., (2004). Building background knowledge for academic achievement. Alexandria, VA:\u00a0 ASCD.
\nMarzano, R., Pickering, D., Pollock, J., (2001). Classroom instruction that works.\u00a0 Alexandria, VA:\u00a0 ASCD.
\nMarzano,R. (2007). Designing a comprehensive approach to classroom assessment. In D. Reeves (Ed) Ahead of the curve (pp 102-125).Bloomington, IN: Solution Tree.
\nPowell, G. (1980, December) A meta-analysis of the effects of \u201cimposed\u201d and \u201cinduced\u201d imagery upon word recall. Paper presented at the annual meeting of the National Reading Conference, San Diego, CA. (ERIC Document Reproduction Service No. ED199644)
\nStahl, S.A., & Fairbanks, M.M. (1986). The effects of vocabulary instruction: a model-based meta-analysis. Review of Educational Research, 56(1), 72-110.\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Quick Reference Research Chart   MFL Component Effect Size Percentile Other Gains or Info Source Advance Organizer .52 20% Illustrated advance organizer with standards walls Marzano (2001) Hattie & Timperley (2007)   Immediate descriptive feedback based on formative assessment .19-1.35 7-41% Visual formative assessment for minute-by-minute feedback Tiers of feedback:\u00a0 student, peer, and teacher Marzano […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"open","template":"page-full.php","meta":[],"_links":{"self":[{"href":"https:\/\/mathinfastlane.com\/index.php?rest_route=\/wp\/v2\/pages\/523"}],"collection":[{"href":"https:\/\/mathinfastlane.com\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/mathinfastlane.com\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/mathinfastlane.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/mathinfastlane.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=523"}],"version-history":[{"count":33,"href":"https:\/\/mathinfastlane.com\/index.php?rest_route=\/wp\/v2\/pages\/523\/revisions"}],"predecessor-version":[{"id":2565,"href":"https:\/\/mathinfastlane.com\/index.php?rest_route=\/wp\/v2\/pages\/523\/revisions\/2565"}],"wp:attachment":[{"href":"https:\/\/mathinfastlane.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=523"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}