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Looking Beyond High-Yield Strategies

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The term “high-yield strategies,” I hear used quite a bit, and actually when I first heard the phrase it didn’t bother me that much. But over the years it’s bothered me quite a bit and here’s why: it implies that there are strategies that should be used by every teacher, and that is absolutely not the case.

While it is true that if you look at the research on all of the various types of strategies that we know can be used in the classroom, there will be some that, in general, have a larger—the technical term is “effect size”—than others. Here’s all that means: they have a stronger relationship with student achievement. That is, they’re looking at the studies and their average effect is a little larger than some other studies. You might say that is high yield ... there are some strategies that are high yield and others aren’t. The only problem is that even with a highest-yield strategy, if you will, if you look at the research what you find is that even the best strategy ... let me give you a great one: Use of Feedback. A great researcher named John Hade just analyzed about 146,000 studies and the effect size of 138 variables and rank-ordered them in terms of the average effect size of those variables. They didn’t all have to do with instruction, but of the instructional strategies I believe feedback had the highest average effect size. So, it’s one of the highest of the high-yield strategies. But even that, if you look at the literature, you’ll find that about one-third of the studies indicate that by giving feedback within the context of those studies actually had a negative effect on the student achievement. That is, in those studies, if they didn’t give students feedback they had a better achievement than if they did. And that’s the case across all strategies.

There is no strategy, and I don’t think there ever will be, that absolutely, uniformly works. So, the term high-yield strategies I think gives that implication. And actually I’ve always tried to use the word “high-probability strategy.” There are some strategies that have a higher probability of working than other strategies. And strategies are just tools; that’s all they are. There is no strategy that I know of that I can say, every teacher absolutely has to use this all the time. Even though the term didn’t bother me in the beginning, it really does now because I think it communicates the wrong message, and that message is that, by golly, it is these sets of strategies that everybody should use regardless of their subject area, grade level, regardless of the context, and that is absolutely not true. Actually, recommending that is poor practice. It really doesn’t reflect what we know about the complexity of the teaching/learning process.

Dr. Marzano Describes How to Use Student Data in Evaluations Dr. Robert Marzano explains the role student achievement data should play for effective evaluations and teacher support. Dr. Marzano Outlines the Sources for Teacher Evaluation Data Dr. Robert Marzano lists the sources for data on teachers that should be part of a effective and accurate evaluation system. Dr. Marzano Asks, “Are Students Learning What Teachers are Teaching?” Dr. Marzano questions whether current student achievement data is an accurate reflection of instructional practices or teacher effectiveness. The Role of Deliberate Practice in Developing Expertise Dr. Marzano describes deliberate practice as more than just implementing an instructional strategy; it is creating a targeted focus on improving pedagogical skills with opportunities to receive feedback and observe exemplary models. Implementing Strategies to Get Student Gains Dr. Marzano notes that a teacher's use of research-based strategies does not automatically suggest that students have learned. In order to impact learning, teachers must track their own growth against gains observed in student performance. Dr. Marzano Explains the Need to Align Walkthroughs, Teacher Evaluations & Professional Development Dr. Marzano explains the most critical error hindering districts from their efforts to enhance teaching and learning: misaligned classroom walkthrough, teacher evaluation, and professional development. Dr. Marzano Describes 3 Phases in the Development of a District System Dr. Marzano recommends phases in which districts can engage to support teachers to incrementally improve their teaching each year as it relates to student achievement. Why Most Classroom Walkthroughs are Ineffective Dr. Robert Marzano reflects on limitations of most classroom walkthrough and teacher observation systems. Dr. Marzano Expresses Concerns About the Misuse of His Research with Walkthroughs Dr. Robert Marzano expresses concerns about the inaccurate association of his name with other classroom walkthrough and teacher observation systems. Announcing the Marzano Art & Science of Teaching Observation and Feedback Protocol Dr. Robert Marzano explains why he is against classroom walkthrough systems that only focus on a narrow set of strategies and introduces his Art & Science of Teaching Observation and Feedback Protocol in iObservation. Looking Beyond High-Yield Strategies Dr. Robert Marzano recommends moving beyond a simple checklist of strategies to using high-probability strategies that reflect and honor the complexity of the teaching/learning process. Dr. Marzano Addresses the Critical Need for a Robust Model of Instruction Dr. Robert Marzano defines a robust and comprehensive model of instruction and suggests how districts can integrate his Observation and Feedback Protocol into their own existing models. Dr. Marzano Describes PLCs in iObservation Drs. Robert Marzano and Debra Pickering describe their excitement about the strength of iObservation in developing professional learning communities (PLCs). Fidelity of Program and Practice Dr. Robert Marzano defines the highest level of implementation in terms of how districts and educators can adapt programs and models to fit their contextual situation. Marzano Art & Science of Teaching Observation and Feedback Protocol in iObservation Dr. Robert Marzano shares his excitement about synthesizing nearly 40 years of his research reflected through the Art & Science of Teaching Observation and Feedback Protocol in iObservation. Leadership with a Singular Focus on Instruction Gets Results Dr. Robert Marzano highlights what research tells us about effective district and school leadership practices that get results. Dr. Marzano Explains the Power of a Common Language of Instruction Dr. Robert Marzano explains why a common language/model of instruction is the foundation for improving teaching and learning. Dr. Robert Marzano: “My Online Master’s Degree is a Dream Come True” Dr. Robert Marzano has developed a master's degree in the Art and Science of Teaching that he would have enjoyed experiencing himself as a teacher. Dr. Robert Marzano’s Online Master’s Degree Dr. Robert Marzano explains how his new online master's program can increase pedagogical skills in such a way that enhances student achievement and perhaps even personal satisfaction. Distinguishing Evidence from Research Drs. Robert Marzano and Debra Pickering discuss the distinction between research-based theories, which are situational vs. evidence-based practices, which are contextual.