PDF Ebook Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement
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Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement
PDF Ebook Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement
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From the Inside Flap
In 2001, Classroom Instruction That Works inspired more than a million teachers to refine their approach to teaching by asking and answering these questions: What works in education? How do we know? How can educational research find its way into the classroom? How can we apply it to help individual students? This all-new, completely revised second edition of that classic text pulls from years of research, practice, and results to reanalyze and reevaluate the nine instructional strategies that have the most positive effects on teaching and learning: * Setting objectives and providing feedback * Reinforcing effort and providing recognition * Cooperative learning * Cues, questions, and advance organizers * Nonlinguistic representations * Summarizing and note taking * Assigning homework and providing practice * Identifying similarities and differences * Generating and testing hypotheses A new framework organizes these strategies in preparation for instructional planning, and it highlights the point that all of the strategies are effective and should be used to complement one another. Each teaching strategy is supported with recommended classroom practices, examples of the strategy in use, tips for teaching, and information about using the strategy with today's learners. Whether you are coming to this book for the first time or are a veritable expert in the nine strategies, this second edition will help you develop your instructional approach, broaden your influence as a teacher, and enhance the learning potential of all your students. We haven't reinvented the wheel. We've taken classroom instruction that works and made it thrive.
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About the Author
CERI B. DEAN is the vice president of field services at McREL. She is responsible for the development and successful implementation of field services. Prior to joining McREL, Ceri taught science and mathematics at the high school and college levels and served as an educational consultant. She holds a Ph.D. in Curriculum and Instruction from the University of Connecticut at Storrs, and an M.S. in Atmospheric Science from Colorado State University.ELIZABETH ROSS HUBBELL conducts workshops and training for K 12 teachers on research-based instructional strategies and technology integration, writes curriculum models for online classes, conducts technology audits for districts, and trains district leaders in using Power Walkthrough software. Elizabeth served as a building-level curriculum director and elementary teacher, where she focused on combining 21st century learning environments with Montessori philosophies. She holds an M.A. in Information and Learning Technologies from the University of Colorado-Denver and a B.S. in Early Childhood Education from the University of Georgia.HOWARD PITLER is a senior director for curriculum and instruction at McREL. He works with schools, districts, and state agencies to improve teacher pedagogy to impact student achievement and has been invited to present at technology conferences throughout the country. Prior to joining McREL, Howard was an elementary and middle school principal for 19 years. He holds a Bachelor's degree from Indiana State University and a Masters, Specialist, and Doctorate from Wichita State University.BJ STONE works with a variety of state and local agencies to facilitate learning professional development for teachers, principals, district administrators and leadership teams in the areas of Balanced Leadership, Classroom Instruction that Works strategies, vocabulary instruction, guaranteed and viable curriculum, and assessment design. BJ has served as a middle and high school science teacher, a university instructor, and a central office administrator. She holds a B.S. in biology with a minor in chemistry, an M.S. in science education, and an Ed.D. in educational leadership and policy study from the University of Northern Colorado.
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Product details
Paperback: 188 pages
Publisher: ASCD; 2nd edition (December 13, 2013)
Language: English
ISBN-10: 9781416613626
ISBN-13: 978-1416613626
ASIN: 1416613625
Product Dimensions:
7.9 x 0.5 x 9.8 inches
Shipping Weight: 11.2 ounces (View shipping rates and policies)
Average Customer Review:
4.3 out of 5 stars
158 customer reviews
Amazon Best Sellers Rank:
#23,039 in Books (See Top 100 in Books)
The second edition of this book simply isn't as good as the first. The new authors are no Robert Marzano and his colleagues. The clear and compelling information Marzano uncovered in the earlier work has been obscured by shoehorning his earlier top 10 list of effective teaching strategies into nine muddled categories. The supporting data, effectiveness rationgs,and rationale behind the list has been removed. The new authors simply don't have Marzano's understanding and insight. Marzano's lucid, didactic prose style has been replaced by an annoying conversational tone. Forget this train wreck and order the first edition (2001). Nothing needs to be changed or updated from the earlier edition and the information is even more valid today than it was then. It's disappointing that such a valuable work has been downgraded by having new authors come on board and rework the book into something unrecognizable and far less helpful.
A textbook doesn't help to teach. It's 100% you and your attitude and if the school or environment doesn't like you than use your rapport somewhere else. Trust me on this.
While I am not a fan of statistics, I do appreciate specific ways to improve my own instruction through tested strategies.
Marzano offers one of the best apporaches to teaching that I have used faithfully for the past 6 years.
I can't add much to what is already written here. But I must say, these teaching approaches work. The authors back up every method with careful research. Best of all, the methods are described specifically.There are too many high points to list them all. Here are just three things I especially liked:1. The explanation of the effects of massed v. distributed practice.2. Chapter 12 on how to USE the approaches in planning.3. The Types of Word Problems diagram in Chapter 11. If you teach math above the second grade level, this matrix is in itself almost worth the price of the book.If you are serious about results from your students, this book is a great tool.
I have to assume this book is just what was needed. Ordered it for my potential future daughter in law for school. No complaints so far.
Highly recommend!
I needed this book for school. It was excellent and cheap. No pages were missing.
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