Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement

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Author: Robert J. Marzano

ISBN-10: 0871205041

ISBN-13: 9780871205049

Category: Academic Evaluation

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This brief book presents research on the best strategies for raising student achievement through classroom instruction. Readers will find a wealth of research evidence, statistical data, and case studies. Nine categories of instructional strategies—Identifying Similarities and Differences; Summarizing and Note Taking; Reinforcing Effort and Providing Recognition; Homework and Practice; Nonlinguistic Representations; Cooperative Learning; Setting Objectives and Providing Feedback; Generating and Testing Hypotheses; and Cues, Questions, and Advance Organizers—that maximize student learning are introduced, along with the pertinent information to understand and synthesize each. For elementary school educators, administrators, and academic advisors and counselors. Internet Book Watch Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock draw upon their many years of experience and expertise as educators to effectively collaborate in providing an informative series of nine research-based strategies for the use of classroom teachers seeking to increase their student's achievement levels. These strategies include identifying similarities and differences; summarizing and note taking; reinforcing effort and providing recognition; homework and practice; nonlinguistic representations; cooperative learning; setting objectives and providing feedback; generating and testing hypotheses; questions, cues, and advance organizers. Enhanced with informative charts and graphs, and highly recommended for student teacher reading lists and classroom management studies, Classroom Instruction That Works will enable teachers to enable their students to learn how to take effective notes, work in groups, and use graphic organizers.

List of Figures Chapter 1.    Applying Research on Instruction: An Idea Whose Time Has Come Research-Based Strategies Chapter 2.    Identifying Similarities and Differences Chapter 3.    Summarizing and Note Taking Chapter 4.    Reinforcing Effort and Providing Recognition Chapter 5.    Homework and Practice Chapter 6.    Nonlinguistic Representations Chapter 7.    Cooperative Learning Chapter 8.    Setting Objectives and Providing Feedback Chapter 9.    Generating and Testing Hypotheses Chapter 10.    Cues, Questions, and Advance Organizers Specific Applications Chapter 11.    Teaching Specific Types of Knowledge Chapter 12.    Using the Nine Categories in Instructional Planning Chapter 13.    Afterword Appendix:    Conversion Table for Effect Size/Percentile Gain References Index About the Authors