Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement, 2nd edition Paperback – Illustrated, Jan. 1 2012
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- ASIN : 1416613625
- Publisher : Association for Supervision & Curriculum Development; 2nd ed. edition (Jan. 1 2012)
- Language : English
- Paperback : 210 pages
- ISBN-10 : 9781416613626
- ISBN-13 : 978-1416613626
- Item weight : 340 g
- Dimensions : 20.07 x 1.27 x 24.89 cm
- Best Sellers Rank: #387,901 in Books (See Top 100 in Books)
- Customer Reviews:
From the Back Cover
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.
Top reviews from other countries
Teachers need evidence about 'what works' in education to guide us through the minefield of ideas, books, fads and government diktat. Two major studies have been done: this one, under Marzano in Colorado, USA and a much larger one by Hattie, in Auckland, New Zealand.
While Hattie’s work is more comprehensive, the Colorado team have created something more useful: nine methods to use in the classroom which have been shown to work better than others.
In running staff training for teachers in the UK I refer to this book as the authors give practical examples of how to apply the methods in a variety of classrooms.
This second edition has taken the sensible step of changing the order from one ranked on effectiveness, to one ranked in the order in which you might use them in a topic.
The 'Evidence-Based Teachers Network' (ebtn.org.uk), which links teachers who want to use evidence-based methods and policies in their classrooms and schools, recommends the use of these ten methods.
In my own work, I have been able to show why these methods are so effective using jargon-free, brain-based explanations checked with neuroscientists. This is published as a simple e-book: 'How Brain Learn' (available on Amazon).
Mike Bell, Education Evidence