Classroom Instruction that Works

Research-based Strategies for Increasing Student Achievement

Author: Robert J. Marzano,Debra Pickering,Jane E. Pollock

Publisher: ASCD

ISBN: 0871205041

Category: Education

Page: 178

View: 631

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How do you bring research findings into the classroom and how do you find the time to research the research? In this valuable resource, the authors have examined decades of research findings to distill the results into nine categories of teaching strategies that have positive effects on student learning.

Classroom Instruction that Works

Research-based Strategies for Increasing Student Achievement

Author: Ceri B. Dean

Publisher: ASCD

ISBN: 1416613625

Category: Education

Page: 188

View: 9415

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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.

A Handbook for Classroom Instruction That Works

Author: Howard Pitler,Bj Stone

Publisher: ASCD

ISBN: 1416614680

Category: Education

Page: 333

View: 4195

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This new edition of A Handbook for Classroom Instruction That Works will help you explore and refine your use of the teaching strategies from the 2nd edition of Classroom Instruction That Works. Discussion of the nine categories of strategies that have the most positive effect on student learning is supplemented with the following: * A detailed explanation of the strategy, including why it has a positive effect on student achievement, how it fits within a high-quality instructional plan, and what research indicates is best practice for its use. * Reflection questions that help you consider how and why you currently use the strategy. * In-depth classroom examples that help you see how the strategy is supported by and supportive of other strategies in a well-designed lesson. * Teacher rubrics and student checklists that can be used to measure the effectiveness of your instruction and how it improves student learning. * Tools, templates, and protocols that help you assess your current practice and build a professional growth plan. Perfect as a guide for self-study or professional learning communities, the handbook is designed to help you begin using effective instructional strategies immediately. Although implementing any of the ideas in this book can benefit your students, the power to help your students excel is found in intentionally using all the strategies together. With this handbook, you'll develop your skill in coordinating the strategies and learn how to more effectively use them to help students get more out of every lesson.

Building Background Knowledge for Academic Achievement

Research on what Works in Schools

Author: Robert J. Marzano

Publisher: ASCD

ISBN: 0871209721

Category: Education

Page: 219

View: 4360

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Provides information on how to use sustained silent reading and instruction in subject-specific vocabulary terms to attain academic achievement.

Classroom Management that Works

Research-based Strategies for Every Teacher

Author: Robert J. Marzano,Jana S. Marzano,Debra Pickering

Publisher: ASCD

ISBN: 0871207931

Category: Education

Page: 143

View: 4451

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Provides strategies for successful classroom management.

The Art and Science of Teaching

A Comprehensive Framework for Effective Instruction

Author: Robert J. Marzano

Publisher: ASCD

ISBN: 1416614974

Category: Education

Page: 221

View: 8252

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Though classroom instructional strategies should clearly be based on sound science and research, knowing when to use them and with whom is more of an art. In The Art and Science of Teaching:ÿA Comprehensive Framework for Effective Instruction, author Robert J. Marzano presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students. He articulates his framework in the form of 10 questions that represent a logical planning sequence for successful instructional design: 1. What will I do to establish and communicate learning goals, track student progress, and celebrate success? 2. What will I do to help students effectively interact with new knowledge? 3. What will I do to help students practice and deepen their understanding of new knowledge? 4. What will I do to help students generate and test hypotheses about new knowledge? 5. What will I do to engage students? 6. What will I do to establish or maintain classroom rules and procedures? 7. What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? 8. What will I do to establish and maintain effective relationships with students? 9. What will I do to communicate high expectations for all students? 10. What will I do to develop effective lessons organized into a cohesive unit? For classroom lessons to be truly effective, educators must examine every component of the teaching process with equal resolve. Filled with charts, rubrics, and organizers, this methodical, user-friendly guide will help teachers examine and develop their knowledge and skills, so they can achieve that dynamic fusion of art and science that results in exceptional teaching and outstanding student achievement.

Teaching Strategies for Outcomes-based Education

Author: Roy Killen

Publisher: Juta and Company Ltd

ISBN: 9780702176807

Category: Competency-based education

Page: 402

View: 9029

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This is an easily understandable and practical guide to effective teaching for teachers and trainers in all instructional settings: school, further education and training, and higher education. It is particularly useful for students, both as a text for their theoretical studies and as a reference during their practical teaching experiences and their later teaching careers. This second edition has been extensively revised and now includes introductory chapters that provide a strong theoretical base as well as a chapter on outcomes-based assessment.

Strategies for Teaching Mathematics

Author: Deborah V. Mink

Publisher: Shell Education

ISBN: 9781425802493

Category: Education

Page: 320

View: 5929

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Enhance mathematics instruction and build students' understanding of mathematical concepts with this exceptional resource notebook. Choose from a wide range of easy-to-implement strategies that enhance mathematical content. Topics include developing students' mathematical vocabulary and problem-solving abilities, assessing students' mathematics thinking, and using manipulatives. Highlights include tips on planning instruction and managing the mathematics classroom, plus differentiation strategies for each lesson. Includes Teacher Resource CD with reproducibles including rubrics and assessment materials. This resource is correlated to the Common Core and other state standards, is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills, and supports core concepts of STEM instruction.

Teaching with Purpose

Closing the Research-practice Gap

Author: John E. Penick,Robin Lee Harris

Publisher: NSTA Press

ISBN: 0873552415

Category: Education

Page: 66

View: 7086

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Teaching with Purpose provides a framework for coordinating unique students and school with your desired educational outcomes and the education research literature. All this is explained within the book's easy-to-grasp structure.

Using Data to Improve Student Learning in School Districts

Author: Victoria Bernhardt

Publisher: Routledge

ISBN: 1317922840

Category: Education

Page: 448

View: 2634

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This book helps you make sense of the data your school district collects, including state student achievement results as well as other qualitative and quantitative data. Easy-to-use templates, tools, and examples are available on the accompanying CD-ROM.

Struggling Readers

Why band-aids don't stick and worksheets don't work

Author: Lori Jamison Rog

Publisher: Pembroke Publishers Limited

ISBN: 155138292X

Category: Education

Page: 160

View: 9986

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The practical strategies in this insightful book show teachers how to give struggling readers the help they really need. Struggling Readers delivers advice on teaching that targets students' needs, and offers kids opportunities to read texts that they can and want to read. It highlights explicit instruction and guided practice in comprehension. The book also, and perhaps most importantly, illustrates ways to help students build confidence in themselves as readers, writers, and thinkers.

Minding the Achievement Gap One Classroom at a Time

Author: Jane E. Pollock,Sharon M. Ford,Margaret M. Black

Publisher: ASCD

ISBN: 1416613846

Category: Education

Page: 150

View: 3265

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The achievement gap is a persistent and perplexing challenge for educators. While school- and system-level reforms continue to be discussed in statehouses and district offices, individual teachers are challenged to do something now to help students who are falling short of standards, including students who are English language learners and receiving special education services. A companion to the ASCD best-seller Improving Student Learning One Teacher at a Time, this book identifies small, specific adjustments to planning, teaching, and assessment practices that will support more effective learning in every student, every day, and help close the achievement gap on a classroom-by-classroom basis. Here, you'll learn how to * Use readily available tools--curriculum documents, a plan book, and a grade book--to improve all students' access to, interaction with, and mastery of lesson content. * Design daily lessons that clarify learning goals and require students to use high-yield learning strategies, seek feedback, and reflect on their progress. * Promote the progress of English language learners through coordinated pursuit of content and language goals, and synchronize instruction to improve the performance of special education students in both co-teaching and resource environments. This book also features the voices of working educators who share how "minding the gap" has helped them engage academically at-risk students, ELLs, and special education students; improve students' test scores; and sustain these gains over time. If you are a classroom teacher or specialist committed to helping all your students become more successful learners and unwilling to wait for high-level solutions or even the results of another "data retreat," then this is just the resource you need.

Building School Culture One Week at a Time

Author: Jeffrey Zoul

Publisher: Routledge

ISBN: 1317925300

Category: Education

Page: 176

View: 4032

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Use Friday Focus memos to motivate and engage your staff every week, and help create a school culture focused on the growth of students and teachers. Easy to understand and implement, Friday Focus memos offer an effective and efficient way to improve student learning, staff development, and school culture from within. Written by educational consultant and former principal of two award-winning schools, Jeffrey Zoul, these memos focus on topics such as active learning, high expectations, gratitude, test preparation, and more. Zoul provides 37 teaching and learning memos, one for each week of the school year, for principals and other administrators to reproduce and circulate among their staff. Zoul prefaces each memo with stories from his experiences as a teacher, coach, and assistant principal in the K-12 levels. You can also write your own memos, with guidance on possible topics and teacher takeaways.

Linking Teacher Evaluation and Student Learning

Author: Pamela D. Tucker,James H. Stronge

Publisher: ASCD

ISBN: 1416600329

Category: Education

Page: 175

View: 494

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Uses the experiences of four schools to illustrate how to link teacher performance to student learning by using a system of objective measurements.

Tutorien zur Physik

Author: Lillian C. McDermott,Peter S. Shaffer,Christian H. Kautz

Publisher: Pearson Deutschland GmbH

ISBN: 9783827373229

Category: Physics

Page: 539

View: 3964

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Learning to Lead Together

The Promise and Challenge of Sharing Leadership

Author: Janet H. Chrispeels

Publisher: SAGE

ISBN: 0761928863

Category: Education

Page: 389

View: 9014

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Through real-life single and multiple case studies, Learning to Lead Together addresses how principals and their staffs struggle with the challenge of shared leadership, how they encourage teacher growth and development, and how shared leadership can lead to higher levels of student learning. The cases show how shared leadership, a powerful adaptive change, is socially constructed across contexts and evolves as teachers and principals learn how to work together. The book also illustrates how principal preparation and professional development programs that utilize problem-based learning and provide opportunities for genuine collaboration with colleagues can provide school leaders with the skills they need to share leadership and accountability effectively.