Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement

Front Cover
ASCD, 2001 - Education - 178 pages
8 Reviews
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.
 

What people are saying - Write a review

User ratings

5 stars
4
4 stars
1
3 stars
1
2 stars
2
1 star
0

User Review - Flag as inappropriate

Once I discovered that this book was to be used as a model for the evaluation system for teachers in my county, I had to read what the background behind the system was. Although I agree that this should not have been implemented as an evaluation system, the meat of the book describes what all good teachers should be striving toward with our students. The days of solely direct instruction and sitting behind a desk to teach are behind us. Teachers need to be facilitators of our students to guide them toward understanding and not holding their hands every step of the way. By incorporating strategies from the book, teachers can begin to broaden their horizons and better prepare our students for their future, not our past. 

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

User Review  - Devin - Goodreads

Awesome book for any educator, especially one that is just getting into the field (that's me!) Not only does Marzano give you great instructional strategies, but he breaks it down to specifics and then gives examples on how you can use it in your classroom!! Read full review

Contents

An Idea Whose Time Has Come
1
Identifying Similarities and Differences
13
Summarizing and Notetaking
29
Reinforcing Effort and Providing Recognition
49
Homework and Practice
60
Nonlinguistic Representations
72
Cooperative Learning
84
Setting Objectives and Providing Feedback
92
Cues Questions and Advance Organizers
111
Teaching Specific Types of Knowledge
123
Using the Nine Categories in Instructional Planning
146
Afterword
156
Appendix
159
References
161
Index
174
About the Authors
177

Generating and Testing Hypotheses
103

Other editions - View all

Common terms and phrases

References to this book

All Book Search results »

Bibliographic information