Download PDF Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement, by Ceri B Dean, Elizabeth Ross Hubbell, Ho
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Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement, by Ceri B Dean, Elizabeth Ross Hubbell, Ho
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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.
- Sales Rank: #13816 in Books
- Published on: 2013-12-13
- Original language: English
- Number of items: 1
- Dimensions: 9.80" h x .50" w x 7.90" l, .90 pounds
- Binding: Paperback
- 188 pages
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.
From the Back Cover
In 2001, Classroom Instruction That Works asked a few simple questions and inspired more than a million teachers to refine their approach to teaching. 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 draws on the research and developments of the following decade to reanalyze and reevaluate the teaching strategies that have the most positive effect on student 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
These strategies are organized and presented within a framework that is geared toward instructional planning, which highlights the point that all of the strategies are effective and should be used to complement one another. Each 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.
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.
Most helpful customer reviews
5 of 5 people found the following review helpful.
Cookbook of Classroom Strategies
By Reviewinator
This is a great book for any teacher regardless of where they are in their career. For beginning teachers it is a valuable resource for teaching strategies. For a teacher in the middle of their career, it is a good tune-up. For a veteran teacher it is a good resource to understanding how teaching is changing and fresh ideas.
I would recommend it to anyone interested in instruction and teaching. I especially recommend it for teachers. It provides the research of why the strategies work and what to do with them.
0 of 0 people found the following review helpful.
Five Stars
By Sallye Jefferson
Very relevant to today's educational system -- wish the school would follow the ideas
10 of 11 people found the following review helpful.
If you teach, GET THIS BOOK!
By Ginny L. Huckaba
This book is the 2nd edition published by McREL Institute and continues the research first reported on by Marzano, PIckering and Pollock in the 1st edition. It is VERY teacher friendly, groups the strategies into 3 categories: Setting the Learning Environment; Accessing Knowledge; Extending Knowledge and provides real-world examples as well as tips for use with "Today's Learners." This is a MUST HAVE for any teacher who is seriously in search of improving his/her instructional practice.
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