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Classroom Instruction that Works

Classroom Instruction that Works
  • Author : Robert J. Marzano,Debra Pickering,Jane E. Pollock
  • Publisher :
  • Release Date :2001-01-01
  • Total pages :178
  • ISBN : 0871205041
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Summary : 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

Classroom Instruction that Works
  • Author : Ceri B. Dean
  • Publisher :
  • Release Date :2012
  • Total pages :188
  • ISBN : 1416613625
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Summary : 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

A Handbook for Classroom Instruction That Works
  • Author : Howard Pitler,Bj Stone
  • Publisher :
  • Release Date :2012
  • Total pages :333
  • ISBN : 1416614680
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Summary : 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.

Using Technology with Classroom Instruction that Works

Using Technology with Classroom Instruction that Works
  • Author : Howard Pitler,Elizabeth Ross Hubbell,Matt Kuhn
  • Publisher :
  • Release Date :2012
  • Total pages :245
  • ISBN : 1416614303
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Summary : Technology is ubiquitous, and its potential to transform learning is immense. The first edition of Using Technology with Classroom Instruction That Works answered some vital questions about 21st century teaching and learning: What are the best ways to incorporate technology into the curriculum? What kinds of technology will best support particular learning tasks and objectives? How does a teacher ensure that technology use will enhance instruction rather than distract from it? This revised and updated second edition of that best-selling book provides fresh answers to these critical questions, taking into account the enormous technological advances that have occurred since the first edition was published, including the proliferation of social networks, mobile devices, and web-based multimedia tools. It also builds on the up-to-date research and instructional planning framework featured in the new edition of Classroom Instruction That Works, outlining the most appropriate technology applications and resources for all nine categories of effective instructional strategies: * 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 Each strategy-focused chapter features examples--across grade levels and subject areas, and drawn from real-life lesson plans and projects--of teachers integrating relevant technology in the classroom in ways that are engaging and inspiring to students. The authors also recommend dozens of word processing applications, spreadsheet generators, educational games, data collection tools, and online resources that can help make lessons more fun, more challenging, and--most of all--more effective.

Classroom Instruction that Works

Classroom Instruction that Works
  • Author : Robert J. Marzano
  • Publisher :
  • Release Date :2005
  • Total pages :178
  • ISBN :
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Summary :

Classroom Instruction that Works with English Language Learners

Classroom Instruction that Works with English Language Learners
  • Author : Jane D. Hill,Kirsten B. Miller
  • Publisher :
  • Release Date :2013
  • Total pages :182
  • ISBN : 1416616306
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Summary : Language has always been the medium of instruction, but what happens when it becomes a barrier to learning? In this book, Jane Hill and Kirsten Miller take the reenergized strategies from the second edition of Classroom Instruction That Works and apply them to students in the process of acquiring English. New features in this edition include * The Thinking Language Matrix, which aligns Bloom's taxonomy with the stages of language acquisition and allows students at all levels to engage in meaningful learning. * The Academic Language Framework, an easy-to-use tool for incorporating language-development objectives into content instruction. * Suggestions for helping students develop oral language that leads to improved writing. * Tips for Teaching that emphasize key points and facilitate instructional planning. Whether your students are learning English as a second language or are native English speakers who need help with their language development, this practical, research-based book provides the guidance necessary to ensure better results for all.

Classroom Instruction That Works

Classroom Instruction That Works
  • Author : Ceri B. Dean,Elizabeth Ross Hubbell,Howard Pitler,Bj Stone
  • Publisher :
  • Release Date :2013-01-07
  • Total pages :188
  • ISBN : 9780133366723
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Summary : 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.

A Handbook for Classroom Instruction that Works

A Handbook for Classroom Instruction that Works
  • Author : N.A
  • Publisher :
  • Release Date :2004
  • Total pages :378
  • ISBN : 9781741012545
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Summary : Describes a variety of instructional strategies for use in kindergarten through twelfth-grade classrooms, appropriate for teaching any subject; grouped in nine categories, with exercises, assessment rubrics, worksheets, masters, and other materials.

Classroom Instruction that Works with English Language Learners Facilitator's Guide

Classroom Instruction that Works with English Language Learners Facilitator's Guide
  • Author : Jane Hill,Cynthia Bjork
  • Publisher :
  • Release Date :2008
  • Total pages :223
  • ISBN : 9781416606970
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Summary : What can teachers do to ensure that English language learners (ELLs) understand academic content while developing their English language skills? To answer this question, authors Jane Hill and Cynthia Björk have created this workshop facilitator s guide based on recommendations from the 2006 book Classroom Instruction That Works with English Language Learners. Educators can use the guide to create and conduct two-day workshops for mainstream ELL instructors at all levels. The guide includes in-depth discussions of such vital classroom strategies as homework and practice, summarization and note taking, and use of nonlinguistic representations, among many others. For each strategy, the authors provide a summary of the research, detailed examples of how to modify the strategy for use with ELLs at different levels of language acquisition, and activities and worksheets to help teachers fully understand the reasoning behind the strategy. An accompanying PowerPoint presentation for use in workshops can be accessed online at the McREL Web site and is reprinted in the guide. Accommodating English language learners is one of the greatest challenges educators face today. Just as different levels of fluency require different approaches, so too do different backgrounds and languages. This practical, research-based guide gives teachers the support they need to help ELLs thrive alongside their English-dominant peers.

Classroom Instruction that Works

Classroom Instruction that Works
  • Author : McRel
  • Publisher :
  • Release Date :2008-01-30
  • Total pages :329
  • ISBN : 9781741700473
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Summary :

Classroom Instruction That Works, Second Edition

Classroom Instruction That Works, Second Edition
  • Author : Mid-continent Research for Education and Learning (McREL)
  • Publisher :
  • Release Date :2010
  • Total pages :146
  • ISBN :
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Summary : Background: The current study updates and extends the original research synthesis of effective instructional strategies presented in "Classroom Instruction that Works" ("CITW"; Marzano, Pickering, & Pollock, 2001). That work identified nine instructional strategies for improving academic achievement and synthesized findings from previous meta-analyses around each. The present study extends and updates this original work. Purpose: The purpose of this review is to update the research base for the nine teaching strategies addressed by "Classroom Instruction that Works": (1) Identifying similarities and differences; (2) Summarizing and note taking; (3) Reinforcing effort and providing recognition; (4) Homework and practice; (5) Nonlinguistic representations; (6) Cooperative learning; (7) Setting objectives and providing feedback; (8) Generating and testing hypotheses; and (9) Cues, questions, and advance organizers. One rationale for an update is to take into account the work that has been done by educational researchers since 1998 on each of the nine strategies. As educational research methods have become more rigorous, partly in response to initiatives from the U.S. Department of Education, a larger body of experimental and quasi-experimental studies has been published. This has resulted in a change in how empirical research is conceptualized, conducted, and interpreted. Arguably, these advances in methodology provide a body of research with improved precision and more accurate impact estimates. The current study leverages these advancements to generate an updated effect estimate for each strategy. In addition, synthesizing more recent literature permits a close look at how the nine strategies are currently being operationalized and studied. Study Sample: Literature search protocols were designed to identify relevant empirical literature and descriptive/theoretical literature around each of the nine strategies published between 1998 and 2008. The search focused on articles published in peer-reviewed journals in order to ensure quality standards were met. To identify study reports with direct relevance to student achievement, only those studies that included measures of academic content knowledge and skills were selected. Research Design: Statistical Synthesis; Data Collection and Analysis: Determination of the appropriate analytic method of synthesis was conducted on a case-by-case basis for each of the nine instructional strategies. Two methods were used--meta-analysis and literature review. Meta-analysis was used when the research team determined that sufficient quantitative data was available to estimate a robust effect size. Whenever a category contained fewer than four independent primary studies, a literature review was conducted. The literature review provides a narrative description of identified studies as well as a description of context and findings. Unlike the meta-analysis, the literature review does not provide a composite effect for the strategy because there is no insurance against the possibility that findings from identified studies may be "outliers" from the theoretical true effect of the intervention. Because of this, a meta-analysis was conducted whenever a sufficient number of studies was available. Findings: Chapters on each of the nine strategies give effect sizes related to student achievement. Although the effect sizes are lower than those reported by Marzano et al. (2001), a more rigorous method was employed in the present study meta-analysis. Conclusion: The effect sizes found for the nine instructional strategies suggest that they have potentially great practical significance in education. This report is divided into ten chapters, as follows: (1) Methods (Charles Igel, Helen Apthorp, Andrea Beesley); (2) Identifying Similarities and Differences (Helen Apthorp); (3) Summarizing and Note Taking (Charles Igel, Trudy Clemons, Helen Apthorp, Susie Bachler); (4) Reinforcing Effort and Providing Recognition (Trudy Clemons, Charles Igel, Andrea Beesley); (5) Homework and Practice (Charles Igel, Trudy Clemons, Tedra Clark); (6) Nonlinguistic Representations (Trudy Clemons, Charles Igel, Sarah Gopalani); (7) Cooperative Learning (Charles Igel); (8) Setting Objectives and Providing Feedback (Charles Igel, Trudy Clemons, Helen Apthorp); (9) Generating and Testing Hypotheses (Jessica Allen); and (10) Cues, Questions, and Advance Organizers (Trudy Clemons, Charles Igel, Jessica Allen). This report contains the following appendices: (1) Coding Instrument; (2) Summary of Intervention Characteristics by Article; and (3) Summary of Achievement Lessons and Intervention Characteristics by Article. (Contains 40 tables.) [For the first edition of "Classroom Instruction That Works," see ED450096.

Classroom Instruction that Works with English Language Learners

Classroom Instruction that Works with English Language Learners
  • Author : Jane Hill,Cynthia Bjork
  • Publisher :
  • Release Date :2008
  • Total pages :222
  • ISBN : 9781416606987
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Summary : What can teachers do to ensure that English language learners (ELLs) understand academic content while developing their English language skills? To answer this question, authors Jane Hill and Cynthia Björk have created this workbook based on recommendations from the 2006 book Classroom Instruction That Works with English Language Learners. The workbook is intended for teachers taking part in workshops on ELL instruction, and includes in-depth discussions of such vital classroom strategies as homework and practice, summarization and note taking, and use of nonlinguistic representations, among many others. For each strategy, the authors provide a summary of the research, detailed examples of how to modify the strategy for use with ELLs at different levels of language acquisition, and activities and worksheets to help teachers fully understand the reasoning behind the strategy. An accompanying PowerPoint presentation can be accessed online at the McREL Web site and is reprinted in the workbook. Accommodating English language learners is one of the greatest challenges educators face today. Just as different levels of fluency require different approaches, so too do different backgrounds and languages. This practical, research-based guide gives teachers the support they need to help ELLs thrive alongside their English-dominant peers.

Writing Instruction That Works

Writing Instruction That Works
  • Author : Arthur N. Applebee,Judith A. Langer
  • Publisher :
  • Release Date :2015-04-25
  • Total pages :210
  • ISBN : 0807772070
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Summary : Backed by solid research, Writing Instruction That Works answers the following question: What is writing instruction today and what can it be tomorrow? This up-to-date, comprehensive book identifies areas of concern for the ways that writing is being taught in todays secondary schools. The authors offer far-reaching direction for improving writing instruction that assist both student literacy and subject learning. They provide many examples of successful writing practices in each of the four core academic subjects (English, mathematics, science, and social studies/history), along with guidance for meeting the Common Core standards. The text also includes sections on Technology and the Teaching of Writing and English Language Learners.

A Handbook for Classroom Management that Works

A Handbook for Classroom Management that Works
  • Author : Robert J. Marzano,Barbara B. Gaddy,Maria C. Foseid
  • Publisher :
  • Release Date :2005
  • Total pages :181
  • ISBN : 1416602364
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Summary : A handbook to accompany Robert J. Marzano's "Classroom Management That Works" offers ways to implement the research-based classroom management practices to support higher student achievement.

Coaching Classroom Instruction

Coaching Classroom Instruction
  • Author : Tom Roy,Tammy Heflebower
  • Publisher :
  • Release Date :2012-12-27
  • Total pages :304
  • ISBN : 0983351287
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Summary : A must-have resource for coaches, leaders, and teams, this book covers approaches for boosting professional growth and macrostrategies that are responsive to student needs. Learn how to offer targeted feedback to teachers, empowering them to identify how they can improve their knowledge and skill. Step-by-step guidelines will help teachers increase their performance on the 280 research-based strategies from Becoming a Reflective Teacher.