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Customer Review
"At last--research validating what good teachers already do"
I'll keep this short and sweet, and not summarize the contents of the book. Such can be found in other reviews, as well as the editorial synopsis. Instead, let me just suggest that "Classroom Instruction that Works??? is a long overdue work that can be used in a three-fold manner. First, it should be required reading for every new teacher. It clearly details for them what is effective in the classroom, regardless of grade level. There is little philosophy here. This is ???meat and potatoes??? practicality.Secondly, the research in this book should become an integral part of every teacher-evaluation process. It provides a model paradigm of excellence in teaching above and beyond the subjectivity extant in most evaluations today.Finally, this book should be a personal read of every experienced teacher. I cannot express my feeling of satisfaction and accomplishment when I realized--I already do many of these things! While I know I can improve in many areas because of...
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August 12, 2002
(Lexington, KY USA) | Helpful Votes: 108 | Rating: 5
Product Description
What works in education? How do we know? How can teachers find out? How can educational research find its way into the classroom? How can we apply it to help our individual students? Questions like these arise in most schools, and busy educators often don't have time to find the answers. Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock have examined decades of research findings to distill the results into nine broad teaching strategies that have positive effects on student learning:
* Identifying similarities and differences.
* Summarizing and note taking.
* Reinforcing effort and providing recognition.
* Homework and practice.
* Nonlinguistic representations.
* Cooperative learning.
* Setting objectives and providing feedback.
* Generating and testing hypotheses.
* Questions, cues, and advance organizers.
This list is not new. But what is surprising is finding out what a big difference it makes, for example, when students learn how to take good notes, work in groups, and use graphic organizers. The authors provide statistical effect sizes and show how these translate into percentile gains for students, for each strategy. And each chapter presents extended classroom examples of teachers and students in action; models of successful instruction; and many "frames," rubrics, organizers, and charts to help teachers plan and implement the strategies. Top to learn more
