Author: Robert J. Marzano
Release Date: 2001-01-01
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.
Author: Ceri B. Dean
Release Date: 2012
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.
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.
Der Themenbereich "unterrichtsbezogene Führung" und das dazu passende Instrument "Classroom Walkthrough" (CWT) hatten im deutschsprachigen Raum noch nie eine so hohe Relevanz wie heutzutage. Schulleiterinnen und Schulleiter erleben durch die zunehmende Übertragung von Verantwortung im Bereich der pädagogischen Führungs- und Leitungsaufgaben eine Erweiterung ihres Aufgabenbereichs. Sie sind jedoch oft nicht ausreichend für diese Tätigkeitsbereiche ausgebildet. Ein nachträglicher Erwerb fehlender Kompetenzen ist notwendig und deshalb befinden sich viele auf der Suche nach im Schulalltag wirkungsvollen und wissenschaftlich erprobten, zeitschonenden Strategien und Werkzeugen, um die an sie gestellten Aufgaben effizient und effektiv umsetzen zu können. Dieses Buch richtet sich an Schulleitungen bzw. Schulleitungsteams, die auf der Suche nach Wegen sind, Unterricht und das Lernen an der Schule besser in den Blick zu bekommen, und präsentiert eine wirkungsvolle Methode für unterrichtsbezogene Führung und zielgerichtetes Vorantreiben von Schulentwicklungsprozessen. Die Basis dazu bieten regelmäßige, strukturierte Einblicke in die Prozesse des Schulalltags wie Unterrichtsgestaltung, Lernen und Leistungsbeurteilung sowie die dialogische Reflexion über die Praxis.
What kinds of technology will support particular learning tasks and objectives? And how does a teacher ensure that technology use will enhance instruction and not be a distraction or a disconnected add-on? You'll find the answers here. This book builds on the landmark "Classroom instruction that works" by linking each of the nine categories of effective instructional strategies with educational technology applications and resources ... Each strategy-focused chapter features cross-curricular examples, many drawn from actual lesson plans, projects, and products. In addition to stories of students learning through inquiry, collaborative projects, games, and other activities that make school exciting and meaningful, you'll find dozens of recommended resources along with expert guidance on planning technology-enhanced lessons aligned with national standards.
Bislang haben Caleb und seine Schwester alleine mit dem Vater gelebt; wird Sarah, die vom meergesäumten Osten der USA zu ihnen in den flachen Westen kommt, als neue Frau und Mutter ihr Leben teilen wollen?
Author: Robert J. Marzano
Release Date: 2007-07-25
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.