Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement
by Robert J. Marzano, Debra J. Pickering, Jane E. Pollock
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Book Summary Information
Author: Debra J. Pickering, Jane E. Pollock, Robert J. MarzanoEdition: Paperback
Audio: English (Unknown); English (Original Language); English (Published)
Published: 2004-05-07
ISBN: 0131195034
Number of pages: 192
Publisher: Prentice Hall
Accessories:
- A Handbook for Classroom Instruction that Works
- How to Differentiate Instruction in Mixed Ability Classrooms (2nd Edition)
- Powerful Learning: What We Know About Teaching for Understanding
Book Reviews of Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement
Book Review: Connects Research to Practice for Effective Teaching
Summary: 5 Stars
"The 'art' of teaching is rapidly becoming the 'science' of teaching, and this is a relatively new phenomenon," write the authors on page one. That's the premise of the book, that research has discovered what does and does not work in pedagogy. The authors state such on page 3, "this book presents and exemplifies instructional strategies that we have extracted from the research base on effective instruction."
I found chapter 3's discussion of effective note taking to be particularly informative. Oddly enough, "verbatim note taking is, perhaps, the least effective way to take notes" (p. 43). Research reveals note taking should be a work in progress, summative, and contextual. In the next chapter, the issue of reinforcing effort is addressed. Students who were taught about the relationship between exerting effort and achieving results had better outcomes than their peers. While this seems common sense, evidently students did not know about the relationship and had to be taught that effort leads to a desired end result.
The chapter on homework explains that feedback is needed if the work is to have signficance to the student. Also the purpose of the homework should be emphasized. Since students learn in different ways, nonlinguistic representations are primarily used for certain individuals. A chapter is devoted to that strategy.
Overall this is a helpful book that documents its sources and explains how research can be applied for more effective teaching. The argument seems valid. The authors aeem to have accomplished their objective. There are some valid ideas here worth considering.
More Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement reviews:
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Summary of Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement
This is a perfect resource for all educators seeking research on the best strategies for raising student achievement through classroom instruction. A guide for educators of students in K-12, readers will find a wealth of research evidence, statistical data, and case studies. Nine categories of instructional strategies that maximize student learning are introduced, along with the pertinent information to understand and synthesize each:
- Studies in effect size and percentile gain units
- Guiding principles for using the strategies
- Classroom examples of model instructional practice
- Charts, frames, rubrics, organizers, and other tools--will help teachers to apply the strategies immediately in the classoom.
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