12If teachers are familiar with the research
and practice presented in Chapters 2
through 11, this knowledge will likely
influence the way they plan for instruction.
As a refresher, here's a list of the nine categories of strategies that have a strong effect
on student achievement:
USING THE NINE CATEGORIES IN INSTRUCTIONAL PLANNING
To plan with the intent of systematically
using the strategies presented in this book,
teachers might think about unit planning as
involving the following three phases:
|• ||Identifying similarities and
|• ||Summarizing and note taking.|
|• ||Reinforcing effort and providing
|• ||Homework and practice.|
|• ||Nonlinguistic representations.|
|• ||Cooperative learning.|
|• ||Setting objectives and providing
|• ||Generating and testing hypotheses.|
|• ||Questions, cues, and advance
|• ||At the beginning of a unit, include
strategies for setting learning goals.|
|• ||During a unit, include strategies|
|– for monitoring progress toward
|– for introducing new knowledge.|
|– for practicing, reviewing, and applying knowledge.|
|• ||At the end of a unit, include strategies
for helping students determine how well
they have achieved their goals.|
In this chapter, we have provided an extended example of unit planning following
this model in the context of a hypothetical
unit on weather.
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement.
Contributors: Robert J. Marzano - Author, Debra J. Pickering - Author, Jane E. Pollock - Author.
Publisher: Association for Supervision and Curriculum Development.
Place of publication: Alexandria, VA.
Publication year: 2001.
Page number: 146.
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