Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement

Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement

Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement

Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement

Synopsis

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.

Excerpt

Many years ago, I started wondering why teachers all seemed to claim that their methods worked for them, why academics could continue to produce evidence that their pet methods were the most effective, why professors always argued that they were able to develop better teachers, why politicians woke up with new ideas and could then find evidence why they worked. How come everything seemed to work in education? Nevertheless, students knew this was not always true!

I feel that the move to debating the impact of all those who work in schools and in agencies responsible for schooling has been the most exciting change in education during the past decade. We are now saturated with “evidence,” a concept that has become a hotly contested notion. However, the interpretations and models we build from this plethora of evidence is critical. There have been literally hundreds of thousands of studies relating to achievement alone. We need to move beyond simple labels that proclaim something as “evidence based” to robust models for interpreting truly evidence-based studies.

Thanks to Classroom Instruction That Works, we certainly know a lot more about how to interpret evidence that relates to what works best in education— both for whom and when. This second edition incorporates updated research and continues to interpret key implications from evidence that was published in the intervening decade since the first edition. This book is part of a larger series of contributions that aim to help those who are involved in schools truly have grounds for making the important decisions that maximize their impact.

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