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

By Robert J. Marzano; Debra J. Pickering et al. | Go to book overview

5
HOME WORK AND PRACTICE
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
CUES, QUESTIONS, AND
ADVANCE ORGANIZERS

[I hate homework. Why can't we just learn at school and be done with it?
I know how to do these problems, and I've shown that I understand them.
So, why do I have to do 25?] Jeff had expressed this point of view many
times before, but this time his mother had an answer.

[At Back-to-School night, your teachers explained some things about
homework to us and went over what they see as the parent's job. Let me
see if I get this right. If they asked you to do 25 problems, you are probably
supposed to practice in order to increase your accuracy and speed. So it's
probably not a good idea to sit there in front of the TV while you do the
problems.]

Jeff's mother also remembered some of the tips the parents were given
for helping students with their homework. [OK. Here is the kitchen timer.
When I say 'Go,' do the first five problems and yell 'Stop' when you finish.]
For the next 30 minutes, Jeff charted and tried to beat his time as he did
each set of 5 problems, making sure that he also attended to being accu-
rate. He had to admit that the time flew by and that it was kind of fun.

[Your teacher will love it if you hand in your chart with the completed
problems,] Jeff 's mom suggested. In fact, Jeff 's teacher liked it so much that
the students' speed and accuracy charts became the focus of the teacher's
feedback whenever the goal was to practice a skill.

Homework and practice are instructional techniques that are well known to teachers. Both provide students with opportunities to deepen their understanding and skills relative to content that has been initially presented to them.

-60-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement
Table of contents

Table of contents

  • Classroom Instruction That Works i
  • Contents iii
  • Contents iv
  • 1: Applying the Research on Instruction 1
  • 2: Identifying Simil Arities and Differences 13
  • 3: Summarizing and Note Taking 29
  • 4: Reinforcing Effort and Providing Recognition 49
  • 5: Home Work and Practice 60
  • 6: Nonlinguistic Representations 72
  • 7: Cooperative Learning 84
  • 8: Setting Objectives and Providing Feedback 92
  • 9: Generating and Testing Hypotheses 103
  • 10: Cues, Questions, and a Dvance Organizers 111
  • 11: Teaching Specific Types of Knowledge 123
  • 12: Using the Nine Categories in Instructional Planning 146
  • 13: Afterword 156
  • Appendix 159
  • References 161
  • Index 174
  • About the Authors 177
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 180

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.