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

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

ABOUT THE AUTHORS

Robert J. Marzano is a Senior Fellow at Mid-continent Research for Education and Learning (McREL) Institute in Aurora, Colorado. He is responsible for translating research and theory into classroom practice. He headed a team of authors who developed Dimensions of Learning, published by the Association for Supervision and Curriculum Development (ASCD), and is also the senior author of Tactics for Thinking (ASCD) and Literacy Plus: An Integrated Approach to Teaching Reading, Writing, Vocabulary, and Reasoning (ZanerBloser). His most recent efforts address standards as described in the two books Essential Knowledge: The Debate Over What American Students Should Know (Marzano, Kendall, & Gaddy/McREL, 1999) and A Comprehensive Guide to Designing Standards-Based Districts, Schools, and Classrooms (Marzano & Kendall, ASCD/ McREL, 1996). He has also recently completed books entitled Transforming Classroom Grading (ASCD, 2000) and Designing a New Taxonomy of Educational Objectives (Corwin Press, 2000). He has developed programs and practices used in K–12 classrooms that translate current research and theory in cognition into instructional methods.

Marzano received his B.A. in English from Iona College in New York; an M.Ed. in Reading/Language Arts from Seattle University, Seattle, Washington; and a Ph.D. in Curriculum and Instruction from the University of Washington, Seattle. Prior to his work with McREL, Marzano was a tenured associate professor at the University of Colorado at Denver, and a high school English teacher and department chair.

An internationally known trainer and speaker, Marzano has authored 18 books and more than 150 articles and chapters in books on such topics as reading and writing instruction, thinking skills, school effectiveness, restructuring, assessment, cognition, and standards implementation.

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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
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