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Handbook for Classroom Instruction that Works / Edition 1
     

Handbook for Classroom Instruction that Works / Edition 1

by Robert J. Marzano, Jennifer S. Norford, Diane E. Paynter, Debra J. Pickering, Barbara B. Gaddy
 

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ISBN-10: 0131195050

ISBN-13: 9780131195059

Pub. Date: 04/27/2004

Publisher: Pearson

Designed as a self-study resource, this handbook guides readers through nine categories of instructional strategies proven to improve student achievement. Sections 1-9 address the nine categories of instructional strategies that can be applied to all types of content, at all grade levels, and with all types of students: Identifying

Overview

Designed as a self-study resource, this handbook guides readers through nine categories of instructional strategies proven to improve student achievement. Sections 1-9 address the nine categories of instructional strategies that can be applied to all types of content, at all grade levels, and with all types of students: Identifying similarities and differences; Summarizing and note taking; Reinforcing effort and providing recognition; Homework and practice; Representing knowledge; Learning groups; Setting objectives and providing feedback; Generating and testing hypotheses; and Cues, questions, and advance organizers. For each of the nine categories, exercises, brief questionnaires, tips and recommendations, samples, worksheets, rubrics, and other tools are provided. For elementary and middle school teachers, counselors, evaluators, and administrators.

Product Details

ISBN-13:
9780131195059
Publisher:
Pearson
Publication date:
04/27/2004
Series:
ASCD Series
Pages:
384
Product dimensions:
8.35(w) x 10.82(h) x 0.79(d)

Table of Contents

Introduction

Section 1: Identifying Similarities and Differences

Comparing

Classifying

Creating Metaphors

Creating Analogies

Section 2: Summarizing and Note Taking

Summarizing

Notetaking

Section 3: Reinforcing Effort and Providing Recognition

Reinforcing Effort

Providing Recognition

Section 4: Homework and Practice

Homework

Practice

Section 5: Representing Knowledge

Nonlinguistic Representations

Section 6: Learning Groups

Cooperative Learning

Section 7: Setting Objectives and Providing Feedback

Setting Objectives

Providing Feedback

Section Eight: Generating and Testing Hypotheses

Systems Analysis

Problem Solving

Decision Making

Historical Investigation

Experimental Inquiry

Invention

Section 9: Cues, Questions, and Advance Organizers

Cues and Questions

Advance Organizers

Section 10: Specific Types of Knowledge

Vocabulary

Details

Organizing Ideas

Skills and Processes

Putting It All Together

Appendix

References and Resources

Index

About the Authors

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