Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement / Edition 2

by Ceri B. Dean, Elizabeth Ross Hubbell, Howard Pitler, Bj Stone

Overview

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.

Product Details

ISBN-13:	9781416613626
Publisher:	ASCD
Publication date:	01/15/2012
Pages:	333
Sales rank:	66,519
Product dimensions:	7.90(w) x 9.66(h) x 0.45(d)

About the Author

Foreword
Acknowledgments
Introduction Instruction That Makes a Difference
Part I: Creating the Environment for Learning
1 Setting Objectives and Providing Feedback
2 Reinforcing Effort and Providing Recognition
3 Cooperative Learning
Part II: Helping Students Develop Understanding
4 Cues, Questions, and Advance Organizers
5 Nonlinguistic Representations
6 Summarizing and Note Taking
7 Assigning Homework and Providing Practice
Part III: Helping Students Extend and Apply Knowledge
8 Identifying Similarities and Differences
9 Generating and Testing Hypotheses
Part IV: Putting the Instructional Strategies to Use
10 Instructional Planning Using the Nine Categories of Strategies
Appendix
References
Index
About the Authors

Table of Contents

Foreword

Acknowledgments

Introduction: Instruction That Makes a Difference

Part I: Creating the Environment for Learning

Chapter 1: Setting Objectives and Providing Feedback

Chapter 2: Reinforcing Effort and Providing Recognition

Chapter 3: Cooperative Learning

Part II: Helping Students Develop Understanding

Chapter 4: Cues, Questions, and Advance Organizers

Chapter 5: Nonlinguistic Representations

Chapter 6: Summarizing and Note Taking

Chapter 7: Assigning Homework and Providing Practice

Part III: Helping Students Extend and Apply Knowledge

Chapter 8: Identifying Similarities and Differences

Chapter 9: Generating and Testing Hypotheses

Part IV: Putting the Instructional Strategies to Use

Chapter 10: Instructional Planning Using the Nine Categories of Strategies

Appendix

References

Index

About the Authors