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

First published in 2001, Classroom Instruction That Works revolutionised teaching by linking classroom strategies to evidence of increased student learning. Now this landmark guide has been reenergised and reorganised for today's classroom with new evidence-based insights and a refined framework that strengthens instructional planning.   As the authors point out in the book's Forward: "The strategies featured in this book were identified through a meta-analysis of instruction conducted by McREL (Marzano, 1998) and presented in the first edition of Classroom Instruction That Works . . . . This edition builds on that research and incorporates findings from a study that clarifies the concepts related to each of the nine categories identified in the first edition (Beesley & Apthorp, 2010), and it uses an analysis of the literature published since the first edition to provide an updated estimate of each strategy's effect on student achievement."  

Table of Contents:
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

About the Author :
Ceri B. Dean is vice president for field services at Midcontinent Research for Education and Learning (McREL). She is responsible for the development and successful implementation of McREL’s professional development, technical assistance, and consultation services. She has served as the director of large-scale projects, including the North Central Comprehensive Center at McREL, a U.S. Department of Education—funded technical assistance center. She is codeveloper of materials to facilitate delivery of McREL’s comprehensive approach to school improvement, Success in Sight, and she has coauthored a number of McREL publications. She is a former high school mathematics teacher and holds a Ph.D. in Curriculum and Instruction from the University of Connecticut at Storrs and an M.S. in Atmospheric Science from Colorado State University.   Elizabeth Ross Hubbell is a principal consultant at McREL. She conducts workshops and training for K–12 teachers on research-based instructional strategies and technology integration, writes curriculum models for online classes, conducts technology audits for districts, and trains school and district leaders in using Power Walkthrough software. She holds an M.A. in Information and Learning Technologies from the University of Colorado—Denver and a B.S. in Early Childhood/Elementary Education from the University of Georgia. Elizabeth was one of four national finalists in Technology & Learning’s Ed Tech Leader of the Year 2003. She is coauthor of Using Technology with Classroom Instruction that Works and The Future of Schooling: Educating America in 2020.   Howard Pitler is a senior director at McREL. He conducts workshops and training for K–12 teachers on research-based instructional strategies and technology integration, conducts technology audits for districts, and works with school and district leaders in using Power Walkthrough classroom observation software. He holds an Ed.D. in Educational Administration from Wichita State University, an M.A. in Music Performance from Wichita State, and a B.A. in Music Education from Indiana State University. Howard is an Apple Distinguished Educator and a Smithsonian Laureate, and he was a 1997 National Distinguished Principal. He has been published in several journals, and he is coauthor of Using Technology with Classroom Instruction that Works.   Bj Stone is a principal consultant at McREL. She facilitates learning sessions with teachers and administrators in the areas of research-based instructional strategies, vocabulary instruction, curriculum development, and assessment design. Bj was designated as a Teaching Fellow in a large National Science Foundation—funded grant for preservice teachers and has been published in the Journal of Teacher Education. Bj is a former middle and high school science teacher, university instructor, and assistant superintendent. She has a B.S in Biology, a M.S. in Science Education, and an Ed.D. in Educational Leadership and Policy Study from the University of Northern Colorado.   About McREL Mid-continent Research for Education and Learning (McREL) is a nationally recognized, nonprofit education research and development organization, headquartered in Denver, Colorado with offices in