Classroom Instruction That Works

This is a perfect resource for all educators seeking research on the best strategies for raising student achievement through classroom instruction.  A guide for educators of students in K-12, readers will find a wealth of research evidence, statistical data, and case studies.  Nine categories of instructional strategies that maximize student learning are introduced, along with the pertinent information to understand and synthesize each:

•     Studies in effect size and percentile gain units
•     Guiding principles for using the strategies
•     Classroom examples of model instructional practice
•     Charts, frames, rubrics, organizers, and other tools--will help teachers to apply the strategies immediately in the classoom.

 

This brief book presents research on the best strategies for raising student achievement through classroom instruction. Readers will find a wealth of research evidence, statistical data, and case studies. Nine categories of instructional strategiesIdentifying 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; and Cues, Questions, and Advance Organizersthat maximize student learning are introduced, along with the pertinent information to understand and synthesize each. For elementary school educators, administrators, and academic advisors and counselors.

Presents information and research on the best teaching strategies to achieve higher student achievement.

List of Figures

Chapter 1.    Applying Research on Instruction: An Idea Whose Time Has Come

Research-Based Strategies

Chapter 2.    Identifying Similarities and Differences

Chapter 3.    Summarizing and Note Taking

Chapter 4.    Reinforcing Effort and Providing Recognition

Chapter 5.    Homework and Practice

Chapter 6.    Nonlinguistic Representations

Chapter 7.    Cooperative Learning

Chapter 8.    Setting Objectives and Providing Feedback

Chapter 9.    Generating and Testing Hypotheses

Chapter 10.    Cues, Questions, and Advance Organizers

Specific Applications

Chapter 11.    Teaching Specific Types of Knowledge

Chapter 12.    Using the Nine Categories in Instructional Planning

Chapter 13.    Afterword

Appendix:    Conversion Table for Effect Size/Percentile Gain

References

Index

About the Authors