books:

	A Handbook for Classroom Instruction That Works Association for Supervision & Curriculum Deve, 2001 - 385 pages average customer review:based on 5 reviews view larger image
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After briefly reviewing the research base for these instructional strategies, the authors advise you to choose among strategies presented for those that interest you and fit your classroom needs. They guide you through each strategy, showing how to reflect on your current beliefs and practices and recommending how to use the strategy. Exercises help you check your understanding; rubrics help you to assess the effectiveness of the strategy with your students.

Worksheets, blackline masters, and other materials are supplied to help you envision how to use the strategies in your classroom. Also included is a section on instructional strategies for specific types of knowledge, such as learning vocabulary terms, organizing ideas, and developing processes. To improve effectiveness in planning units, the authors describe a framework for using the strategies.

This handbook is designed to help you begin using effective instruction strategies immediately. If you are interested in a synthesized account of the research that undergirds these practical, proven strategies, refer to Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement by Marzano, Pickering, and Pollack (ASCD, 2001).

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Great for Professional Book Study with Teachers!

I used this book to guide a book study with elementary teachers in a school where I was the principal. All teachers in the study were reading Marzano's Classroom Instruction that works and a couple of us had a copy of this book to bring in additional information and activities to enhance our study. Both books present the "cut to the chase" version of research that many teachers appreciate because of their busy schedules. The books present strategies that have been proven repeatedly to be effective and professionals who have looked carefully at Marzano's work know that it is scholarly work. He has, however, tried to present it in a very down to earth fashion. No high brow research jargon here. Teachers appreciated and learned from the study and the structure and additional information this guide brought to our work together was an significant factor.

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Not So Bad

I think one of the reasons why most of the reviews for this book are poor is because many school districts around the country have pushed these strategies down teachers throats. When this book was first distributed through our district, I was impressed because I was a fairly new teacher. The book includes many different strategies and even master copies of handouts and graphic organizers for use in the classroom. As a newer teacher, this is one of the things that makes a book of educational strategies appealing.

That being said, I can understand the frustration of veteran teachers when their school districts forced these strategies onto them, some making them mandatory. Marzano and his team of education-experts have not presented the education world with anything new. They have simply researched and pointed out the strategies used by thousands of teachers world wide that seem to work best with all types of students from all types of backgrounds.

Personally, I think the book is good reference material, though not groundbreaking in any way. If our district had not provided teachers with free copies, I'm not sure I would have purchased it. If you are a new teacher and looking for some strategy books for your collection, cross your fingers and hope your district gives you this one for free because you can find better use of your teacher funds.

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