Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement, 2nd edition
Published by Pearson (January 7, 2013) © 2014
- Ceri B. Dean
- Elizabeth Ross Hubbell
- Howard Pitler
- Bj Stone
- The ASCD
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Presents nine categories of research-based instructional strategies and the relevant classroom practices that use them. These nine categories are:
- Setting Objectives and Providing Feedback
- Reinforcing Effort and Providing Recognition
- Cooperative Learning
- Cues, Questions, and Advance Organisers
- Nonlinguistic Representations
- Summarising and Note Taking
- Assigning Homework and Providing Practice
- Identifying Similarities and Differences
- Generating and Testing Hypotheses
Now this landmark guide has been reenergized and reorganized for today's classroom with new evidence-based insights and a refined framework that strengthens instructional planning.
- Contains new research explaining the impact each of the nine teaching strategies has on student achievement and effect sizes.
- Includes new insights about how and why some strategies work more effectively than others.
- Discusses how all nine instructional strategies relate to essential skills for 21st century learners.
- Contains a completely rethought instructional planning guide makes it easier to know when to emphasize each of the instructional strategies.
Part IÂ Â Â Â Creating the Environment for Learning
1 Setting Objectives and Providing Feedback
2 Reinforcing Effort and Providing Recognition
3 Cooperative Learning
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Part IIÂ Â Â Â Helping Students Develop Understanding
4 Cues, Questions, and Advance Organizers
5 Nonlinguistic Representations
6 Summarizing and Note Taking
7 Assigning Homework and Providing Practice
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Part IIIÂ Â Â Â Helping Students Extend and Apply Knowledge
8 Identifying Similarities and Differences
9 Generating and Testing Hypotheses
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Part IVÂ Â Â Â Putting the Instructional Strategies to Use
10 Instructional Planning Using the Nine Categories of Strategies
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 Honolulu, Hawai‘i and Omaha, Nebraska. Since 1966, McREL has helped translate research and professional wisdom about what works in education into practical guidance for educators. Our 120-plus staff members and affiliates include respected researchers, experienced consultants, and published writers who provide educators with research-based guidance, consultation, and professional development for improving student outcomes.Need help? Get in touch