Through a meta-analysis of studies on instructional strategies, Marzano, Pickering, and Pollock (2001) have identified nine families of strategies that significantly increase student achievement. The results of this meta-analysis point educator to a proven pedagogy with teacher-tested, tried-and-true techniques that work to increase student achievement through cognitive and cooperative efforts.
Nine Best Practices That Make the Difference presents research-based instructional ideas that encompass an essential repertoire for beginning and developing teachers as they become skilled professionals. The skills are organized in a ‘framework for quality’ that includes observable skills in four instructional areas: Creating an Environment for Learning, Teaching the Standards of Learning, Structuring Interactions with Learning, and Reflecting about the Learning.
Inhoudsopgave
Preface
Acknowledgements
About This Nutshell Book
1. Family of Strategies: Finding Similarities and Differences (1SD)
2. Family of Strategies: Summarizing and Note-taking (2SN)
3. Family of Strategies: Reinforcing Effort and Providing Recognition (3RR)
4. Family of Strategies: Homework and Practice (4HP)
5. Family of Strategies: Nonlinguistic Representations (5NR)
6. Family of Strategies: Cooperative Learning (6CL)
7. Family of Strategies: Setting Objective and Providing Feedback (7OF)
8. Family of Strategies: Generating and Testing Hypotheses (8HG)
9. Family of Strategies: Questions and Cues and Advanced Organizers (9QCA)
Appendix A: People Search: ‘Best Practices’ That Make the Difference
Bibliography
Over de auteur
Robin Fogarty is President of RFA: A Robin Fogarty Company, a Chicago-based, minority-owned, educational publishing/consulting company. Robin received her doctorate in curriculum and human resource development from Loyola University of Chicago. A leading proponent of the thoughtful classroom, Robin has trained educators throughout the world in curriculum, instruction and assessment strategies.She has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, South Korea, the Netherlands, the Kingdom of Bahrain and Saudi Arabia. Robin has published articles in Educational Leadership, Phi Delta Kappan, The Journal of Staff Development and The Middle School Lournal. She is the author of numerous publications, including Brain-Compatible Classrooms, Literacy Matters, Ten Things New Teachers Need, How to Integrate the Curricula, The Adult Learner, A Look at Transfer, Close the Achievement Gap, Twelve Brain Principles, Nine Best Practices, and From Staff Room to Classroom: Planning and Coaching Professional Learning, How to Teach Thinking Skills Within the Common Core: 7 Key Student Proficiencies of the New National Standards, Invite! Excite! Ignite! 13 Principles for Teaching, Learning and Leading K-12 classrooms Robin received her Bachelor of Arts in Early Childhood Education at SUNY, Potsdam, NY, and her Masters in Instructional Strategies from National Louis University in Evanston, IL. She is known as the teachers’ teacher and has mentored numerous colleagues in the art and science of working with the adult learner. She brings a wealth of knowledge and passion to all endeavors, has a wealth of knowledge in the field and conducts highly interactive PD sessions.
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