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Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement [Paperback]

by Robert J. Marzano, Debra J. Pickering, Jane E. Pollock
4.1 out of 5 stars  See all reviews (67 customer reviews)

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Book Description

January 1, 2001 0871205041 978-0871205049 1
What works in education? How do we know? How can teachers find out? How can educational research find its way into the classroom? How can we apply it to help our individual students? Questions like these arise in most schools, and busy educators often don't have time to find the answers. Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock have examined decades of research findings to distill the results into nine broad teaching strategies that have positive effects on student learning:

* Identifying 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.
* Questions, cues, and advance organizers.

This list is not new. But what is surprising is finding out what a big difference it makes, for example, when students learn how to take good notes, work in groups, and use graphic organizers. The authors provide statistical effect sizes and show how these translate into percentile gains for students, for each strategy. And each chapter presents extended classroom examples of teachers and students in action; models of successful instruction; and many "frames," rubrics, organizers, and charts to help teachers plan and implement the strategies.

Product Details

  • Paperback: 178 pages
  • Publisher: Association for Supervision & Curriculum Deve; 1 edition (January 1, 2001)
  • Language: English
  • ISBN-10: 0871205041
  • ISBN-13: 978-0871205049
  • Product Dimensions: 9.9 x 7.9 x 0.4 inches
  • Shipping Weight: 12.8 ounces
  • Average Customer Review: 4.1 out of 5 stars  See all reviews (67 customer reviews)
  • Amazon Best Sellers Rank: #26,943 in Books (See Top 100 in Books)

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Customer Reviews

Most Helpful Customer Reviews
76 of 85 people found the following review helpful
1.0 out of 5 stars Marzano - A successful fraud March 24, 2007
I went to the trouble of checking a number of key references. Here's what I discovered:
A. Every single reference I checked was itself dubious or misrepresented by the authors.
B. Some of the references were on topics unrelated to the instructional strategies cited.
B. Some of the numbers from published data were altered to better conform to the author's point of view.
C. Some of the references themselves presented provisional conclusions based on weak results, but were given complete credence by Marzano et al.
D. The authors took weak data from several studies, each based on averaging the results from studies assumed to use similar methods and subject cohorts, and averaged these, compounding the statistical weaknesses. This is especially shocking given that no credible researcher would combine results from studies by different groups that clearly use different methodologies and subject cohorts.

Noone should regard this book as a description of research-based strategies. In fact, the publisher should withdraw the book as it misrepresents fiction as fact.

This is not to say these strategies do not work. However, there is little or no valid research to support any statement that they offer any improvement over direct instruction.

As time has passed since I first posted a similar review, the so-called "Marzano Strategies" have continued to gain traction even among education professionals at the college level. Presumably this is because "Marzano Strategy" is easy to remember and has a certain auditory potency. It illustrates, however, the dangers of uncritical and indiscriminate acceptance of ideas and strategies we want to believe in. There is a huge difference between "teacher-tested" and "research-based". The authors have clearly committed intellectual fraud in their wildly successful bid to sell books and make a name for themselves by passing off teacher-tested ideas as research-based.
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116 of 133 people found the following review helpful
I'll keep this short and sweet, and not summarize the contents of the book. Such can be found in other reviews, as well as the editorial synopsis. Instead, let me just suggest that "Classroom Instruction that Works??? is a long overdue work that can be used in a three-fold manner.
First, it should be required reading for every new teacher. It clearly details for them what is effective in the classroom, regardless of grade level. There is little philosophy here. This is ???meat and potatoes??? practicality.
Secondly, the research in this book should become an integral part of every teacher-evaluation process. It provides a model paradigm of excellence in teaching above and beyond the subjectivity extant in most evaluations today.
Finally, this book should be a personal read of every experienced teacher. I cannot express my feeling of satisfaction and accomplishment when I realized--I already do many of these things! While I know I can improve in many areas because of reading this work, much of my teaching was validated by sound research, and that felt good!
It is my hope that this material will be presented at many of the national education conferences I attend each year--in fact, I plan on using much of this in my own presentations.
The book is nicely organized, backed by solid research, and utilizes illustrative scenarios which make complex methodology very understandable. And isn't this the goal of every classroom teacher?
Dr. J.L. Parks
Georgetown Middle School
Georgetown, KY
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105 of 121 people found the following review helpful
2.0 out of 5 stars If It Fits Your Style...Get It...If Not - Avoid It! November 19, 2006

Research points out that 75% of those who go into teaching are systematic learners, and then teach systematically, while 75% of students (and the rest of us) are not systematic learners. Systematic teachers are those who will teach you how to ride a bike by first making you sit as they describe the parts and how they work together...that's fine for 25% of students but most of us just need to get on the bike and ride it...from the experience of riding the bike we then have a purposeful framework for...ta da...later systematic instruction...what am I trying to say? This book is "instructional heroin" for systematic teachers...perfect for the suburbs where children have the schema to automatically make connections between concepts...but, from what I've experienced, falls short in an at-risk school.

One perfect example is the section on discovery teaching. It states that there isn't research to back up its superiority as an approach...that's not true...and that it's "time consuming". actually saves time if done correctly...because it will not take the time direct teaching requires to "pound a concept into a child's head" as fits brain research as applied to at-risk kids who desperately need to think, and move, and combines numerous curriculum indicators into meaningful systems...but, most importantly, places new information within a purposeful, motivating environment.

On the upside, Chapter 6 regarding "Non-linguistic" representations is only problem is that it doesn't address the value of graphic organizers for younger learners as opposed to the older learner...
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Most Recent Customer Reviews
5.0 out of 5 stars Excellent
I would recommend this book to teachers looking for reliable research related to the merit of strategies that work in The the classroom based on research. Read more
Published 1 month ago by Judi Reynolds
5.0 out of 5 stars A great resource
This author never disappoints. Great, researched strategies are well laid out. Should be on every teacher's shelf. It's a great resource.
Published 5 months ago by Gina Bell
4.0 out of 5 stars Classroom Instruction That Works
Classroom Instruction That Works was recommended by a high school principal. This book was used for a book report in a teachers education class and proved to be very insightful.
Published 6 months ago by Kim Mitchell
4.0 out of 5 stars Class
This was an okay resource for the class room. It would be helpful for teachers in the class but lots of research to read.
Published 6 months ago by aphelp
1.0 out of 5 stars Disatisfaction with the quality
I am aware that I purchased a second hand book but the quality is terrible. It is full of a child scribbling in a dark red felt tip markers. Read more
Published 7 months ago by Joy Moodley
5.0 out of 5 stars Absolutely Loved It!!
The way the book was laid out was easy to follow, I got a lot of ideas, or saw many ideas that I have been learning from school in this book. Read more
Published 8 months ago by Starbeauty
Every teacher and Administration nees to read and save on their bookshelf. You will go back again and again for ideas and strategies. Read more
Published 9 months ago by M. M. K.Chambers
5.0 out of 5 stars A Wealth of Information
This book changed my thought process on instructional practices. Marzano is a gifted researcher. Some instructional research books are lengthy and difficult to get through. Read more
Published 10 months ago by Rena Epp
4.0 out of 5 stars Love Marzano - good information and a lot of good ideas - Read this...
Classroom management is the biggest part of teaching. Without it, all the teaching is lost and the students will reap nothing. Dont be a push over or a "friend"
Published 11 months ago by T. Heise
1.0 out of 5 stars No kindle addition!!!!!!!!!!!!!
While the book reflects the most progressive research on education "best practices," I find some irony in that fact that this author/or who ever cannot get their act together and... Read more
Published 12 months ago by Robert Abadie
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