Most Helpful Customer Reviews
107 of 121 people found the following review helpful:
5.0 out of 5 stars
"At last--research validating what good teachers already do", August 12, 2002
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? HIGHLY RECOMMENDED! Dr. J.L. Parks
Georgetown Middle School
Georgetown, KY
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91 of 107 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
This review is from: Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement (Paperback)
***THE FOLLOWING REVIEW IS FOR ELEMENTARY SCHOOL EDUCATORS***
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". Well...no...it 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 procedure...it fits brain research as applied to at-risk kids who desperately need to think, and move, and discover...it 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 superb...my only problem is that it doesn't address the value of graphic organizers for younger learners as opposed to the older learner...there's plenty of research pointing out the uselessness and/or overuse of graphic organizers in the younger grades...they're great tools...if introduced at the right time/age and with purpose! Unfortunately, I can see teachers in grades pre-k through 3 forcing children to create graphic organizers as a result of this book...yikes!
Ya have to be careful as we found out with NCLB and the research on reading...research can be spun to fit different purposes...especially educational research...if this info. fits your view and you're living in an area where kids have the advantages of a stable home and people talking with them from birth...go for it...for the rest of us...borrow it from the library (my copy was never checked out in three years! - telling)...and then return it.
There's an old saying that teachers very often "efficiently solve the wrong problem"...it's not about efficiency folks...it's about effectiveness. If you apply the ideas in this book blindly without regard to student background or age...you may be doing more harm than good.
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43 of 49 people found the following review helpful:
5.0 out of 5 stars
If Student Achievement Matters to You, read this book., June 29, 2001
Teachers, this book spells out in plain language what works. It explains each strategy in detail, gives examples, and summarizes the research on how effectively that strategy works. The strategies are in order of effectiveness. It doesn't matter what subject you teach; it does matter HOW your teach it. The book is beautifully written, just 178 pages, and POWER PACKED! A crucial read for educators.
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