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Handbook for Classroom Instruction That Works

Handbook for Classroom Instruction That Works - 05 edition

Handbook for Classroom Instruction That Works - 05 edition

ISBN13: 9780131195059

ISBN10: 0131195050

Handbook for Classroom Instruction That Works by Robert Marzano, Jennifer Norford, Paynter, Pickering and Gaddy - ISBN 9780131195059
Cover type: Paperback
Edition: 05
Copyright: 2005
Publisher: Prentice Hall, Inc.
International: No
Handbook for Classroom Instruction That Works by Robert Marzano, Jennifer Norford, Paynter, Pickering and Gaddy - ISBN 9780131195059

ISBN13: 9780131195059

ISBN10: 0131195050

Cover type: Paperback
Edition: 05

List price: $38.50

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For courses in Educational Psychology, Advanced Educational Psychology, and General Methods for the elementary, middle school, or secondary levels.

Designed as a self-study resource, this handbook guides readers through nine categories of instructional strategies proven to improve student achievement, and to apply the teaching practices from the companion text, Classroom Instruction That Works. For each of the nine categories, exercises, brief questionnaires, tips and recommendations, samples, worksheets, rubrics, and other tools are provided so teachers can apply what they've learned immediately in the classroom.


  • Nine categories of instructional strategies that maximize student learning and how to use them effectively are addressed plus:
  • Exercises to check your understanding of the strategies
  • Brief questionnaires to reflect on your current beliefs and practices
  • Tips and recommendations on implementing the strategies
  • Samples, worksheets, and other tools to help plan classroom activities
  • Rubrics to assess the effectiveness of the strategy with every student
  • Organized into 11 sections, sections 1-10 follow the same format (Brief introduction, modules, generalizations)--
  • Sections 1-9 address the nine categories of instructional strategies that can be applied to all types of content, at all grade levels, and with all types of students: 1.) Identifying similarities and differences, 2.) Summarizing and note taking, 3.) Reinforcing effort and providing recognition, 4.) Homework and practice, 5.) Representing knowledge, 6.) Learning groups, 7.) Setting objectives and providing feedback, 8.) Generating and testing hypotheses, and 9.) Cues, questions, and advance organizers.
  • Section 10 addresses instructional strategies that are most appropriate with specific types of knowledge--i.e., vocabulary terms, generalizations, and processes.
  • Section 11 presents a framework for using the instructional strategies-- helps teachers to improve effectiveness in their unit planning.

Every section begins with an introduction that is followed by one or more "modules" that address the specific strategies of that section. Within each module are eight components:

  • 2. Introduction--a brief intro to the presented strategies with an explanation of why particular strategies are lumped together in groups. Reflecting on My Current Beliefs and Practices--asks readers to relect on how and why they may use the strategies in that section
  • 3. Recommendations for Classroom Practice--deal with specific strategies and techniques, or generalizations about classroom practice, with further discussion and explanation.
  • 4. Checking My Understanding--a hypothetical problem is presented that gives readers the chance to apply what they have just learned.
  • 5. Assessing the Impact on Students-- rubrics that can be used to assess how strategies affect different students' learning.
  • 6. Planning My Classroom Activities-- a list of questions that when answered will help readers figure out how to best use the strategies discussed in their own classroom.
  • 7. Assessing Myself-- a question series that will help readers assess how to use the strategies effectively.
  • 8. Module Reflection-- Reflection questions that will help readers assess what the section taught them about strategies, how to use them effectively, and about their own teaching style.

Table of Contents

Table of Contents


Section 1: Identifying Similarities and Differences

Creating Metaphors
Creating Analogies

Section 2: Summarizing and Note Taking


Section 3: Reinforcing Effort and Providing Recognition

Reinforcing Effort
Providing Recognition

Section 4: Homework and Practice


Section 5: Representing Knowledge

Nonlinguistic Representations

Section 6: Learning Groups

Cooperative Learning

Section 7: Setting Objectives and Providing Feedback

Setting Objectives
Providing Feedback

Section Eight: Generating and Testing Hypotheses

Systems Analysis
Problem Solving
Decision Making
Historical Investigation
Experimental Inquiry

Section 9: Cues, Questions, and Advance Organizers

Cues and Questions
Advance Organizers

Section 10: Specific Types of Knowledge

Organizing Ideas
Skills and Processes
Putting It All Together

References and Resources
About the Authors