Research-Based Strategies for Increasing Students Achievement
By Robert J. Marzano, Debra J. Pickering, and Jane E. Pollack
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| UNDER CONSTRUCTION | ||||||||||||||||||||||||||||||
| ASSIGNMENTS | ||||||||||||||||||||||||||||||
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Special Interests | |||||||||||||||||||||||||||||
| Home | |
Mission Statements | |
Final Project | ||||||||||||||||||||||||||
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| Readings | ||||||||||||||||||||||||||||||
| Classroom Instruction That Works Research-Based Strategies for Increasing Students Achievement By Robert J. Marzano, Debra J. Pickering, and Jane E. Pollack |
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| Chapter 12: Using the Nine Categories in Instructional Planning | ||||||||||||||||||||||||||||||
| This chapter reinforced the idea that teacher is not the only one that can share knowledge; the knowledge is shared in class with students and teachers. There is a shift of roles between teachers and students that both learn from the activities developed when learning new units. All the techniques explained in book are summarized with some examples in a complete unit what gives a good example on how to apply the techniques discussed in the book. What is the most important aspect is that all the techniques described in the chapters of the book are corroborated with research what attest the efficacy of them. Teachers when having the strategies in mind can address them since the initial stages of planning before the unit is introduced, during the development of the unit and after a unit is completed, ensuring quality of the planning and teaching. All these efforts and good work will certainly reflect on students, enhancing student's achievement. | ||||||||||||||||||||||||||||||