Learn from the world's best education researchers, theorists, and staff developers as they present recommendations on effective instruction. The book provides a comprehensive view of instruction from a theoretical, systemic, and classroom perspective. The authors' diverse expertise delivers a wide range of ideas and strategies.
This book is part of The Leading Edge™ series.
Benefits:
- Focus on outcomes by exploring the mission, learning goals, and demands of being a teacher.
- Discover what we know now through decades of research on teacher effectiveness.
- Study the art and the science of instruction and how it connects to the classification of instructional methods.
- Through research on the psychology of school subjects, learn how the science of learning can contribute to improving instruction.
- Examine the decline of the study of the arts, and consider its incompatibility with 21st century skills.
- Learn how providing honest, up-to-date information for curriculum mapping has directly impacted the roles of the teacher and learner.
- Explore metacognitive awareness, and discover how controlling your inner world can make you more effective in addressing difficult classroom situations.
- Equip yourself with four learning styles and eight motivators that can help increase student engagement.
Contents:
Introduction: A Focus on Teaching
Section 1: Theories of Excellence
Chapter 1: What's My Job? Defining the Role of the Classroom Teacher
Chapter 2: Forty Years of Research on Teaching 1968-2008: What Do We Know Now That We Didn't Know Then?
Chapter 3: The Artful Science of Instructional Integration
Chapter 4: Applying the Science of Learning to Instruction in School Subjects
Section 2: Systemic Excellence
Chapter 5: The Incompatibility of High-Stakes Testing and the Development of Skills for the Twenty-First Century
Chapter 6: Teaching the Thinking Skills That Higher-Order Tasks Demand
Chapter 7: Conceptual Designs for Curriculum and Higher-Order Instruction
Chapter 8: Instructional Cartography: How Curriculum Mapping Has Changed the Role and Perspective of the Teacher
Chapter 9: Developing Expert Teachers
Section 3: Classroom Excellence
Chapter 10: Differentiating Instruction in Response to Academically Diverse Student Populations
Chapter 11: Understanding by Design and Instruction
Chapter 12: Cultivating Student Appreciation of the Value of Learning
Chapter 14: The Inner Game of Teaching
Robert J. Marzano, PhD, is cofounder and chief academic officer of Marzano Research in Denver, Colorado. During his 50 years in the field of education, he has worked with educators as a speaker and trainer and has authored more than 50 books and 200 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The New Art and Science of Teaching, Leaders of Learning, Making Classroom Assessments Reliable and Valid, The Classroom Strategies Series, Managing the Inner World of Teaching, Handbook for High Reliability Schools, Handbook for Personalized Competency-Based Education, and The Highly Engaged Classroom. His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators.
He received a bachelor's degree from Iona College in New York, a master's degree from Seattle University, and a doctorate from the University of Washington.
Contributors: Barrie Bennett, David Berliner, Jere Brophy, Lynn Erickson, Thomas Good, Heidi Hayes Jacobs, Jana S. Marzano, Robert J. Marzano, Richard Mayer, Jay McTighe, Matthew Perini, Debra J. Pickering, Harvey Silver, Carol Ann Tomlinson, and Grant Wiggins.
