Editorial Review
This brief book presents research on the best strategies for raising student achievement through classroom instruction. Readers will find a wealth of research evidence, statistical data, and case studies. Nine categories of instructional strategies—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; and Cues, Questions, and Advance Organizers—that maximize student learning are introduced, along with the pertinent information to understand and synthesize each. For elementary school educators, administrators, and academic advisors and counselors.
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Customer Reviews
Inspiring 
2008-07-10
The insights provided in this book guide and inspire the new teacher and the master teacher. The book left me excited about returning to school in the fall.
Research on Teaching 
2008-04-14
This is a very dry book with a lot of excellent ideas. Though hard to read, it is valid in what it presents.
Excellent Read 2008-03-24
I felt the book was an excellent read. I liked the way it segmented and summarized the classroom instruction methods. However, I did feel at times it went too deep into the research portion, when a nice short summary would have done the job. Also thought the charts used to document research findings could have been displayed better. Overall, as a non-teacher pursuing a teaching degree, it brought me up to speed on classroom instruction strategies.
Best teacher guide EVER 
2007-09-15
This booklet provides vastly more instruction on the nitty-gritty of what teachers need in the classroom. Thank you!
Marzano is a must read. 2007-09-09
I wish I would have heard of Robert Marzano my first year of teaching. This book explains the research behind the classroom instruction and gives you ideas of what you should do. This is a great book to have with the "Handbook for Classroom Instruction that Works".
Great resource! 2007-05-12
This brief book presents research on the best strategies for raising student achievement through classroom instruction. Readers will find a wealth of research evidence, statistical data, and case studies. Nine categories of instructional strategies—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; and Cues, Questions, and Advance Organizers—that maximize student learning are introduced, along with the pertinent information to understand and synthesize each. For elementary school educators, administrators, and academic advisors and counselors.
Solid Resource for Educators 2007-03-17
Provides tangible ideas that any educator can take into the classroom. I would also recommend any book by Kelly Gallagher.
Marzano's Classroom Instruction That Works 2007-01-09
An excellent text for the first time teacher. Provides techniques and examples to assist in implementation of the techniques. Gives you more teaching tools for your toolbox. Easy to read, taking one chapter at a time. I highly recommend the book.
If It Fits Your Style...Get It...If Not - Avoid It! 
2006-11-20
***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.
A classic! 2006-07-04
I can't add much to what is already written here. But I must say, these teaching approaches work. The authors back up every method with careful research. Best of all, the methods are described specifically.
There are too many high points to list them all. Here are just three things I especially liked:
1. The explanation of the effects of massed v. distributed practice.
2. Chapter 12 on how to USE the approaches in planning.
3. The Types of Word Problems diagram in Chapter 11. If you teach math above the second grade level, this matrix is in itself almost worth the price of the book.
If you are serious about results from your students, this book is a great tool.
