Stronge shows educators how to recreate this same excitement and enthusiasm in their own classrooms by describing the characteristics and skills of effective teachers. Stronge synthesizes research to identify specific teacher behaviors that contribute to student achievement. Rather than look at outside factors like demographics, district leadership, and state mandates, Stronge focuses specifically on what teachers can control: their own preparation, personality, and practices. This second edition includes new tips and tools for engaging at-risk students and high-ability students.
It also includes skills checklists and an expanded, annotated bibliography to provide a springboard for further insight and exploration. Teachers, educators who hire teachers, teacher leaders, supervisors, and teachers-in-training can all use this book to learn to how to develop better teachers and to improve the quality of learning for all students.
Download Teaching And Learning In The Effective School books , First published in , this volume attempts to draw the literature on school effectiveness and teacher effectiveness together in one volume.
Its central tenet is that classroom effectiveness is central to school effectiveness and that there is much to be gained from integrating the literature on effective schooling and effective teaching. Issues discussed include departments, classroom communication and teacher expectation, motivation and feedback. Download Becoming A Teacher books , What is an effective school and what is an effective teacher? These are vitally important questions for the beginner teacher; questions which are answered in this book through conversational dialogues between a principal, a pre-service teacher and experienced teachers.
The book draws on the mass of existing research and professional literature to provide a comprehensive guide on effective schools and teachers. As such, it should be an invaluable tool for undergraduates in training.
EMBED for wordpress. Want more? Advanced embedding details, examples, and help! Includes bibliographical references and index Introducing the best of times -- The school-level factors -- A guaranteed and viable curriculum -- Challenging goals and effective feedback -- Parent and community involvement -- Safe and orderly environment -- Collegiality and professionalism -- The teacher-level factors -- Instructional strategies -- Classroom management -- Classroom curriculum design -- The student-level factors -- Home environment -- Learned intelligence and background knowledge -- Student motivation -- Implementing the model -- Using the model -- The critical role of leadership.
Robert marzano, debra pickering, jane pollock; Tom roy, tammy heflebower, philip b. Strategies presented in classroom instruction that works citw;. Publication date topics effective teaching, learning. What works in classroom instruction. Web icon An illustration of a computer application window Wayback Machine Texts icon An illustration of an open book.
Books Video icon An illustration of two cells of a film strip. Video Audio icon An illustration of an audio speaker. Audio Software icon An illustration of a 3. We have assigned these skills to the same instructional category because they both. To effectively summarize, students a parsimonious, synthesized form.
This generalization springs from the work of cognitive psychologists like Walter Research and Theor y Kintsch and Teun van Dijk see Kintsch, on Summarizing ; van Dijk, who have studied the basic cognitive mechanisms involved in Summarizing has a robust and long history summarizing.
To illustrate, consider Figure of research. Figure 3. To obtain a base in summarizing see Anderson, V. Crismore, 1. Light is the most essential ingredient in photography. Nearly most essential ingredient in photography. Nearly all forms of photography are based on the fact all forms of photography are based on the fact that certain chemicals are photosensitive—that is, that certain chemicals are photosensitive—that is, they change in some way when exposed to light.
Photosensitive materials abound in nature; plants Photosensitive materials abound in nature; plants that close their blooms at night are one example. The films used in photography depend on a lim- Photography depends on chemical crystals that ited number of chemical compounds that darken The films used in photography depend on a lim- when exposed to light. The compounds most ited number of chemical compounds that darken widely used today are silver and chemicals called when exposed to light.
The compounds most halogens usually bromine, chlorine, or iodine. Note how much of the content has 2. To effectively delete, substitute, and been deleted in Figure 3.
The reader keep information, students must analyze simply decided that this information is not the information at a fairly deep level. Al- central to the overall meaning of the pas- though the mental operations involved in sage. Also note that one term has been sub- summarizing—deleting, substituting, keep- stituted for a term in the original text—the ing—seem quite simple, they demand a fair term crystals has been substituted for the amount of analysis of the information being term compounds.
To illustrate using Figure 3. Finally, note lytic thinking to conclude that the infor- that a few phrases and sentences that seem mation about the origin of the word photog- to convey the key information have been raphy is not critically important, but the kept. This final, parsimonious synthesis of information that light is an essential ingre- the information is technically referred to as dient is.
Classroom Practice 3. Being aware of the explicit structure in Summarizing of information is an aid to summarizing in- formation.
This general- egy. As the name implies, the strategy is ization was brought to the attention of ed- one of following a set of rules or steps that ucators by the work of psychologists like produce a summary. You would expect there to lists e. Then, there would be a section describing It is fairly easy to see that these rules the strategies the author considers most closely mirror the cognitive process of sum- useful. At the end, there probably would marizing as described in Generalization 1— be some type of summary statement.
An deleting, substituting, keeping. In effect, the awareness of this structure helps you iden- rules given students are the very things tify which parts of the article to attend to they have to do to produce a summary. This knowledge helps you sum- Simply directing students what to do, marize the information. In general, research however, is not the same as showing them has demonstrated that making students how to do it.
Most scientists believe our solar system was ical composition of the solar system bodies, formed 4. This information helps them terstellar gas, dust, and ice created from previous model various processes for planet formation, but generations of stars.
As time went on the grains they are still hampered by one major question: of ice and dust bumped into and stuck to one an- What was the original solar nebula made of? It contains comets, and asteroids as we know them today. Why did some planets, like Venus, to be composed of the same material as the origi- develop thick, poisonous atmospheres, while oth- nal solar nebula.
By collecting and studying solar ers, like Earth, became hospitable to life? Partial wind, the material flung from the sun, scientists answers are available from the study of the chem- may find more answers to this mysterious puzzle.
There are, however, a couple of lists. After they read the passage, Mr. I think I can take Newton explains that he is going to use it to it out, too. He talks them through the ago with the gravitational collapse of process as follows: the solar nebula.
See if my thinking one another, eventually forming the makes sense to you. By collecting combines them. This information helps them model var- the solar nebula. As time went on ious processes for planet formation, but they grains from the solar nebula stuck to are still hampered by one major question: What one another, eventually forming the was the original solar nebula made of?
They have some system was made of. They have some of Our sun may contain the answer. How can I apply the rules here? Newton has students try out tain the answer. The second sentence explains why own using a different passage from the text- the sun may contain the answer.
Only part book. The Argumentation Frame types of information. We present six types 5. The Conversation Frame. The Narrative Frame Each frame captures the basic structure 2. The Topic-Restriction-Illustration of a different type of text.
To illustrate, con- Frame sider Figures 3. Also note the ques- 3. The Definition Frame tions that go with each frame. Characters: the characteristics of the main characters in the story.
Setting: the time, place, and context in which the information took place. Initiating event: the event that starts the action rolling in the story. Internal response: how the main characters react emotionally to the initiating event.
Goal: what the main characters decide to do as a reaction to the initiating event the goal they set. Consequence: how the main characters try to accomplish the goal. Resolution: how the goal turns out. Who are the main characters and what distinguishes them from others? When and where did the story take place? What were the circumstances? What prompted the action in the story? How did the characters express their feelings? What did the main characters decide to do? Did they set a goal, and, if so, what was it?
How did the main characters try to accomplish their goal s? What were the consequences? The following example shows how a 4. How did the characters express their 1st grade teacher used the Narrative Frame feelings? The little boy wanted the trick so he would be admired and have power.
He Figure 3. First she introduced the frame 6. How did the main characters try to ac- questions, and told the students to think complish their goal s? The little boy asked about them as she read the story aloud. Then she read the story again.
This time, 7. The little however, she occasionally stopped to let the boy got his sight back, but also learned to students answer the frame questions as a not be vain. Here are the questions and the an- Finally, Mrs.
Mason and the students used swers generated by the students: their answers to the frame questions to write the following summary: 1. When and where did the story take his eyes, and sing them back again. The The little boy, who wanted to be ad- Assiniboine legend takes place in the forest mired and have power, asked the bird where the little boy was walking. The boy did not follow 3. In this lesson, the boy learned to not be vain. T-R-I stands for topic, restriction, and illustration.
This pattern is commonly found in expository material. The T-R-I frame contains the following elements:. Topic T —general statement about the topic to be discussed Restriction R —limits the information in some way Illustrations I —exemplifies the topic or restriction.
T—What is the general statement or topic? R—What information narrows or restricts the general statement or topic? I—What examples illustrate the topic or restriction? I —What examples illustrate this? R—How can a short-term positive balance of trade negatively affect long-term Illustration Frame.
The following example trade in developing countries? I—What examples illustrate this? Burke uses the T-R-I frame in his 7th mation about trade. Occasionally, he stops grade geography class as he presents infor- and asks students to fill in answers to the mation about the topic of interdependence frame questions based on the information of trade among nations.
He first presents he has presented. For homework, students students with the following frame questions: translate the answers to their frame ques- tions into a summary paragraph. R—How does the definition of trade vary from different countries e.
The purpose of a definition frame is to describe a particular concept and identify subordinate concepts. Definition patterns contain the following elements:.
Term—the subject to be defined. Set—the general category to which the term belongs. Gross characteristics—those characteristics that separate the term from other elements in the set. Minute differences—those different classes of objects that fall directly beneath the term. What is being defined?
To which general category does the item belong? What characteristics separate the item from other things in the general category? What are some different types or classes of the item being defined?
A third type of summary technique, 3. What characteristics separate mono- the Definition Frame Figure 3. What are some different types of trated by students in a life sciences class in monotremes?
Miller explains to her students that all of Students in Mrs. To tify which information answers a specific guide their viewing of the film, Mrs.
Miller question and which information does not. When the film is over, Mrs. Miller organizes students into 1. A monotreme. To which general category do mono- and construct a summary statement about tremes belong? Argumentation frames contain information designed to support a claim. They contain the following elements:. Evidence: information that leads to a claim. Claim: the assertion that something is true—the claim that is the focal point of the argument. Support: examples of or explanations for the claim.
Qualifier: a restriction on the claim or evidence for the claim. What information is presented that leads to a claim?
What is the basic statement or claim that is the focus of the information? What examples or explanations are presented to support this claim? What concessions are made about the claim? In a fourth type of summarizing tech- American author should exhibit the key nique, the Argumentation Frame Figure characteristics of the American culture. These include: pioneering, rebelliousness, 3. What is the basic claim or focus of the asks them to read.
What examples or explanations are Mrs. Van Den Wildenberg uses the argu- presented to support this claim? What concessions are made about the literature class. She first presents the argu- claim? One student, Maurie, answers the ar- gumentation frame questions in the follow- When all students have answered the ing way: frame questions, Mrs.
Van Den Wildenberg organizes students into groups where they 1. What information is presented that compare their answers and construct a leads to a claim? The author says that a true group summary. Problem: A statement of something that has happened or might happen that is problematic. Solution: A description of one possible solution. Solution: A statement of another possible solution. Solution: Identification of the solution with the greatest chance of success.
What is the problem? What is a possible solution? What is another possible solution? Which solution has the best chance of succeeding? The fifth type of summary framework caused by mining. Farrington grade example. Each center exem- Mr. After visiting all of the Cleanup.
To summarize, the stu- Mexico, he shows some slides and videotape dents use a graphic representation to show depicting the problems that have been the best ways to extract waste material. A conversation is a verbal interchange between two or more people. Commonly, a conversation has the following components:.
Greeting: some acknowledgment that the parties have not seen each other for a while. Inquiry: a question about some general or specific topic. Discussion: an elaboration or analysis of the topic.
Commonly included in the discussion are one or more of the following:. Assertions: statements of facts by the speaker. Requests: statements that solicit actions from the listener. Promises: statements that assert that the speaker will perform certain actions.
Demands: statements that identify specific actions to be taken by the listener. Threats: statements that specify consequences to the listener if commands are not followed. Congratulations: statements that indicate the value the speaker puts on something done by the listener. How did the members of the conversation greet each other?
What question or topic was insinuated, revealed, or referred to? How did their discussion progress? Did either person state facts? Did either person make a request of the other? Did either person demand a specific action of the other?
Did either person threaten specific consequences if a demand was not met? How did the conversation conclude? Sometimes information comes in the Mrs. Washington believes that teaching stu- form of a conversation, or dialogue, in a dents how to summarize conversations will help them understand both character and story.
The following language arts example plot as revealed in conversations. To prepare shows students using the Conversation her 2nd grade students, she teaches them Frame Figure 3. Goats Gruff. Washington leads the dis- The strategy involves four components: cussion and calls on students to respond. How did the members of the conver- sation greet each other? Although reciprocal teaching begins The mean troll grunted at Little Billy Goat with the generation of a summary state- Gruff.
The little goat just gave his name. What questions or topic was insinu- of a summary. The questioning, clarifying, ated, revealed or referred to? The topic of the conversation was about and predicting phases of reciprocal teach- whether the goat could cross the bridge. The troll threatened to eat the goat if the Reciprocal teaching, then, can be consid- goat crossed his bridge.
What was the conclusion? The goat talked the troll into waiting for level of understanding necessary for an ef- his bigger brother. The following example shows how a teacher might use reciprocal Using the group answers to the conversa- teaching in a music class.
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