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Include an introduction and conclusion. As a connoisseur of instruction, a leader of learners, you must share your expertise with school and district personnel. How would you compare and contrast the strategies so they understand the uniqueness of each while still seeing how they are interconnected? After completing this, share your table with at least two school or district colleagues, and revise for clarity as needed. Include one to two descriptors that depict what each strategy would look like when observed in a classroom.

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Access options available:. Pitler, E. Hubbell, M. Using Technology with Classroom Instruction that Works. Alexandria, Va. What will students learn? Which instructional strategies work best and have the greatest effect on student achievement? How can these strategies be implemented in the classroom to help students acquire and integrate their learning?

Which strategies will help students practice, review, and apply their learning? Teachers across the country have been using Marzano's research effectively for aligning their curriculum, instruction, and assessment since its publication. Marzano identifies nine instructional strategies, in order of their effectiveness, that have a high probability of enhancing student achievement for all students in all grades and in all subject areas.

These nine instructional strategies are 1 identifying similarities and differences; 2 summarizing and note taking; 3 reinforcing effort and providing recognition; 4 homework and practice; 5 nonlinguistic representations; 6 cooperative learning; 7 setting objectives and providing feedback; 8 generating and testing hypotheses; and 9 cues, questions, and advanced organizers. The following chart provides a simple explanation of each of these nine instructional strategies as it relates to student achievement see chart.

As a direct result of Marzano's research, the influx of technologies into the classroom, and technology standards becoming an integral part of a student's education, teachers are exploring ways to integrate technology into these instructional strategies. Realizing that the technology coupled with these instructional strategies creates a dynamic learning environment, Howard Pitler, [End Page ]. They explore each of Marzano's instructional strategies, emphasizing the related research; recommendations of specific technologies to implement in the classroom settings that support the strategy; and practical teacher- and student-created examples from lesson plans, projects, and products.

Pitler et al. Finally, the authors relate the strategies to the national technology standards established by the International Society for Technology in Education. They provide numerous charts, Internet resources, and specific programs that will [End Page ] encourage and support teachers throughout their journey to a technology-rich and engaging classroom.

The book is divided into four sections based on the four driving questions of Marzano's research and the nine instructional strategies related to these particular questions and the technologies that best support those strategies. The four sections are. Project MUSE promotes the creation and dissemination of essential humanities and social science resources through collaboration with libraries, publishers, and scholars worldwide. Forged from a partnership between a university press and a library, Project MUSE is a trusted part of the academic and scholarly community it serves.

Built on the Johns Hopkins University Campus. This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless. Institutional Login. LOG IN. The Journal of General Education. In lieu of an abstract, here is a brief excerpt of the content: Reviewed by:. Realizing that the technology coupled with these instructional strategies creates a dynamic learning environment, Howard Pitler, [End Page ] Strategy Definition 1.

Identifying similarities and differences Develops students' ability to understand and use knowledge through participating in activities that necessitate identifying how things may be alike or different. Summarizing and note taking Develops students' ability to peruse information in a way that discovers the main ideas and supporting details.

Reinforcing effort and providing recognition Provides students with rewards and praise as they reach a predetermined goal. Homework and practice Gives students the opportunity to reinforce, review, and practice what they have learned. Nonlinguistic representations Provides information using visual images such as graphic organizers, charts, and tables. Cooperative learning Provides students the opportunity to work collaboratively with others to advance their learning.

Setting objectives and providing feedback Provides students with specific objectives to be attained, information on their progress, and encouragement. Generating and testing hypotheses Develops students' ability to question, test, and explore as they learn.

Cues, questions, and advanced organizers Provides students with the ability to revisit what they have learned about a topic and share with others. The Book The book is divided into four sections based on the four driving questions of Marzano's research and the nine instructional strategies related to these particular questions and the technologies that best support those strategies.

Additional Information. Project MUSE Mission Project MUSE promotes the creation and dissemination of essential humanities and social science resources through collaboration with libraries, publishers, and scholars worldwide.

Eliot Prose. Contact Contact Us Help. Develops students' ability to understand and use knowledge through participating in activities that necessitate identifying how things may be alike or different.

Develops students' ability to peruse information in a way that discovers the main ideas and supporting details. Provides students the opportunity to work collaboratively with others to advance their learning. Provides students with specific objectives to be attained, information on their progress, and encouragement. Provides students with the ability to revisit what they have learned about a topic and share with others.

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Building Better Instruction: How Technology Supports Nine Research-Proven Instructional Strategies.

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Instructional Strategies at a Glance

Access options available:. Pitler, E. Hubbell, M. Using Technology with Classroom Instruction that Works.

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