Citation: Dean, C.B, Hubbell, E.R, Pitler, H., Stone, Bj Classroom Instruction that Works, Research-Based Strategies for Increasing Student Achievement, 2nd Edition ASCD Alexandria, Virginia USA
Dean, Hubbel, Pitler and Stone have created a book that is easy to read and understand. They explain the importance of categories such as setting objectives and providing feedback. The authors suggest that when a "teacher communicates objectives for student learning, students can see more easily the connections between what they are doing in class and what they are supposed to learn"(pg 3) "When feedback provides explicit guidance that helps students adjust their learning" (pg 3)
This particular information gives teachers new and seasoned the tools to teach efficiently and effectively. In addition to being easy to read it is also easy to follow. Providing various ways to help you become an outstanding teacher..
I would give this book a big thumbs up! It help me to understand multiple categories in depth by placing each category in scenarios that were realistic in today's teachings.
Book Highlights
Reinforcing and Recognition
Often a teacher recognizes how well or not so well a student is moving along. We ask ourselves how do we reinforce effort and how much recognition do we give to students. Dean, Hubbel, Pitler suggest that when teachers help students understand the connection between effort and achievement they begin to be in control of their academic learning. The authors of the book offer three practices for reinforcing effort:
- Teach Students about the relationship between effort and achievement.
- Provide students with explicit guidance about exactly what it means to expend effort
- Ask students to keep track of their effort and achievement.
When in comes to providing recognition it is best to recognize based on student success and not to praise on performance based one student achievement versus another's. Here is three practice the authors have suggested:
- Promote a mastery-goal orientation
- Provide praise that is specific and aligned with expected performance and behaviors
- Use concrete symbols and recognition
Cooperative Learning
"Using cooperative learning helps teachers lay the foundation for student success in a work that depends on collaboration and cooperation" (pg35). Dean, Hubbel and Pitler pose the theory that learning can be most successful a well designed social interaction with others. Students are able to work side by side with their peers and reflect on their findings and the knowledge they have on the task at hand. The authors have provided a learning model to help guide teachers in their quest for a successful cooperative learning experience. In addition they ( the authors) recommend three practice for teachers:
- Include elements of both positive interdependence and individual accountability
- keep group size small
- Use cooperative learning consistently and systematically.
Assigning Homework and Providing Practice
While homework can be a daunting to some students the authors have provided some honest information on homework perception. Research shows that some homework (practice) is a mix between positive and negative. The positive (homework) is considered "practice makes perfect". The negative can in some cases out way the positive. The negative include disruption in family life, physical and emotional fatigue, lack of leisure activities and conflicts between parent and student. However, the truth of the matter is that homework in not going away. The authors recommend the following practices to teachers:
- Develop and communicate a district of school homework policy
- Design homework assignments that support academic learning and communicate their purpose
- Provide feedback on assigned homework
Three recommendations for providing practice:
- Clearly identify and communicate the purpose of practice activities
- Design practice sessions that are short, focused, and distributed over time
- Provide feedback on practice sessions.
The tips that are found in this text are clear and simple.
Reference
Dean, C.B, Hubbell, E.R., Pitler, H., Stone, Bj, Classroom Instruction that Works, Research Based Strategies for Increasing Student Achievement 2nd Edition 2012, ASCD Alexandria, Virginia
