Classroom Instruction that Works: Researched-Based Strategies

This course will condense decades of information about instructional research into clear plans of action. The authors identify nine categories of instructional strategies that maximize student learning and explain the vital details needed to know about each. This book examines data that explains the teaching strategies that can raise student achievement. Educators will analyze data on researched-based instructional strategies that work for increasing student achievement. (2 credit)

Write a brief paragraph or two about ideas, knowledge and information that you thought was significant from each chapter in the book. Perhaps statements, a paragraph or a concept that was enlightening and applicable to teaching. Bullet points of main issues are also fine.

1. Applying the Research on Instruction:
2. An Idea Whose Time Has Come
3. Identifying Similarities and Differences
4. Summarizing and Note Taking
5. Reinforcing Effort and Providing Recognition
6. Nonlinguistic Representations
7. Cooperative Learning
8. Setting Objectives and Providing Feedback
9. Generating and Testing Hypotheses
10. Cues, Questions, and Advance Organizers
11. Teaching Specific Types of Knowledge
12. Using the Nine Categories in Instructional Planning

Write a two or three-page final application paper regarding your experience and understanding of the book Classroom Instruction that Works: Researched Based Strategies. The essay should be in an area of interest that is relevant to your teaching and life experience. Write about your own teaching experience and how you will apply the information in the book to your teaching methodology or classroom. Alternative options to the final essay could be internet research article review, classroom activity or project, a lesson or unit-plan.

Total assignments include:

1. Chapter Reviews
2. Final Application Essay (or alternative assignment)