I read Classroom Instruction that Works by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock for an online professional learning course, and I’m very glad I did. The book discusses research-based strategies teachers can use to increase student understanding and achievement. It fits well with Grant Wiggins and Jay McTighe’s Understanding by Design.
The authors’ position is that teaching is a science, although it is frequently thought of as an art. I like this position because when we think of teaching as an art, we are more likely to believe a teacher either has it or s/he doesn’t. The Faculty Room examined this question some time back, and I wish I had read this book before I posted my response to the question. I was already of the opinion that good teachers can be made, but if I had read this book, I might have had more armor for my argument.
Classroom Instruction that Works discusses nine teaching 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
- Questions, cues, and advance organizers
One teaching practice I questioned as a result of reading this book is the way I check homework. Research has shown that timely feedback on homework is important; however, the way I generally check homework is through reading quizzes and notebook checks. I also need to do more direct instruction in note-taking and summarizing. UbD has been great for helping me set objectives and generate and tests hypotheses.
Many teachers reading this book will feel vindicated by the research presented, but it think it will make all of us, whether we are new teachers or seasoned veterans, look seriously at our practice.