The New Classroom Instruction That Works
The New Classroom Instruction That Works
By: Bryan Goodwin, Kristin Rouleau, Tonia Gibson
The New Classroom Instruction That Works describes 14 research-based instructional strategies that teachers of all grade levels can use to deliver best first instruction that increases student learning outcomes.
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Built on a rigorous research base of hundreds of studies conducted in a wide array of classrooms, The New Classroom Instruction That Works explores 14 strategies for best first instruction (Tier 1) that promote deep, meaningful, and lasting learning for all students. Learn what each strategy is, and when, how, and why to use each one in the classroom for maximum impact:
- Cognitive interest cues
- Student goal setting and monitoring
- Vocabulary instruction
- Strategy instruction and modeling
- Visualizations and concrete examples
- High-level questions and student explanations
- Guided initial application with formative feedback
- Peer-assisted consolidation of learning
- Retrieval practice
- Spaced and mixed independent practice
- Targeted support
- Cognitive writing
- Guided investigations
- Structured problem solving
These strategies—which can be applied in any grade level and subject area—are presented within a framework geared toward instructional planning and aligned with how the brain learns. For each strategy, you'll get the key research findings, the important principles of classroom practice, and recommended approaches for using the strategy with today's learners.
Goodwin and Rouleau establish a well-rounded foundation for a teacher’s ability to support student engagement with higher-order thinking activities by supplying teachers with an intentional map of cognitive and metacognitive thinking strategies. …Any educator struggling with supporting their students’ ability to retain information would find the culturally responsive strategies shared in chapters Five through Seven helpful. - Sydney Carroll, American School Board Journal book review
Bryan Goodwin
Bryan Goodwin is president and CEO of McREL International. During his more than two decades at McREL, he has translated research into practice, scanning the world for new insights and best practices on teaching and leading, and has helped educators across the United States and around the world adapt them to address their own local contexts, goals, and needs. A frequent conference presenter, he is the author of numerous books, papers, and articles on research-based practices for effective instruction and school/system leadership, and the power of curiosity for students and adults. Before joining McREL in 1998, Bryan was a college instructor, a high school teacher, and a business journalist. He and his family live in Denver, Colorado. Visit mcrel.org to learn more.
Kristin Rouleau
Kris Rouleau, Ed.D., is the Vice President of Learning Services at McREL, where she and her team work with schools, districts, and state departments of education to help implement evidence-based practices and structures for high-quality instruction, leadership, and systemic change for improvement and innovation. Kris joined McREL after a more than 30-year career in education, serving as a classroom teacher, principal, and district-level curriculum administrator.
Tonia Gibson
Tonia Gibson is a senior managing consultant at McREL. She works with teachers, principals and school leadership teams, and district administrators in using evidence-based practices to improve instruction, leadership, and systemic improvement. Prior to joining McREL, Tonia was a teacher and assistant principal at primary schools in Melbourne, Australia.
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The Classroom Instruction That Works (CITW) book series is one of the most widely used resources for increasing student achievement for good reason: Each book provides evidence-based insights from rigorous research to strengthen teachers’ instructional planning and delivery. Through these books, you’ll understand why and how McREL’s nine categories of instruction work, and learn to effectively use them in specific situations, including with English language learners and with classroom technology. You’ll see how these methods connect directly to students gaining key 21st-century skills. Learn how to design lessons and teaching techniques that will work best in your classroom to heighten engagement and deepen understanding with your students. A Handbook for Classroom Instruction That Works offers guidance, rubrics, checklists, templates, tools, protocols, and tips to help you easily apply the various CITW teaching strategies in specific situations and with various tasks. Make your classroom the paradigm for CITW!
The Science of Learning is a body of knowledge and an approach for teaching based on key findings from cognitive-science research on learning and memory plus education research on effective instruction, translated into practical strategies for designing and delivering more effective units and lessons that better engage students in deep learning.
This collection of McREL books and reference guides provides teachers, instructional coaches and leaders, and professional learning facilitators with insights on the stages of memory and learning that students will progress through as they learn new information, work with it, and form lasting, applicable knowledge, as well as strategies for delivering best first instruction that can help all students have greater success in the classroom. As a group, these publications are a powerful resource for helping teachers advance their knowledge of the Science of Learning and their ability to apply it their classrooms for every student, every day.
- Learning That Sticks
- Using Brain Science to Make Learning Stick: A Quick Reference Guide
- The New Classroom Instruction That Works
- Research-Based Instructional Strategies That Work: A Quick Reference Guide
Purchase all four publications today as a bundle and save 20%.