ISBN: 978-1-4166-3161-3
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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Get the most out of your reading experience by downloading our free study guide. You can use the guide to practice and reflect on your own and/or with colleagues in a book study.
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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
Note: This book is based on cognitive research and scientific studies that randomly assigned students to treatment or control groups. Hence, references to demographic groups are provided for context—namely, to demonstrate that the strategies highlighted in this book support better outcomes for all students, regardless of background, including students with special needs or those in the process of learning English. As the strategies presented in this book have shown to support all learners, it does not endorse recommend or require differential treatment based on demographic factors.
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.
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 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.
