| Audience |
Product Name |
Price |
Add to Cart |
| Print Resources |
A Handbook for Classroom Instruction That Works
by Robert J. Marzano, et al. |
$33.00 |
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| This handbook guides you through the nine categories of instructional strategies that are most likely to increase student achievement. Tools and tips are provided so you can quickly implement these strategies in your classroom. A perfect source for self-study.Published by ASCD.
(Book 385 pages) |
| Print |
Assessing Mastery of Wish-List Content Standards |
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| First characterizing most of today’s state-sanctioned content standards as wish-list curricular aspirations, this essay argues that prioritization of content standards is requisite so per-standard reporting of students’ results is possible. |
| Print |
Attributes of Curricular Targets for NCLB Tests |
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| How can we identify suitable curricular aims to be assessed by state-level NCLB achievement tests? In this one-page document, seven desirable attributes of appropriate curricular targets for NCLB tests are identified and briefly described. |
| Print Resources |
Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement
by R |
$26.00 |
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| This K-12 guide provides a ton of research evidence concerning what works when it comes to instructional strategies. Nine categories of instructional strategies are identified that are most apt to maximize student learning. Published by ASCD.
(Book 178 pages) |
| Print |
Curriculum Can Come in Three Flavors |
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| While contemplating the Coliseum in Rome, the writer found himself thinking about three variants of content standards, that is, the tested curriculum, the taught curriculum, and the time-permitting curriculum |
| Print |
Curriculum, Instruction, and Assessment: Amiable Allies or Phony Friends |
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| This essay argues for a forceful and, if necessary, forced coalescence of curriculum, instruction, and assessment specialists in order to provide a more coalesced, suitable education for our students |
| Print Resources |
Enhancing Student Achievement: A Framework for School Improvement
by Charlotte Danielson |
$24.00 |
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| Finally, a source that pulls together all of the components of school improvement into a comprehensive (yet sensible) framework. An action-planning guide is included to help you implement the framework and rubrics are provided to help you evaluate your efforts. Published by ASCD.
(Book 141 pages) |
| Teachers |
Improving Instruction Through Classroom Assessment |
$149.00 |
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| We test students not just to give grades but to improve the quality of instruction. Teachers learn how to clarify instructional targets, determine how long to teach, and evaluate instructional sequences. Teacher Talk sessions are provided. |
| Teachers |
Improving Instruction:A Look at Lesson Design |
$149.00 |
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| Helping teachers teach effectively is the focus of this program. Viewers take a look at the sequence of instruction (or parts of the lesson) that characterize effective direct instruction. Teacher Talk sessions are provided. |
| Teachers |
Improving Instruction:A Look at Motivation |
$149.00 |
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| Sometimes we get so busy teaching students that we forget about motivating them to learn. Three practical guidelines are presented: focusing on student’s interests; the importance of “selling” subject matter; and why teachers should insist on effort. Teacher Talk sessions are provided. |
| Teachers |
Improving Instruction:Start With Student Attitudes |
$149.00 |
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| Let’s face it—students won’t learn what they don’t like. Viewers learn why it’s so important for students to feel positively about what they learn and how they can influence students’ attitudes through the use of four instructional tactics. Teacher Talk sessions are provided. |
| Teachers |
Improving Instruction:The Role of Objectives |
$99.00 |
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| The first step toward good teaching is knowing where you want students to be after instruction. This videotape discusses the benefits of sound instructional objectives and shows teachers how to develop objectives that will increase their effectiveness in the classroom. |
| Teachers |
Improving Instruction:The Role of Practice |
$99.00 |
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| Practice is a key ingredient both in initial learning and in retention of new material. But the right kind of practice must be provided at the right time. This video shows viewers how to provide practice opportunities that help students move learning from short-term to long-term memory. |
| Print |
Key Steps in the Development of Instructionally Supportive Accountability Tests |
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| In this graphic, six steps are identified for developing instructionally supportive accountability tests. Although a similar developmental sequence could be used for the creation of traditional achievement tests, a focus on a small number of significant, well-described, and properly reported curricular aims makes the resulting accountability test... |
| Print |
Teaching to the Test: High Crime, Misdemeanor, or Just Good Instruction? |
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| After assaulting the ambiguous phrase, “teaching to the test,” this essay distinguishes between inappropriate item-teaching and appropriate curriculum-teaching. |
| Print Resources |
Test Better, Teach Better
by W. James Popham |
$28.00 |
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| Here’s a book that explains how to create and use tests to guide everyday teaching practices. The author gives you a “crash course” on the basic principles of testing. Sample test items, tips, and steps guide you in collecting the right testing data, interpreting it, and making sound judgments about whether your instructional practices are... |
| Print Resources |
The Multiple Intelligences of Reading & Writing: Making the Words Come Alive
by Thomas Armstrong |
$24.00 |
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| Not everyone learns to read (or write) in the same way. Reach out to students by employing a variety of strategies. Here’s a book that helps you engage them in reading and writing assignments using physical activity, emotional connections, music, imagery, etc. Published by ASCD.
(Book 153 pages) |
| Print |
The Score-Boosting Game: Everybody Loses! |
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| In this essay the author argues that traditionally developed standardized achievement tests fail to provide teachers with the sufficiently clear descriptive information about what is measured so that those teachers can devise effective instructional plans to raise their students’ scores on such tests. |
| Print Resources |
What Works in Schools: Translating Research Into Action
by Robert J. Marzano |
$27.00 |
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| While many differences in student achievement are due to the students themselves (home life, prior knowledge, motivation), the good news is that there’s a lot that educators can do to improve student achievement. Survey tools and action steps are presented so schools can implement a clear plan for improvement. Published by ASCD.
(Book 219 pages) |
