This is a perfect resource for all educators seeking research on the best strategies for raising student achievement through classroom instruction. A guide for educators of students in K-12, readers will find a wealth of research evidence, statistical data, and case studies. Nine categories of instructional strategies that maximize student learning are introduced, along with the pertinent information to understand and synthesize each: <ul>
<li> Studies in effect size and percentile gain units </li>
<li> Guiding principles for using the strategies </li>
<li> Classroom examples of model instructional practice </li>
<li> Charts, frames, rubrics, organizers, and other tools--will help teachers to apply the strategies immediately in the classoom.</li> </ul>

Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement

Pollock, Jane E.

Marzano, Robert J.

Pickering, Debra J.

Reference

Pearson

The premise of Dimensions of Learning--an instructional framework founded on the best of what researchers and theorists know about learning--is that five types, or dimensions, of thinking are essential to successful learning. These are (1) positive attitudes and perceptions about learning, (2) thinking involved in acquiring and integrating knowledge, (3) thinking involved in extending and refining knowledge, (4) thinking involved in using knowledge meaningfully, and (5) productive habits of mind. Dimensions of Learning is a valuable tool for reorganizing curriculum, instruction, and assessment. 
The authors discuss each of the five dimensions in detail and describe hundreds of teaching strategies that support them--for example, how to help students construct meaning for declarative knowledge, internalize procedural knowledge, and see the relevance of what they are expected to learn. The authors provide many examples at the elementary and secondary classroom levels. Teachers of grades K-12 can use this information to improve teaching and learning in any content area. 
Educators consistently say that the most powerful reason for using Dimensions of Learning is that no matter what goal they are pursuing, the model helps them maintain a focus on learning. 
Anyone familiar with the first edition of the Teacher's Manual will notice a number of changes in the format of the second edition. The most notable is the addition of "marginalia." When appropriate, the text of the manual is supplemented with information in the margins, including references for books, articles, additional readings, or classroom materials relevant to the topic; quotes from teachers who have been using Dimensions of Learning in their classrooms; brief descriptions of schoolwide or districtwide efforts to implement various aspects of the model; relevant "quotable quotes" from well-known people; and visual representations of important information explained in the text. 
Heavy-duty tabs divide six sections of the manual, and an index makes it easy to find information on particular topics.

Dimensions of Learning Teacher's Manual, 2nd edition

Education & Teaching

Moffett, Cerylle A.

Whisler, Jo Sue

Paynter, Diane E.

Arredondo, Daisy E.

Brandt, Ronald S.

Blackburn, Guy J.

Schools & Teaching

Assn for Supervision & Curriculum

Draws from more than one hundred studies of classroom management to explain four important general components of effective classroom management and their impact on student engagement and achievement.

Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement

Pickering, Debra

Works like an app to close the learning gap! Jane E. Pollock, coauthor of Classroom Instruction That Works, expands on the bestseller’s feedback strategy in this groundbreaking work. While feedback is no

Feedback: The Hinge That Joins Teaching and Learning

Corwin

At last, a guide that focuses on the real crux of teacher supervision: how learners are learning. Using the six-part Teaching Schema for Master Learners introduced in the ASCD best-seller Improving Student Learning One Teacher at a Time, Jane E. Pollock and Sharon M. Ford show you how to help teachers make the right adjustments in the areas that have the most impact on student achievement: curriculum, instruction, assessment, and feedback practices.

Improving Student Learning One Principal at a Time

Ford, Sharon M.

ASCD

The achievement gap is a persistent and perplexing challenge for educators. While school- and system-level reforms continue to be discussed in statehouses and district offices, individual teachers are challenged to do something now to help students who are falling short of standards, including students who are English language learners and receiving special education services. A companion to the ASCD best-seller Improving Student Learning One Teacher at a Time, this book identifies small, specific adjustments to planning, teaching, and assessment practices that will support more effective learning in every student, every day, and help close the achievement gap on a classroom-by-classroom basis. Here, you ll learn how to * Use readily available tools curriculum documents, a plan book, and a grade book to improve all students access to, interaction with, and mastery of lesson content. * Design daily lessons that clarify learning goals and require students to use high-yield learning strategies, seek feedback, and reflect on their progress. * Promote the progress of English language learners through coordinated pursuit of content and language goals, and synchronize instruction to improve the performance of special education students in both co-teaching and resource environments. This book also features the voices of working educators who share how minding the gap has helped them engage academically at-risk students, ELLs, and special education students; improve students test scores; and sustain these gains over time. If you are a classroom teacher or specialist committed to helping all your students become more successful learners and unwilling to wait for high-level solutions or even the results of another data retreat, then this is just the resource you need.

Minding the Achievement Gap One Classroom at a Time

Black, Margaret M.

If the three r's define education's past, there are five i's—information, images, interaction, inquiry, and innovation—that forecast its future, one in which students think for themselves, actively self-assess, and enthusiastically use technology to further their learning and contribute to the world.
What students need, but too often do not get, is deliberate instruction in the critical and creative thinking skills that make this vision possible. The i5 approach provides a way to develop these skills in the context of content-focused and technology-powered lessons that give students the opportunity to
<ol>
<li>Seek and acquire new information.</li>
<li>Use visual images and nonlinguistic representations to add meaning. </li>
<li>Interact with others to obtain and provide feedback and enhance understanding. </li>
<li>Engage in inquiry—use and develop a thinking skill that will expand and extend knowledge. </li>
<li>Generate innovative insights and products related to the lesson goals.</li>
</ol>
Jane E. Pollock and Susan Hensley explain the i5 approach's foundations in brain research and its links to proven instructional principles and planning models. They provide step-by-step procedures for teaching 12 key thinking skills and share lesson examples from teachers who have successfully "i5'ed" their instruction. With practical guidance on how to revamp existing lessons, The i5 Approach is an indispensable resource for any teacher who wants to help students gain deeper and broader content understanding and become stronger and more innovative thinkers.

The i5 Approach: Lesson Planning That Teaches Thinking and Fosters Innovation: Lesson Planning That Teaches Thinking and Fosters Innovation

Science & Math

Hensley, Susan

Behavioral Sciences

It's possible to create high-quality lessons that increase student engagement and achievement every day. In this quick reference guide, Jane E. Pollock, Susan Hensley, and Laura Tolone present GANAG, a classroom-tested, five-step schema for planning effective instruction: * G: Set the goal * A: Access prior knowledge * N: Introduce new information * A: Apply new information * G: Review the goal High-Quality Lesson Planning shows teachers of all subject areas and grade levels how to help students use the nine high-yield learning strategies to retain knowledge and skills, promote meaningful discussions, and facilitate critical and creative thinking for improved classroom results. 
25-pack of 8.5" x 11" 3-panel foldout guide (6 pages), laminated for extra durability and 3-hole-punched for binder storage.

High-Quality Lesson Planning (Quick Reference Guide 25-Pack)

Tolone, Laura

It's possible to create high-quality lessons that increase student engagement and achievement every day. In this quick reference guide, Jane E. Pollock, Susan Hensley, and Laura Tolone present GANAG, a classroom-tested, five-step schema for planning effective instruction: * G: Set the goal * A: Access prior knowledge * N: Introduce new information * A: Apply new information * G: Review the goal 
High-Quality Lesson Planning shows teachers of all subject areas and grade levels how to help students use the nine high-yield learning strategies to retain knowledge and skills, promote meaningful discussions, and facilitate critical and creative thinking for improved classroom results. 
8.5" x 11" 3-panel foldout guide (6 pages), laminated for extra durability and 3-hole-punched for binder storage.

High-Quality Lesson Planning (Quick Reference Guide)

In this second edition of Improving Student Learning One Teacher at a Time, Jane E. Pollock and Laura J. Tolone combine updated research and real-world stories to demonstrate how it takes only one teacher to make a difference in student performance. Their approach expands the classic three-part curriculum-instruction-assessment framework by adding one key ingredient: feedback. 
This "Big Four" approach offers an easy-to-follow process that helps teachers build better curriculum documents with\n* Curriculum standards that are clear and well-paced, and describe what students will learn. 
* Instruction based in research, from daily lessons to whole units of study. 
* Assessment that maximizes feedback and requires critical and creative thinking. 
* Feedback that tracks and reports individual student progress by standards. 
Pollock and Tolone demonstrate how consistent, timely feedback from multiple sources can help students monitor their own understanding and help teachers align assignments, quizzes, and tests more explicitly to the standards. The Big Four shifts the focus away from the basics of what makes a good teacher toward what makes good learning happen for every student every day.

Improving Student Learning One Teacher at a Time

Tolone, Laura J.

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