There is often a debate centered on teaching and instructional strategies used by classroom professionals. In many cases teaching has been referred to as an art, unique to each individual, an exclusive opportunity to present one’s personal canvas to eager ears. While the romanticism that coincides with instructing the masses still exists, in modern education there are techniques and methods that are authenticated through research.
Among these methods are the nine instructional strategies presented in Classroom Instruction That Works. The book, written by Robert Marzano, Debra, Pickering, and Jane Pollock, is one of the quintessential guides to educating children in the 21st century. The book is a consortium of information collected from several decades worth of educational research findings. The authors have managed to combine data with theory in order to demonstrate nine approaches that positively impact the student learning experience. Each approach varies, but one of the universal themes running through the entire literature is level of understanding. The goal seems to be providing students with a deeper understanding of the material teachers attempt to instill. Much of the methodology is supported by providing students with alternative opportunities to embrace the knowledge. For example, rather than isolating students to only drill and practice approaches to learning, Marzano suggests alternative means of teaching or retaining concepts. This is not to say that more traditional methods have no place in the modern education system. Rather, the nine strategies diversify instruction, and capitalize on the multiple ways human beings learn. All of this theory and strategical approach is made possible by the explosion of research and improved research on human learning.
The connection with this book and the state of modern education runs deep. As teachers become more accountable and standards rise in order to meet competitive agendas, the implications of this literature become more important. If these strategies are in fact legitimate ways to improve student achievement, then this book should be required reading for any person entering the field of education. It is also crucial to examine these strategies in conjunction with the increase of technology in the classroom.
While researching the book it was unavoidable not to consider the ever-changing face of education. Since this book was printed in 2001, classrooms around the country have begun a transformation. While sometimes the technology does not seem to arrive in schools soon enough, we can now step back and observe the dramatic changes in the past 20 years. From smartboards to ipads, the tools in student’s hands have substantially altered the regular classroom approach to instruction. Although this book may not reference the use of these new devices, it is important to recognize the adaptability of the nine strategies offered. It is my belief that good teachers are dedicated and motivated enough to be able to incorporate these instructional strategies with the new technology. In my opinion this is where the creativity and the “art of teaching” can still be found.
References
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001).Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
http://www.middleweb.com/MWLresources/marzchat1.html
http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html
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