ass classroominstructionthatworksgroup morazano

7/27/2019 Ass Classroominstructionthatworksgroup Morazano

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" Classroom Inst ruct ion that Works"Group Presentation

Authors: Robert Marzano, Debra Pickering, and JanePollock

Presentation by: Tammy Yarborough, Chasidy Parker,Heather Huffman, Michelle Alexander

*Please pr int this p resentation as a handout, any semantic m aps or any inform ation yo u need in a

pr int co ntext i f necessary. * Friendly remin der to be environmental ly co ntious and cons erve.


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The Central Ideas of the Book:Researchers combined includingMarzano to do a meta-analysis of a

combined group of students to findthe effect size which determinespositive or negative achievement

.


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There were several unanswered questions:

Problems:

Are the strategies:

More effective at certain grade levels than others?With students from differing backgrounds than others?

With students of differing aptitudes than others?Until we know the answers, we have to rely on strong

pedagogy:Instructional strategies urged by the teacher

Management techniques used by teachersCurriculum design by the teacher

More effective in some subject areas than others?


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Solutions and Reactions to Text

The solution seems to be a puzzle of the world with

pieces missing. If we could answer those few

questions, we might account for every student

making positive gains. We suggest to do what is

best based on your circumstances andenvironment making the best opportunity to

teach using the best practices available.


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Most Poignant Statements:

Teachers can have the most positive effects even if the school does not. ch.1 "Identifying similarities and differences just might be the core of all

learning." ch. 2 p. 14

" Although we sometimes refer to summarizing and note taking as study

skills, they are 2 of the most powerful skills students can cultivate" Ch.3 p.

48

p.50 If you believe that effort is the most important factor in achievement,you have a motivational tool that can apply to any situation.

p. 59 (from the summary) Reinforcing effort can help teach students one of

the most valuable lessons they can learnthe harder you try, the more

successful you are. In addition, providing recognition for attainment of

specific goals not only enhances achievement, but it stimulates motivation.

p. 73 The more we use systems of representations linguistic and non-

linguisticthe better we are able to think about and recall knowledge.

Cooperative learning is the most flexible and powerful [strategy to

learning]. P.91

Cues and questions are ways classroom teachers help activate this

knowledge and this is 80% of what occurs in a given day. P.115


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Interesting Results for Science

Student-centered activities increased studentachievement between male and female Critical thinking activities led to achievement in low

socioeconomic groups and closed the gap between

minority and majority Hands on labs showed the highest achievement levels


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9 categories of instruction that affect

student achievement- Broad Overview.

1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice

5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses

9. Questions, cues, and advanced organizers


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I. Identifying Simialrities and Differencesch.2

Research suggests: Presenting students with explicit guidance Asking students to independently identify

similarities and differences Asking students to represent similarities anddifferences in graphic or symbolic form

And asking students to identify similarities and

differences in a variety of ways

All enhance students understanding of and ability touse knowledge.


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Examples of Comparison Maps

Ven Diagram: Comparison Matrix:

Categorical Chart:Metaphors and Analogies:

ShownThroughRepresentationor maps


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Example of a Metaphor GraphicRepresentation:

Metaphore comparing Love is a Rose In abstract nature we could say:Something is wonderful and you want to go near it, but if you get too close, youmight get hurt.Page 23 Classroom instruction that works


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Concepts, Problems and Solutions, ohmy!

Concepts: The concepts revolved around using the graphic organizers orcomparison strategies to increase knowledge and ability of students beginningwith teacher directed activities that evolve into student- centered learning.Problems: The main problem identified is comparisons are very difficult forstudents to make on their own, especially at the level of analogies. They often

need models. Also the interest level of students today in activities such as thisthat are paper and pencil related.

Solutions: Modelmodel! Also, move to technology so collaborative skills couldbe utilized lessoning the need for direct instruction and placing higher interest inthe hands of the learner.

The book being dated 2001 did not have many of the tools available when the bookwas written.


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2. Summarizing and Note Taking Concepts...

Summarizing by deleting trivial and redundant informationand substituting subordinate terms for lists were importantaspects of note taking. Strategies for summarizinginclude: narrative frame, topic-restriction-Illustrationframe, definition frame, argumentation frame,problem/solution frame and the conversation frame.

Combination note taking that incorporates note takingoutlines and bubble maps with a summary at the bottomevoked synthesizing skills from students.see for examples of each:http://edweb.tusd.k12.az.us/templates/summarizing_notetaking.htm
http://edweb.tusd.k12.az.us/templates/summarizing_notetaking.htmhttp://edweb.tusd.k12.az.us/templates/summarizing_notetaking.htmhttp://www.readwritethink.org/student_mat/index.asp


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Problem ....Solution

Problem: Strategies for note taking need to be shared. Teachers spend less time on these needed skills. Technology has developed many online tools, but at growing

rate of tech.- learners are unaware they are there. Students are using online research and need online

notetaking strategies to collaborate and use multimedia.

Solution: Be proactive in sharing and providing in-service ontools and skills that are best practice according to research andevidence.

R i f i Eff t d P idi


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Demonstrating connection between effort and achievement improves

achievement even more than teaching ski l ls in time management and

comprehension p.51Give students ex. of ordinary people who achieved extraordinary things.

Research found if a person is paid for doing something they should be

Intrinsically motivated to do, motivation to perform the activity

deminishes.

Rewards have a negative effect on motivation- When intrinsic motivation

is operationalized as task behavior during a free time measure p.55

Rewards are most effective when contingent on the attainment of a standard

of performance- ex. Meeting a certain goal not for just performing a task

Abstract symbolic recognition is more effective thantangible rewards-

verbal praise personal to the studentis an extrinsic motivator that alters

attitude and behaviors even when given and later removed praise orrecognition are highest forms of reward

Pause, Prompt, Praise The harder you try- the more successful you can be

can be the message sent when rewards of any type are contingent upon

standards and stimulates motivation

Reinforcing Effort and ProvidingRecognition


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Our Conclusion to Research Findings:

Since there is no right answer when it comes to education

(otherwise everyone would be motivated and solid

learners who would all pass the EOC and EOG), consider

what is practical and applicable to your learningenvironment and what is best for individuals in your class

who need recognition and reinforcement to meet their

full potential. Foremost, keep in the recesses of your mind

that extrinsic rewards do not have to be monetary to beeffective.


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Homework

Gradual increase in homework can lead to 24 percentile points ingained achievement if more homework is given in high school

than the elementary and middle school levels.Grade pointaverages increase by a half a point for every 30 minutes of

homework added per night in high school. Parental involvement should be minimal and can have negative

effects. The purpose of homework should be identified and commented

on.

Mastery of a skill requires a fair amount of focused practice in fact

24 times before they reach 80% competency.

The shaping period occurs somewhere after the 8th practice andrequires slow, deliberate practice such as is evident in Japaneseculture.


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Homework Problems and Solutions...

Problems: to practice something 24 times in order to just reach

80% would require an extreme focus on specifics in the presentcurriculum in order to see students achieve.

Solutions: Spiraling is the solution we as a group couldconceive since we are bound by the curriculum; however,

greater focus could be made in particular goals that willenable students to master other skills later on.


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Non-Linguistic Representations....

Non-linguistic representation supporting a dual-code theory of

information storage- linguistic and imagery mode Teaching to these modes revolves around using a variety of

activities to produce non-linguistic representation such asgenerating mental pictures, drawing pictures and pictographsand engaging in kinesthetic activities

Nonlinguistic representation should elaborate on knowledge Graphic organizers are highly noted as they give symbolic

representation of symbols and arrows to show relationship. Types of organizers: descriptive patterns, time sequence

patterns, process/cause effect patterns, episode patterns,

concept patterns and generalization/principle patternorganizers. Click here to see each kind of map
http://edweb.tusd.k12.az.us/Templates/nonlinguisticrepresentations.htmhttp://edweb.tusd.k12.az.us/Templates/nonlinguisticrepresentations.htm


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Non-Linguistic Concepts, Problems,Solutions

Concepts: The concepts correlate with ideas in Brophys bookMotivating Students to Learnsuch as those mentioned on page 196

including computerized learning activities that would draw on

mental images, ease the cognitive process and provide assistive tools

such as movies, images, semantic mapping tools and podcasts that

could aid and promote higher learning and allow learners toelaborate on knowledge.

Problems: The primary way we present knowledge in school is

linguistic. 73

Solutions: The more we use systems of representations linguistic

and non-linguisticthe better we are able to think about and recallknowledge.73


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Cooperative Learning

5 Flexible and powerful strategies include:1. Positive interdependence (sink or swim together),2. Face-to-face promotive interaction (helping each other

learn-applauding successes),3. Individual and group accountability (everone contributes to

the group),4. Interpersonal and small group skills (communication, trust,

leadership, decision making and conflict resolution),5. Group processing (reflecting on how well the team is

functioning and how to function even better

It is suggested that teachers guide cooperative learning byorganizing groups by various means, keeping groups small andapply collaborative learning consistently without overusing it

using informal, formal and base grouping when necessary.


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Generalizations and Grouping

Generalizations to guide the use of cooperative learning:1.Organizing groups based on ability should be done sparingly,

medium level students benefit the most, but heterogeneous

grouping is the better grouping overall

2. Keep collaborative groups small in sizeup to 4 members

3. apply consistently but do not overuse cooperative groupingGrouping:

Group by interests, randomly, learning styles meshed,

experiences, color of clothes, etc.

Informal- pair, share, turn to your neighbor (short term minutesor up to a period0

Formal- length of a few days to even weeks

Base grouping-long-term (semester or year)


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Setting Objectives and ProvidingFeedback

In goal setting or establishing a direction for learning,

teachers should narrow what students focus on, not be

overly specific and students should be encouraged to

personalize goals. Criterion for goal setting should bebased on: performance (says what a learner should do),

condition under which the performance should occur

and criterion for how well the learner must perform.

When providing feedback, it should be corrective innature with explanation presented in a timely manner

and specific to criterion (ex. Rubrics) produces the

greatest effect size in research studies.

S


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Problems and Solutions...

Problems: Setting objectives and providing feedback are flexible

and powerful, but often underused.

Solutions: We need to believe students can set some of their

own goals and take more ownership in providing some of their

own feedback and they will find a greater interest in theirstudies. We also need to encourage teachers to utilize criterion

referenced feedback like rubrics rather than relying on easily

made (easily graded) multiple choice tests and handing them

out with simply a grade and possibly the correct response sinceresearch concludes negative results for this.

G ti d T ti H th i


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Generating and Testing Hypothesis

Generate and test hypothesis by employing 6 types of tasks:

1. System analysis,2. Problem solving,

3. Historical investigation (of something that has no agreement),

4. Invention,

5. Experimental inquiry and

6. Decision makingTemplates for explanations, sentence stems, audiotapes, rubrics and

events for students to explain hypothesis to the community are all

ways students can learn through explanation of hypothesis.

P bl d S l ti


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Problems and Solutions...

Problems: Making a hypothesis is often thought of as

a science skill

Solutions: systems are evident in many disciplines

and these methods can be used to test hypothesisapplies to a variety of tasks

Q ti d Ad O i


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Questions and Advance Organizers

Summarizer: Activating prior knowledge and background knowledge

can influence what we perceive. Teachers can use cues and questionsto :

Focus on what is important as opposed to what is unusual p.115

Ask higher level questions that produce deeper learningAllow wait timeAsk questions even before learning experience occursA series of questions about things, people, events, actions, states of

being and analytical questioning were posed as example question

stems. The use of advanced organizers for information that is not well

organized were also suggested. Some types of organizers includenarrative, skimming (as a form of organizing), and graphic advanced

organizers.Key characters: Brewer and Treyens (1981) influences of prior

knowledge, Tobin (1987)wait time, David Ausubel (1968), advanced

organizers

C t P bl d S l ti


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Concept, Problem and Solution

Concept: Activating prior knowledge with cues, questions and advancedorganizers even prior to learning experiences will help students experience

knowledge in a new way.

Problems: Teachers tend to focus on what is unusual instead of what is

important and miss the mark when it comes to focusing on the curriculum

goals.Solutions: Focus on the learning goals when questioning.

Teaching Specific Types of Knowledge


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Teaching Specific Types of KnowledgeTeaching specific types of knowledge with specific strategies and by specific division of

categories can help learners. Division of categories include:

Vocabulary terms: tied to intelligence, ones ability to comprehend and ones level

of income- necessary to see them more than once in context, instruction enhanceslearning, image association leads to learning vocabulary, direct vocabulary instruction

works (especially on words critical to new content). Ability, grade level and text density all

play a part in vocabulary development.

Phrases: Steps: present student with brief explanation of term, a non-linguisticrepresentation, ask for personal descriptions of the term or phrase, then students create

their own non-linguistic representation, ask students to review for accuracy Details: (facts, time sequence, cause/effect and episodes)- systematic, frequentmultiple exposure to details. Verbal (telling or reading), visual (non-linguistic) or dramatic

(acting out has strongest effect) strategy instruction produces differing effects on students

and recollection of details

Organizing ideas: Help develop a broad knowledge base. Discussion, student

articulations, arguments and application of organization with feedback yield the highestlearning.

Skills: Mental skills are algorithms (mental skills with specific outcome or stepprocesses-see chapter 5) or tactics (general rules not steps- identifying, determiningrelationships, etc) and are sometimes combined. Discovery method is difficult to use

with skills. Discovery learning works best if examples are organized into categories that

represent the different skills. Students should practice the parts of a process within anoverall process and emphasize the metacognitive control of process.

Concepts Problems and Solutions


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Concepts,Problems and Solutions...

Concepts: Matching specific types of strategies to specific types of knowledge

Problems: Teachers are enumerated with so many learning tools that rather thanfocusing on what is best for a learning situation, they feel they must use them all and

this is frustrating to students who need more in-depth learning.

Solutions: Focus on specific tools and strategies that provide the depth needed to make

generalizations and to allow a teacher time to distinguish which mental skills are

practical, which vocabulary is specific to the context of the learning, how it should be

organized and which method and set of skills are required to meet the outcomeexpected. In addition, how to include discovery learning within the context of skills

learning is important to a generation of discovery learners.

Key characters: Tyler author of Educational Strategies 1950s (Matching specific types of strategies to specific

types of knowledge), Nagy and Anderson- vocabulary research, Jenkins, Stein, Wysocki (1984) Nagi and Herman

(1987) Stanborn and de Glopper (1984) Vocabulary development, Guzzetti and other (1993) organizing details,

Fennema and Carpenter (1989) skills


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Using the 9 Categories in Instruction


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Using the 9 Categories in Instruction. Ideas are given for beginning, middle and end of a unit. An

example of a unit is given on the topic of weather using this modeland strategies.

Concepts: the 9 learning goals are outlined. Begin a unit with

setting clear goals, monitor progress- introduce new knowledge.

Practice, review and apply knowledge during a lesson. At the end,

give formative feedback and self-assessment strategies.Problems: 1.Vocabulary teaching and development raise scores

dramatically, but are often underused. 2. Teachers often feel

pressured y time and do not feel there is time in the schedule

to allow students to write out their goals. They also may beconcerned that the unit is not designed to fulfill the goalsstudents write that may be far off from the original contentgoals they are required to teach.

Solutions


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Solutions...

Solutions:

1.It is proven that the word must be seen at least 6 times in

context and has better results when there is direct instruction

leading into the unit. Vocabulary development is also best

with images combined with words. Utilizing technologies and

books with illustrations would help greatly.

2.Less required curriculum and or making time for what

allows the student to connect with the content.

To Sum It All Up: Sufficient modeling and practice


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To Sum It All Up: Sufficient modeling and practice,feedback, differing implementations, commemoration anda desire and commitment to change are key to successful

teaching and interactions with students that will promotelifelong learning habits.Click picture to begin movie media

Author Credibility
http://www.youtube.com/watch?v=Z-xhKTBq2EY


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Author CredibilityRobert J. Marzano, PhD:

Internationally known speaker, author (over 30 books and 150 articles)and trainer in

education

Topics include, but are not limited to: instruction, assessment, writing andimplementing standards, cognition, effective leadership, and school intervention

Information retrieved at:

http://www.marzanoresearch.com/About/about_dr_marzano.aspxDr. Debra Pickering,PHD:

Ph.D. in Curriculum and Instruction, with an emphasis in Cognitive Psychology

National and international consultant and trainer, coauthor (many articles, books andprograms)Information retrieved at: http://www.hopefoundation.org/hope/events-by-

presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlDr.Jane E. Pollock, Ph.D:

International trainer in research-based instructional strategies Previous classroom teacher, district administrator, university professor, state

department staff development coordinator, and K-12 curriculum coordinator Research based curriculum designer, coauthor

Information retrieved at: http://www.nde.state.ne.us/nsig/TrainerInfo.htm

Websites with Powerpoints and
http://www.marzanoresearch.com/About/about_dr_marzano.aspxhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.hopefoundation.org/hope/events-by-presenter/debra-pickering-co-author-of-classroom-management-that-works.htmlhttp://www.marzanoresearch.com/About/about_dr_marzano.aspx


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Websites with Powerpoints andClassroom Tools that Connect with

Course GoalsLearning Styles Marzano Resources Ven Diagrams and other Semantic maps:

Note taking and Summarizing: Ineractive graphic organizer templates Literatre circle template Quick Link Semantic Tool for Research Template for combination Note Taking

Reinforcing Effort and Providing Recognition: Video Linkmotivational Speaker

HomeworkOnline Homework Help

Websites Continued
http://www.learning-styles-online.com/http://www.marzanoresearch.com/Free_Resources/event_presentations.aspxhttp://www.readwritethink.org/student_mat/index.asphttp://t4.jordan.k12.ut.us/professional_development/strategies/http://www.teachers.cr.k12.de.us/~galgano/skills.htmhttp://www.englishcompanion.com/pdfDocs/litcirclenotesintro.pdfhttp://eyeplorer.com/http://edweb.tusd.k12.az.us/templates/strategies/summarizing/notes.dothttp://www.kidsource.com/kidsource/content2/Student_motivatation.htmlhttp://video.google.com/videosearch?hl=en&rlz=1T4GWYE_enUS345US345&q=motivation&um=1&ie=UTF-8&sa=N&tab=iv&start=0http://www.nctm.org/news/content.aspx?id=13814http://www.homeworkhelp.com/http://www.homeworkhelp.com/http://www.nctm.org/news/content.aspx?id=13814http://video.google.com/videosearch?hl=en&rlz=1T4GWYE_enUS345US345&q=motivation&um=1&ie=UTF-8&sa=N&tab=iv&start=0http://www.kidsource.com/kidsource/content2/Student_motivatation.htmlhttp://edweb.tusd.k12.az.us/templates/strategies/summarizing/notes.dothttp://eyeplorer.com/http://www.englishcompanion.com/pdfDocs/litcirclenotesintro.pdfhttp://www.teachers.cr.k12.de.us/~galgano/skills.htmhttp://t4.jordan.k12.ut.us/professional_development/strategies/http://www.readwritethink.org/student_mat/index.asphttp://www.marzanoresearch.com/Free_Resources/event_presentations.aspxhttp://www.learning-styles-online.com/


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Websites Continued....

Technology Links for Non-Linguistic Cooperative Learning Settin Objectives Providing Feedback Hypothesis and Testing Instructional Strategies CuesQuestions and CuesOrganizing StrategiesMore

Strategies

Specific Types of Knowledge and Teaching Issues in Learning Addressed Summary

Further Reading and Encouraging
http://manila.esu4.org/instructionalstrategies/stories/storyReader$11http://edweb.sdsu.edu/T3/Module3/Connect.htmhttp://www.gdrc.org/kmgmt/c-learn/index.htmlhttp://rubistar.4teachers.org/index.phphttp://gets.gc.k12.va.us/VSTE/2008/8hypotheses.htmhttp://manila.esu4.org/instructionalstrategies/stories/storyReader$14http://www.slideshare.net/mlandis/cues-questions-and-advance-organizershttp://www.netc.org/focus/strategies/cues.phphttp://manila.esu4.org/instructionalstrategies/stories/storyReader$15http://www.netc.org/focus/strategies/cues.phphttp://www.netc.org/focus/strategies/cues.phphttp://kumu.brocku.ca/twiki/Image:Blooms_rose.svghttp://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma2lindi.htmhttp://www.marzanoresearch.com/classroomstrategiesthatwork/designing_teaching.htmlhttp://www.marzanoresearch.com/classroomstrategiesthatwork/designing_teaching.htmlhttp://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma2lindi.htmhttp://kumu.brocku.ca/twiki/Image:Blooms_rose.svghttp://www.netc.org/focus/strategies/cues.phphttp://www.netc.org/focus/strategies/cues.phphttp://manila.esu4.org/instructionalstrategies/stories/storyReader$15http://www.netc.org/focus/strategies/cues.phphttp://www.slideshare.net/mlandis/cues-questions-and-advance-organizershttp://manila.esu4.org/instructionalstrategies/stories/storyReader$14http://gets.gc.k12.va.us/VSTE/2008/8hypotheses.htmhttp://rubistar.4teachers.org/index.phphttp://www.gdrc.org/kmgmt/c-learn/index.htmlhttp://edweb.sdsu.edu/T3/Module3/Connect.htmhttp://manila.esu4.org/instructionalstrategies/stories/storyReader$11http://manila.esu4.org/instructionalstrategies/stories/storyReader$11http://manila.esu4.org/instructionalstrategies/stories/storyReader$11


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Further Reading and EncouragingWords...

Using technology with classroom instruction that worksBy Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, Kim MalenoskiBrain Rules: 12 Principles for Surviving and Thriving at Work, Home,and SchoolBy John Medina

Non-Linguistic Representation article based on bookBook: Stirring the head, heart, and soul: redefining curriculum andinstructionH. Lynn EricksonLook ing in Classroom s by Thomas Good

We encourage anyone in education to read this book and follow it'spractical applications along with the practices of multimedia that couldbe incorporated with this to enhance collaborative and comprehensivelearning! It is well worth reading!
http://www.netc.org/focus/strategies/nonl.phphttp://books.google.com/books?id=0Lsr9m0xTv0C&dq=teaching+and+matching+methods+to+goals&source=gbs_similarbooks_r&cad=2http://books.google.com/books?id=0Lsr9m0xTv0C&dq=teaching+and+matching+methods+to+goals&source=gbs_similarbooks_r&cad=2http://books.google.com/books?q=+inauthor:%22H.+Lynn+Erickson%22http://books.google.com/books?q=+inauthor:%22H.+Lynn+Erickson%22http://books.google.com/books?id=0Lsr9m0xTv0C&dq=teaching+and+matching+methods+to+goals&source=gbs_similarbooks_r&cad=2http://books.google.com/books?id=0Lsr9m0xTv0C&dq=teaching+and+matching+methods+to+goals&source=gbs_similarbooks_r&cad=2http://www.netc.org/focus/strategies/nonl.phphttp://www.netc.org/focus/strategies/nonl.phphttp://www.netc.org/focus/strategies/nonl.php

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