This book provides more than 50 classroom-ready tools that make it easy to implement the nine categories of effective teaching strategies from McREL's bestselling book, "Classroom Instruction That Works" (2012) across grade levels and content areas. By incorporating these tools into your daily practice, you can turn your classroom into a…

This article explains four kinds of inquiry exercises, different in purpose, for teaching advanced-level high school and college students the hypothetico-deductive (H-D) method. The first uses a picture of a river system to convey the H-D method's logic. The second has teams of students use the H-D method: their teacher poses a hypothesis…

If you've upgraded to the second edition of the landmark book "Classroom Instruction That Works," you need this companion guide to help you use technology to support research-based instruction. The authors follow the revised Instructional Planning Guide that makes it easier for you to know when to emphasize each of the instructional strategies,…

Human activity has profoundly altered the deciduous forest of the eastern United States. Modern forest is a patchwork of stands of varying ages, sizes, and shapes reflecting a complex history of land use. Much modern forest is nestled in and around human communities, and faces the threat of imminent clearance for residential and commercial…

It's much easier to spread the insights and strategies from ASCD's (Association for Supervision and Curriculum Development) best-selling "Classroom Instruction That Works with English Language Learners" to everyone in your school when you have this guide for conducting a workshop or professional development meeting on how to improve the academic…

Everyone who participates in your workshop on "Classroom Instruction That Works with English Language Learners" needs this participant's workbook to gain expertise in strategies that are effective with ELL (English Language Learners) students.

This simple method for simulating the Central Limit Theorem with students in a beginning nonmajor statistics class requires students to use dice to simulate drawing samples from a discrete uniform distribution. On a chalkboard, the distribution of sample means is superimposed on a graph of the discrete uniform distribution to provide visual…

Oceantides are not typically high in our consciousness here in Missouri, but in teaching astronomy and physical science the subject always comes up, and teachers of physical science and astronomy are all quite familiar with the textbook explanations. Our goal here is not to explain tides but to make some suggestions about how, on their own,…

A method was designed to provide history students an opportunity to make interpretations and form hypotheses about historical events and eras. The teacher created representative "facts" and questions about a topic and let students use them to make their own hypotheses. A sample unit on European history, 1300-1450, is included. (KC)

Many people believe that art education is important, but few can say exactly why. In this book, are the results of the first in-depth research on the "habits of mind" that are instilled by studying art--habits the authors argue that could have positive impacts on student learning across the curriculum. "Studio Thinking" provides art teachers with…

Argues that confirming reading predictions emphasizes supporting evidence, while refuting predictions reinforces positive patterns of logic and scientific inquiry. Shows how teachers can change questions of confirmation to questions of refutation, using question examples about the story "Old Ben Bailey Meets His Match." (MM)

Describes a game used in a graduate course dealing with interviewing skills. When following game rules, students are required to generate hypotheses and to engage in decision making techniques. Indicates student reaction to this exercise is positive. Notes that the activity brings about disinhibition in students while providing them with pertinent…

Describes an activity appropriate for college or high school students where they make hypotheses about prearranged patterns in a deck of playing cards. (PR)

Describes an instructional strategy to help students understand behavior variations and the factors related to that variation. Maintains that the technique helps students understand the difference between a statement of association and a hypothesis. Includes a recommended diagram to help implement the strategy. (CFR)

Describes three kinds of artifact kits (the Archaeology Dig kit, Grandmother's Trunk, and the Cultural Mystery kit) that teachers can assemble for use in their classrooms that provide links to multiple literacy events for students. Gives a list of selected sources for artifacts that will enable teachers to create artifact kits. (CMK)