Practicing Skills, Strategies, & Processes

Practicing Skills, Strategies, & Processes

Classroom Techniques to Help Students Develop Proficiency

Kelly Harmon, Robert J. Marzano

Provides explicit steps for teaching students to use new knowledge and processes swiftly and accurately.
$19.95

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Paperback (136 pages)

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Can your students process and respond to information quickly? Academic standards call for increased rigor, but simply raising complexity is not enough. Students need to be able to process information quickly and respond to situations with fluency and accuracy. As teachers become better at planning and providing practice sessions that build these skills, students become more adept at using new knowledge and processes swiftly and accurately. Fluent thinking is crucial for success on the SAT, ACT, and other timed testing situations. Practicing Skills, Strategies, & Processes: Classroom Techniques to Help Students Develop Proficiency explores explicit techniques for mastering this crucial strategy of instructional practice. It includes:
  • Explicit steps for implementation
  • Recommendations for monitoring students’ ability to develop fluent thinking
  • Adaptations for students who struggle, have special needs, or excel in learning
  • Examples and nonexamples from classroom practice
  • Common mistakes and ways to avoid them
The Essentials for Achieving Rigor series of instructional guides helps educators become highly skilled at implementing, monitoring, and adapting instruction. Put it to practical use immediately, adopting day-to-day examples as models for application in your own classroom.
Product Code: BPP140008
ISBN: 9781941112076 | 05/25/15
Publisher: LSI

Reviews

“I enjoyed reading Practicing Skills, Strategies, & Processes and learned a great deal. I am anxious to implement the techniques and practices in my classroom!”

—Kimberly Shearer, 2012 Kentucky Teacher of the Year

Practicing Skills, Strategies, & Processes has just the right number of examples to allow the novice teacher or the teacher that needs a refresher or suggestion to improve his or her instruction.”

—Lisa Staats, 2011 North Carolina Regional Teacher of the Year

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