Organizing for Learning: Classroom Techniques to Help Students Interact Within Small Groups
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Academic standards call for increased rigor, but simply raising complexity is not enough. Students need to be able to interact productively within a small-group setting. As teachers become better at planning and providing practice sessions that build these skills, students become more adept at participating in structured grouping, peer response groups, paired practice, partner discussions, and reflecting on learning as part of a group.
Organizing for Learning: Classroom Techniques to Help Students Interact Within Small Groups explores explicit techniques for mastering this crucial strategy of instructional practice. It includes:
• Explicit steps for implementation
• Recommendations for monitoring students’ ability to organize for learning
• 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.
Robert J Marzano
Robert J. Marzano is senior scholar at Mid-continent Research for Education and Learning (McREL) in Aurora, Colorado, associate professor at Cardinal Stritch University in Milwaukee, Wisconsin, and president of Marzano & Associates in Centennial, Colorado. He is the author of 25 books, 150 articles and chapters in books, and 100 sets of curriculum materials for teachers and students in Grades K-12. His works include What Works in Schools: Translating Research Into Action, School Leadership That Works, Building Background Knowledge for Academic Achievement, Classroom Management That Works, Classroom Instruction That Works, Classroom Assessment and Grading That Work, and A Different Kind of Classroom: Teaching With Dimensions of Learning.
During his 35 years in public education, Marzano has worked in every state multiple times as well as in a host of countries in Europe and Asia. The central theme in his work has been translating research and theory into practical programs and tools for K-12 teachers and administrators.
More by Robert J Marzano
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