In the eight section, the authors recommend "generating and testing hypotheses" (ASCD, 2001), and the final strategy discussed is the application of "cues, questions, and advance organizers" (ASCD, 2001). Generating and testing hypotheses is critical to prepare students for the importance of drawing fact-based conclusions in the real world, and also promotes critical thinking skills and hands-on learning (two major principles advocated by the authors); the "cues and questions" chapter discusses issues such as allowing sufficient "wait time" and asking more analytical questions to foster critical thinking (Marzano, Pickering, & Pollock, 2001). While all of the strategies mentioned can be important for improved student achievement, I believe the chapters on homework and rewarding effort are most important and most often overlooked. In my personal experience, I benefitted greatly from my parents never helping me with homework; student who have their own personal tutors at home not only have an unfair advantage but are much less likely to become self-motivated and independent thinkers. In addition, I agree that homework is not as important as some teachers would like to think; rather, it's the...

I believe giving students one analytical question to answer that requires comprehensive critical thinking skills will bring more positive results that forcing them to endure three hours of general response question activities, where students can look up answers rather than actually thinking about them. As far as rewarding effort, I also believe consistent verbal recognition for student achievement is critical and more important than other kinds of reward; and based on personal experience, the sooner the feedback is received after homework is submitted or an activity is completed, the more effective the reward will be.