Actions for The new art and science of teaching
The new art and science of teaching / Robert J. Marzano
- Author
- Marzano, Robert J.
- Uniform Title
- Art and science of teaching
- Published
- Bloomington, IN : Solution Tree Press, [2017]
- Edition
- [Revised and expanded edition].
- Physical Description
- 135 pages ; 28 cm
- Contents
- The Research Supporting the Model -- The Major Features of The New Art and Science of Teaching -- The Old and New Art and Science of Teaching -- A Framework for Change -- 1. Providing and Communicating Clear Learning Goals -- Element 1 Providing Scales and Rubrics -- Element 2 Tracking Student Progress -- Element 3 Celebrating Success -- Planning -- Implications for Change -- 2. Using Assessments -- Element 4 Using Informal Assessments of the Whole Class -- Element 5 Using Formal Assessments of Individual Students -- Planning -- Implications for Change -- 3. Conducting Direct Instruction Lessons -- Element 6 Chunking Content -- Element 7 Processing Content -- Element 8 Recording and Representing Content -- Planning -- Implications for Change -- 4. Conducting Practicing and Deepening Lessons -- Element 9 Using Structured Practice Sessions -- Element 10 Examining Similarities and Differences -- Element 11 Examining Errors in Reasoning -- Planning -- Implications for Change -- 5. Conducting Knowledge Application Lessons -- Element 12 Engaging Students in Cognitively Complex Tasks -- Element 13 Providing Resources and Guidance -- Element 14 Generating and Defending Claims -- Planning -- Implications for Change -- 6. Using Strategies That Appear in All Types of Lessons -- Element 15 Previewing Strategies -- Element 16 Highlighting Critical Information -- Element 17 Reviewing Content -- Element 18 Revising Knowledge -- Element 19 Reflecting on Learning -- Element 20 Assigning Purposeful Homework -- Element 21 Elaborating on Information -- Element 22 Organizing Students to Interact -- Planning -- Implications for Change -- 7. Using Engagement Strategies -- Element 23 Noticing and Reacting When Students Are Not Engaged -- Element 24 Increasing Response Rates -- Element 25 Using Physical Movement -- Element 26 Maintaining a Lively Pace -- Element 27 Demonstrating Intensity and Enthusiasm -- Element 28 Presenting Unusual Information -- Element 29 Using Friendly Controversy -- Element 30 Using Academic Games -- Element 31 Providing Opportunities for Students to Talk About Themselves -- Element 32 Motivating and Inspiring Students -- Planning -- Implications for Change -- 8. Implementing Rules and Procedures -- Element 33 Establishing Rules and Procedures -- Element 34 Organizing the Physical Layout of the Classroom -- Element 35 Demonstrating Withitness -- Element 36 Acknowledging Adherence to Rules and Procedures -- Element 37 Acknowledging Lack of Adherence to Rules and Procedures -- Planning -- Implications for Change -- 9. Building Relationships -- Element 38 Using Verbal and Nonverbal Behaviors That Indicate Affection for Students -- Element 39 Understanding Students' Backgrounds and Interests -- Element 40 Displaying Objectivity and Control -- Planning -- Implications for Change -- 10. Communicating High Expectations -- Element 41 Demonstrating Value and Respect for Reluctant Learners -- Element 42 Asking In-Depth Questions of Reluctant Learners -- Element 43 Probing Incorrect Answers With Reluctant Learners -- Planning -- Implications for Change -- 11. Making System Changes -- Recommendation 1 Create a System That Ensures Teacher Development -- Recommendation 2 Focus on Unit Planning as Opposed to Lesson Planning -- Recommendation 3 Use Blended Instruction -- Recommendation 4 Ensure a Guaranteed and Viable Curriculum Involving Cognitive and Metacognitive Skills -- Recommendation 5 Rely on Classroom Measurement -- Recommendation 6 Change Report Cards -- Recommendation 7 Adjust Scheduling to Address the Differential Effectiveness of Teachers -- Recommendation 8 Gradually Move to a Competency-Based System -- Conclusion.
- Summary
- "This title is a greatly expanded volume of the original Art and Science of Teaching, offering a framework for substantive change based on Marzano's 50 years of education research. While the previous model focused on teacher outcomes, the new version places focus on student outcomes, with strategies teachers can use to help students grasp the information and skills transferred through their instruction. Throughout the book, Marzano details the elements of three overarching categories of teaching, which define what must happen to optimize student learning: students must receive feedback, get meaningful content instruction, and have their basic psychological needs met"--Amazon.com.
- Subject(s)
- ISBN
- 9781943874965 (perfect bound)
1943874964 (perfect bound) - Bibliography Note
- Includes bibliographical references (pages 125-129) and index.
View MARC record | catkey: 21316221