The New Art and Science of Teaching. Robert J. Marzano

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

       References and Resources

       Index

      About the Author

      Robert J. Marzano, PhD, is the cofounder and chief academic officer of Marzano Research in Denver, Colorado. During his fifty years in the field of education, he has worked with educators as a speaker and trainer and has authored more than forty books and three hundred articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The Art and Science of Teaching, Leaders of Learning, The Classroom Strategies Series, A Handbook for High Reliability Schools, Awaken the Learner, and Managing the Inner World of Teaching. His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators.

      He received a bachelor’s degree from Iona College in New York, a master’s degree from Seattle University, and a doctorate from the University of Washington.

      To learn more about Robert J. Marzano’s work, visit marzanoresearch.com.

      To book Robert J. Marzano for professional development, contact [email protected].

      INTRODUCTION

      The History of The New Art and Science of Teaching

      The history of The New Art and Science of Teaching reaches back to the 1980s when my colleagues and I synthesized the research and theory on the effective teaching of thinking in the book Dimensions of Thinking (Marzano et al., 1988). Relatively soon after, I authored A Different Kind of Classroom (Marzano, 1992), which combines strategies for teaching thinking with more general strategies for classroom management, engagement, and assessment. These works present a comprehensive synthesis of the research on teaching and provide deep-level background to The New Art and Science of Teaching.

      The more proximal ancestry of The New Art and Science of Teaching dates back to the turn of the 21st century. In the book Classroom Instruction That Works (Marzano, Pickering, & Pollock, 2001), my colleagues and I identify nine research-supported instructional strategies. In 2003, with my colleagues I wrote a companion book titled Classroom Management That Works (Marzano et al., 2003) and then another companion book in 2006, Classroom Assessment and Grading That Work (Marzano, 2006).

      While I am gratified that each book has been relatively popular and influential, I am not pleased that some have interpreted them as listings of instructional strategies that are “proven” to enhance learning for students. In fact, the nine instructional strategies in Classroom Instruction That Works have been