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

Feedback 1. Providing and Communicating Clear Learning Goals How will I communicate clear learning goals that help students understand the progression of knowledge they are expected to master and where they are along that progression? 2. Using Assessments How will I design and administer assessments that help students understand how their test scores and grades are related to their status on the progression of knowledge they are expected to master? Content 3. Conducting Direct Instruction Lessons When content is new, how will I design and deliver direct instruction lessons that help students understand which parts are important and how the parts fit together? 4. Conducting Practicing and Deepening Lessons After presenting content, how will I design and deliver lessons that help students deepen their understanding and develop fluency in skills and processes? 5. Conducting Knowledge Application Lessons After presenting content, how will I design and deliver lessons that help students generate and defend claims through knowledge application? 6. Using Strategies That Appear in All Types of Lessons Throughout all types of lessons, what strategies will I use to help students continually integrate new knowledge with old knowledge and revise their understanding accordingly? Context 7. Using Engagement Strategies What engagement strategies will I use to help students pay attention, be energized, be intrigued, and be inspired? 8. Implementing Rules and Procedures What strategies will I use to help students understand and follow rules and procedures? 9. Building Relationships What strategies will I use to help students feel welcome, accepted, and valued? 10. Communicating High Expectations What strategies will I use to help typically reluctant students feel valued and comfortable interacting with me and their peers?

      These ten design questions and the general framework with the three categories provide a road map for lesson and unit planning that not only points to specific strategies but also ensures a focus on student outcomes. Additionally, the framework helps organize a wide array of instructional strategies into a comprehensive network. To illustrate, consider table I.4 (page 8).

      Table I.4 depicts forty-three categories of instructional strategies (referred to as elements) embedded in the ten design areas found within three general categories. These forty-three elements address instructional strategies detailed in the multiple and diverse sources briefly mentioned at the beginning of this introduction (Marzano, 1992, 2006, 2007, 2010; Marzano et al., 1988; Marzano et al., 2001; Marzano et al., 2003). Additionally, each element involves multiple strategies. For example, consider element twenty-four within the design area of engagement: increasing response rates. It includes the following nine strategies—nine different ways to increase students’ response rates.

      1. Random names

      2. Hand signals

      3. Response cards

      4. Response chaining

      5. Paired response

      6. Choral response

      7. Wait time

      8. Elaborative interrogation

      9. Multiple types of questions

      In all, The New Art and Science of Teaching involves over 330 specific instructional strategies embedded in the forty-three elements.

       Table I.4: Elements Within the Ten Design Areas

The Old and New Art and Science of Teaching

      The New Art and Science of Teaching has many similarities with the initial framework, although it has undergone significant changes. For example, both the original and revised framework have three overarching categories. The original three overarching lesson categories are (1) routine segments, (2) content segments, and (3) on-the-spot segments. As their names imply, classrooms engage in routine segments on a systematic basis, content segments address content lessons, and on-the-spot segments address strategies that teachers use when unplanned, immediate situations occur. Again, these three categories emanate from the perspective of what the teacher does. The three overarching categories in The New Art and Science of Teaching emanate from a perspective of what must occur in students’ minds to learn effectively. Specifically, (1) they must receive feedback, (2) they must receive content instruction that triggers specific types of thinking, and (3) they must have a psychological context in which their basic needs are met.

      The Art and Science of Teaching has design questions, as does The New Art and Science of Teaching. Indeed, eight of the design questions in The New Art and Science of Teaching are basically identical to the originals. However, The New Art and Science of Teaching has two design questions that are not part of the original: one deals with assessment (design question 2: How will I design and administer assessments that help students understand how their test scores and grades are related to their status on the progression of knowledge they are expected to master?); the other deals with the continuous development of understanding (design question 6: Throughout all types of lessons, what strategies will I use to help students continually integrate new knowledge with old knowledge and revise their understanding accordingly?).

      Both versions of The Art and Science of Teaching have categories of instructional strategies referred to as elements. The original version has forty-one elements; the new version has forty-three. Of the forty-three elements in the new model, thirty-nine are identical to the old model. Thus, four elements in the new model are not in the old. (For a detailed comparison of elements from the old and new models, visit go.SolutionTree.com/instruction to view the Compendium Crosswalk.)

      Finally, both The Art and Science of Teaching and The New Art and Science of Teaching identify specific instructional strategies for each element. As mentioned previously, The New Art and Science of Teaching has more strategies than the original version. Specifically, the book Becoming a Reflective Teacher (Marzano, 2012), which is based on the original model, identifies 280 strategies. The New Art and Science of Teaching identifies over 330 specific strategies.

A Framework for Change

      The New Art and Science of Teaching, however, is much more than an update of the original model. Rather, it is a framework for substantive change. Indeed, one might even consider it a manifesto.

      At its core, a manifesto is a written statement that describes a person’s or group’s policies and goals. The New Art and Science of Teaching describes those changes at the individual teacher level, school level, and district level that I believe are warranted by the research in education since the 1960s and through my observations of teachers, schools, and districts during that time. As such, each chapter includes a section titled Implications for Change that describes how the model elements highlight alterations teachers must make in current practice. Additionally, each chapter contains a section on planning issues teachers should consider.

      Chapters 1 and 2 address the elements in