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

       Part III: Context

       8 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

       Summary

       9 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

       Summary

       10 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

       Summary

       11 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

       Summary

       12 Developing Expertise

       Step 1: Conduct a Self-Audit

       Step 2: Select Goal Elements and Specific Strategies

       Step 3: Engage in Deliberate Practice and Track Progress

       Step 4: Seek Continuous Improvement by Planning for Future Growth

       Summary

       Afterword

       Appendix A: Framework Overview

       Appendix B: Orthography Exercises

       Exercise 1: Spelling English Phonemes

       Exercise 2: Pronunciations

       Exercise 3: Plurals

       Exercise 4: Suffixes

       Exercise 5: Permissible Spelling Patterns

       Appendix C: Reading in the Disciplines

       Appendix D: List of Figures and Tables

       References and Resources

       Index

About the Authors

      Julia A. Simms is the director of content and resources at Marzano Research. A former classroom teacher, she and her team develop research-based resources and provide support to educators as they implement them. Her areas of expertise include effective instruction, learning progressions and proficiency scales, assessment and grading, argumentation and reasoning skills, and literacy development. She has coauthored eight books including Coaching Classroom Instruction, Vocabulary for the Common Core, Questioning Sequences in the Classroom, and A Handbook for High Reliability Schools.

      Julia received a bachelor’s degree from Wheaton College and master’s degrees in educational administration and K–12 literacy from Colorado State University and the University of Northern Colorado.

      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 two hundred articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The New Art and Science of Teaching, Leaders of Learning, Making Classroom Assessments Reliable and Valid, A Handbook for Personalized Competency-Based Education, and Teacher Evaluation That Makes a Difference. 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.

      Dr. Marzano 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 Julia A. Simms or Robert J. Marzano for professional development, contact [email protected].

Introduction

      The New Art and Science of Teaching (Marzano, 2017) is a comprehensive model of instruction with a rather long developmental lineage. Specifically, four books spanning two decades precede and inform The New Art and Science of Teaching and its use in the field.

      1. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement (Marzano, Pickering, & Pollock, 2001)

      2. Classroom Management That Works: Research-Based Strategies for Every Teacher (Marzano, Marzano, & Pickering, 2003)

      3. Classroom Assessment and Grading That Work (Marzano, 2006)

      4. The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (Marzano, 2007)

      The first three books address specific components of the teaching process, namely instruction, management, and assessment. The final book puts all three components together into a comprehensive model of teaching. It also makes a strong case for the fact that research (in other words, science) must certainly guide good teaching, but teachers must also develop good teaching as art. Even if they use precisely the same instructional strategies, two highly effective teachers will have shaped and adapted those strategies to adhere to their specific personalities, the subject matter they teach, and their students’ unique needs. Stated differently,