The Handbook for the New Art and Science of Teaching. Robert J. Marzano

Teacher Actions: Using Verbal and Nonverbal Behaviors That Indicate Affection for Students

       Tracking Teacher Actions: Understanding Students’ Backgrounds and Interests

       Tracking Teacher Actions: Displaying Objectivity and Control

       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

       Action Steps

       Tracking Teacher Actions: Demonstrating Value and Respect for Reluctant Learners

       Tracking Teacher Actions: Asking In-Depth Questions of Reluctant Learners

       Tracking Teacher Actions: Probing Incorrect Answers With Reluctant Learners

       Appendix: Reproducibles

       Tracking Progress Over Time

       Strategy Reflection Log

       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 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.

      Introduction

      The New Art and Science of Teaching has a long history, dating back to the 1980s, when my colleagues and I synthesized the research and theory that would become the foundation for this book. In the ensuing years, my colleagues and I developed texts that explored research-supported instructional strategies—namely, Dimensions of Thinking (Marzano et al., 1988) and A Different Kind of Classroom (Marzano, 1992). However, some believed that the strategies themselves would guarantee enhanced student learning. As this is simply not the case, I set about to create an instructional model that would tie the strategies together in an interactive manner that would allow them to work in concert. And The Art and Science of Teaching (Marzano, 2007) was born.

      As I have stated before, effective teaching is not merely following a set of preprogrammed instructional strategies. Rather, the strategies are techniques that the teacher uses to create lessons that optimize student learning. In this way, teachers are artists in using skill and savvy to develop unique creations that are not scripted but true to their individuality. And like any artist, teachers must continuously better their skill using the most up-to-date techniques based on research and theory. The New Art and Science of Teaching (Marzano, 2017) represents the current knowledge of effective teaching and draws from the past and is rooted in the present while turning an eye toward the future.

The New Art and Science of Teaching

      The model of effective instruction has been updated in several ways. I have added two categories ([1] Strategies That Appear in All Types of Lessons and [2] Assessment) and arranged the categories into three overarching segments: (1) feedback, (2) content, and (3) context. Feedback refers to the information loop between the teacher and the students that provides students with an awareness of what they should be learning and how they are doing. Content refers to lesson progression, which allows students to move from an initial understanding of context to application of content while continuously reviewing and upgrading their knowledge. Context refers to the following student psychological needs: engagement, order, a sense of belonging, and high expectations.

      Additionally, I have rearranged some of the elements that appear in each design area to eliminate redundancy and added some new elements. As an example of rearrangement to eliminate redundancy, the element of organizing students to interact (now in the category Strategies That Appear in All Types of Lessons) is a combination of three separate content-related elements from the original framework: (1) organizing students to interact with new knowledge, (2) organizing students to practice and deepen knowledge, and (3) organizing students for cognitively complex tasks. New elements include generating and defending claims, motivating and inspiring students, and both elements within the Assessment category. The model now encompasses 43 elements and 332 strategies.

      Perhaps the greatest change to the model is that it takes a student-outcomes perspective as opposed to the teacher-outcomes perspective of The Art and Science of Teaching. This focus on student outcomes makes intuitive sense since the instructional strategies are meant to generate certain mental states and processes in students’ minds to thus enhance their learning. Table I.1 depicts these specific mental states and processes.

Table I.1: Teacher Actions and Student Mental States and Processes

	Teacher Actions	Student Mental States and Processes
Feedback	Providing and Communicating Clear Learning Goals	1. Students understand the progression of knowledge they are expected to master and where they are along that progression.
Using Assessments	2. Students understand how test scores and grades relate to their status on the progression of knowledge they are expected to master.
Content	Conducting Direct Instruction Lessons	3. When content is new, students understand which parts are important and how the parts fit together.
Conducting Practicing and Deepening Lessons	4. After teachers present new content, students deepen their understanding and develop fluency in skills and processes.
Conducting Knowledge Application Lessons	5. After teachers present new content, students generate and defend claims through knowledge application tasks.
Using Strategies That Appear in All Types of Lessons	6. Students continually integrate new knowledge with old knowledge and revise their understanding accordingly.
Context	Using Engagement Strategies	7. Students are paying attention, energized, intrigued, and inspired.
Implementing Rules and Procedures	8. Students understand and follow rules and procedures.
Building Relationships	9. Students Скачать книгу В начало < 1 2 3 4 5 6 7 > В конец