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

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

       Summary

       Part III: Context

       7 Using Engagement Strategies

       Element 23: Noticing and Reacting When Students Are Not Engaged

       Element 25: Using Physical Movement

       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

       Summary

       8 Implementing Rules and Procedures

       Element 33: Establishing Rules and Procedures

       Element 34: Organizing the Physical Layout of the Classroom

       Summary

       9 Building Relationships

       Element 39: Understanding Students’ Backgrounds and Interests

       Element 40: Displaying Objectivity and Control

       Summary

       10 Creating 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

       11 Developing Expertise

       Afterword

       Appendix A: The New Art and Science of Teaching Framework Overview

       Appendix B: Lesson Seed—Fluency With the Salute Game

       Appendix C: List of Tables and Figures

       References and Resources

       Index

      About the Authors

      Nathan D. Lang-Raad, EdD, is a speaker, author, and professional learning facilitator. He is chief education officer at WeVideo. Throughout his career, he has served as a teacher, assistant principal, university adjunct professor, consultant, and education strategist. He was director of elementary curriculum and instruction for Metropolitan Nashville Public Schools, as well as education supervisor at NASA’s Johnson Space Center. He speaks at both local and national professional conferences, and is the cofounder of Bammy Award–nominated #LeadUpChat, an educational leadership professional learning network (PLN) on Twitter. Nathan is also the cofounder of #divergED, a Twitter chat focused on divergent thinking and innovations in education. He is a Google Certified Educator, Microsoft Innovative Educator, and 2016 Apple Teacher. He serves on the Children’s Right to Read International Literacy Association Task Force and is a board member on the Student Voice Foundation.

      Nathan has written several blog posts that have been featured on the EdTech K–12, Corwin Connect, Education Week, K–12 Blueprint, and Solution Tree websites.

      Nathan received a bachelor of arts degree in general science–chemistry from Harding University in Searcy, Arkansas, a master of education degree in administration and supervision from the University of Houston–Victoria, and a doctorate of education degree in learning organizations and strategic change from David Lipscomb University in Nashville, Tennessee.

      To learn more about Nathan’s work, visit www.drlangraad.com or follow @drlangraad on Twitter.

      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, The Handbook for the New Art and Science of Teaching, The New Art and Science of Teaching Writing, The New Art and Science of Teaching Reading, The New Art and Science of Classroom Assessment, 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 Dr. Marzano’s work, visit www.marzanoresearch.com.

      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,