Enhancing the Art & Science of Teaching With Technology. Robert J. Marzano

Lesson Segments Addressing Content Design Question: What will I do to help students effectively interact with new knowledge? Element 6: Identifying critical information Element 7: Organizing students to interact with new knowledge Element 8: Previewing new content Element 9: Chunking content into digestible bites Element 10: Helping students process new information Element 11: Helping students elaborate on new information Element 12: Helping students record and represent knowledge Element 13: Helping students reflect on their learning Design Question: What will I do to help students practice and deepen their understanding of new knowledge? Element 14: Reviewing content Element 15: Organizing students to practice and deepen knowledge Element 16: Using homework Element 17: Helping students examine similarities and differences Element 18: Helping students examine errors in reasoning Element 19: Helping students practice skills, strategies, and processes Element 20: Helping students revise knowledge Design Question: What will I do to help students generate and test hypotheses about new knowledge? Element 21: Organizing students for cognitively complex tasks Element 22: Engaging students in cognitively complex tasks involving hypothesis generation and testing Element 23: Providing resources and guidance Lesson Segments Enacted on the Spot Design Question: What will I do to engage students? Element 24: Noticing when students are not engaged Element 25: Using academic games Element 26: Managing response rates Element 27: Using physical movement Element 28: Maintaining a lively pace Element 29: Demonstrating intensity and enthusiasm Element 30: Using friendly controversy Element 31: Providing opportunities for students to talk about themselves Element 32: Presenting unusual or intriguing information Design Question: What will I do to recognize and acknowledge adherence or lack of adherence to rules and procedures? Element 33: Demonstrating withitness Element 34: Applying consequences for lack of adherence to rules and procedures Element 35: Acknowledging adherence to rules and procedures Design Question: What will I do to establish and maintain effective relationships with students? Element 36: Understanding students’ interests and backgrounds Element 37: Using verbal and nonverbal behaviors that indicate affection for students Element 38: Displaying objectivity and control Design Question: What will I do to communicate high expectations for all students? Element 39: Demonstrating value and respect for low-expectancy students Element 40: Asking questions of low-expectancy students Element 41: Probing incorrect answers with low-expectancy students

      Lesson segments involving routine events include procedures that teachers use on a day-to-day or otherwise regular basis. As indicated by the two design questions that make up this category, routine events include communicating learning goals, tracking student progress, celebrating success, and establishing and maintaining classroom rules and procedures. Lesson segments addressing content pertain to helping students explore, digest, and retain new information. These segments include helping students effectively interact with new knowledge, practice and deepen their understanding of new knowledge, and generate and test hypotheses about new knowledge. Finally, lesson segments enacted on the spot involve procedures that teachers use as necessary. As shown by the design questions, these procedures include engaging students, acknowledging adherence or lack of adherence to rules and procedures, maintaining effective relationships with students, and communicating high expectations for all students. Figure 1.5 illustrates the interconnected nature of these segments and design questions.

      As depicted in figure 1.5, lesson segments enacted on the spot lay the foundation for a classroom environment that facilitates learning. In order to build such an environment, a teacher should consider the four design questions positioned around the perimeter of figure 1.5. A teacher does not necessarily plan these on-the-spot segments ahead of time; instead, he or she utilizes them as needed in response to various classroom situations. For instance, upon noticing that a student is not engaged in the lesson, a teacher may use nonverbal gestures to correct the behavior of that student in the moment.

       Figure 1.5: Visual representation of the interaction between the lesson segments and design questions.

      Source: Marzano & Simms, 2013, p. 22.

      When a teacher uses on-the-spot segments to create an effective classroom environment, the remaining lesson segments—involving routine events and addressing content—can operate within this environment. In figure 1.5, lesson segments involving routine events precede lesson segments addressing content because, in order to facilitate learning, teachers must first establish a safe, orderly, and predictable environment in which their students can learn comfortably. Unlike on-the-spot segments, teachers plan for routine event segments in advance (that is, in the weeks before school starts or before beginning a new unit). Once on-the-spot and routine event segments are firmly in place, a teacher has a strong foundation for addressing content.

      To summarize, the framework for effective teaching includes three broad categories of lesson segments: (1) routine events, (2) content, and (3) on the spot. The corresponding design questions for each segment guide teachers in creating an effective classroom environment that facilitates learning.

Translating Research and Theory Into Practice

      In the following chapters, we use the research and theory presented in this chapter and the research and theory from books such as The Art and Science of Teaching (Marzano, 2007) and Becoming a Reflective Teacher (Marzano, 2012) to create a unique approach to educational technology use. Our approach is grounded in a very comprehensive yet detailed model of effective teaching drawn from decades of research and thousands of studies. As mentioned in the introduction, throughout this book you will encounter comprehension questions to help you process the content presented as you progress through the remaining chapters. After completing each set of questions, you can check your answers with those in appendix A (page 151).