The New Art and Science of Teaching Writing. Robert J. Marzano
Conclusion
6 Using Strategies That Appear in All Types of Lessons
Element 15: Previewing Strategies
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
Conclusion
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
Conclusion
8 Implementing Rules and Procedures and Building Relationships
Element 34: Organizing the Physical Layout of the Classroom
Element 39: Understanding Students’ Backgrounds and Interests
Conclusion
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
Conclusion
Appendix A: Framework Overview
Appendix B: List of Figures and Tables
About the Authors
Kathy Tuchman Glass, MEd, a consultant, is an accomplished author and former classroom teacher with more than twenty-five years of experience in education. She provides professional development services to K–12 educators with a focus on areas concerning curriculum and instruction.
She is recognized for her expertise in differentiated instruction, standards work around English language arts, literacy, instructional strategies, assessments, and backward planning for unit and lesson design. She is a member of the International Literacy Association, the National Council of Teachers of English, the Association for Supervision and Curriculum Development (ASCD), and Learning Forward.
She earned a bachelor’s degree from Indiana University–Bloomington and a master’s degree in education from San Francisco State University.
To learn more about Kathy’s work, visit Glass Educational Consulting (www.kathyglassconsulting.com).
Robert J. Marzano, PhD, is the cofounder and CAO 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 fifty books and two hundred articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include Leading a High Reliability School, The New Art and Science of Teaching, and Making Classroom Assessments Reliable and Valid. 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 Marzano Research (www.marzanoresearch.com).
To book Kathy Tuchman Glass 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, we can never accurately articulate effective teaching