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TheNewArtandScienceofTeaching:AFrameworkforChange

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Par5cipantswill:•  learnaboutaninstruc@onalframeworkfordesigninghigh-quality

classroominstruc@on.

OUTCOMES

“Educa(onalresearchsuggeststhatthesinglemostinfluen(al(alterable)componentofan

effec(veschoolistheindividualteacherswithintheschool.”

~RobertJ.Marzano~

2MarzanoResearch2016wmarzanoresearch.com

MARZANO Research Laboratory888.849.0851 marzanoresearch.com

Hig

h R

elia

bilit

y Le

vels

A Competency-Based System

Standards-Referenced Reporting

A Guaranteed & Viable Curriculum

An Instructional Framework

Safe & Orderly Environment

HO p. 3

3

Marzano

Research2016wm

arzano

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FEED

BACK

CONT

ENT

CONT

EXT

Prov

idin

g an

d C

omm

unic

atin

g C

lear

Le

arni

ng G

oals

1. Pr

ovidi

ng S

cales

and R

ubric

s2.

Trac

king S

tuden

t Pro

gres

s3.

Celeb

ratin

g Suc

cess

Ass

essm

ent

4. In

forma

l Ass

essm

ents

of the

Who

le Cl

ass

5. Fo

rmal

Asse

ssme

nts of

Indiv

idual

Stud

ents

Dire

ct In

stru

ctio

n Le

sson

s6.

Chun

king C

onten

t7.

Proc

essin

g Con

tent

8. Re

cord

ing an

d Rep

rese

nting

Con

tent

Prac

ticin

g an

d D

eepe

ning

Les

sons

9. S

tructu

red P

racti

ce S

essio

ns10

. Exa

minin

g Sim

ilariti

es an

d Diffe

renc

es11

. Exa

minin

g Erro

rs in

Reas

oning

Kno

wle

dge

App

licat

ion

Less

ons

12. E

ngag

ing S

tuden

ts in

Cogn

itively

Com

plex T

asks

13. P

rovid

ing R

esou

rces a

nd G

uidan

ce14

. Gen

erati

ng an

d Defe

nding

Clai

ms

Stra

tegi

es T

hat A

ppea

r in

All

Type

s of

Le

sson

s15

. Pre

viewi

ng16

. High

lighti

ng C

ritica

l Infor

matio

n17

. Rev

iewing

Con

tent

18. R

evisi

ng K

nowl

edge

19. R

eflec

ting o

n Lea

rning

20. P

urpo

seful

Hom

ewor

k21

. Elab

orati

ng on

Infor

matio

n22

. Org

anizi

ng S

tuden

ts to

Inter

act

Enga

gem

ent

23. N

oticin

g Whe

n Stud

ents

Are N

ot En

gage

d and

Re

actin

g24

. Incre

asing

Res

pons

e Rate

s25

. Usin

g Phy

sical

Move

ment

26. M

aintai

ning a

Live

ly Pa

ce27

. Dem

onstr

ating

Inten

sity a

nd E

nthus

iasm

28. P

rese

nting

Unu

sual

Infor

matio

n29

. Usin

g Frie

ndly

Contr

over

sy30

. Usin

g Aca

demi

c Gam

es31

. Pro

viding

Opp

ortun

ities f

or S

tuden

ts to

Talk

Abou

t Th

emse

lves

32. M

otiva

ting a

nd In

spirin

gStud

ents

Rul

es a

nd P

roce

dure

s33

. Esta

blish

ing R

ules a

nd P

roce

dure

s34

. Org

anizi

ng th

e Phy

sical

Layo

ut of

the C

lassro

om35

. Dem

onstr

ating

“With

itnes

s”36

. Ack

nowl

edgin

g Adh

eren

ce to

Rule

s and

Pro

cedu

res

37. A

ckno

wled

ging L

ack o

f Adh

eren

ce to

Rule

s and

Pr

oced

ures

Rel

atio

nshi

ps38

. Usin

g Ver

bal a

nd N

onve

rbal

Beha

viors

that In

dicate

Af

fectio

n for

Stud

ents

39. U

nder

stand

ing S

tuden

ts’ B

ackg

roun

ds an

d Inte

rests

40. D

isplay

ing O

bjecti

vity a

nd C

ontro

l

Com

mun

icat

ing

Hig

h Ex

pect

atio

ns41

. Dem

onstr

ating

Valu

e and

Res

pect

for R

elucta

nt Le

arne

rs42

. Ask

ing In

-Dep

th Qu

estio

ns of

Relu

ctant

Lear

ners

43. P

robin

g Inc

orre

ct An

swer

s with

Relu

ctant

Lear

ners

THE

NEW

ART

AND

SCI

ENCE

OF

TEAC

HING

Marzano

Research2016wm

arzano

research.com

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4

The New Art and Science of Teaching is an instructional framework that comprehensively addresses the well-researched components teachers use to make the most alterable effect on student achievement. One of the major changes in The New Art and Science of Teaching is the focus on student-outcomes as opposed to teacher-outcomes. In the previous version, the focus was on teachers’ effectiveness in implementing the elements and strategies. This new version focuses on the student outcomes obtained by teachers’ instructional actions. The premise is that teachers who implement instructional strategies will in turn help students use mental process that successively enhance the learning. In other words, it’s not enough to merely use an instructional strategy, but more important to ensure it has the desired learning effect for students.

In the former version of the framework, there were three instructional segments that consisted of 10 design questions teachers ask themselves when planning lessons. Those questions infused various instructional elements of practice. In the revised version, there are three categories which include: feedback (specific information provided to and from the teacher and learner to clarify and guide learning), content (the ways in which lessons typically progress from direct instruction through use and review of the knowledge and skills being learned); and context (addressing the psychological needs of students—things like engagement, a sense of belonging, and high expectations). These are now suggested as considerations for instructional units, not only daily lessons.

What’s similar?

• There are still guiding design questions teachers ask themselves as they are planning for effective instructional lessons and units.

• The framework includes three categories, 10 design questions, and elements. • There are suggested, explicit teacher actions (strategies) identified and explained. • Those familiar with the previous model will see obvious connections, yet with new enhancements.

What is different?

• The three overarching categories in The New Art and Science of Teaching stem from a perspective of what must occur in the minds of students to learn effectively. These student behaviors are explicitly noted throughout the resource, and they are called “evidence that the strategy is working”.

• Although there are still 10 design questions for teacher planning, there are two different ones. The second one is now about assessment, and there is a new design question six that denotes instructional strategies that appear in all types of lessons.

• The previous design question ten (the overarching question about unit planning) is omitted, and many of the existing design questions are renumbered to account for the additions and omissions.

• There are 43 instead of 41 elements. Thirty-nine of the elements are identical, yet 4 are new. • There is a companion online compendium that now has over 300 instructional strategies, video

descriptions, and print resources related to the new design questions and all 43 elements. • Suggestions for eight systems changes which include:

1. Ensuring a system for teacher development; 2. Focus on unit planning instead of lesson planning; 3. Use blended instruction; 4. Ensure the curriculum contains both cognitive and metacognitive skills; 5. Rely on classroom measurement; 6. Change reporting documents; 7. Adjust schedules for increased effectiveness; and 8. Move toward a competency-based system.


TeacherAc@ons StudentMentalStates

andProcesses

FEED

BACK

ProvidingandCommunica@ngClearLearningGoals

1.Studentsunderstandtheprogressionofknowledgetheyareexpectedtomasterandwheretheyarealongthatprogression.

Assessment

2.Studentsunderstandhowtestscoresandgradesrelatetotheirstatusontheprogressionofknowledgetheyareexpectedtomaster.

CONTENT

[email protected],studentsunderstandwhichpartsareimportantandhowthepartsfittogether.

Prac@cingandDeepeningLessons

4.AHernewcontenthasbeenpresented,studentsdeepentheirunderstandinganddevelopfluencyinskillsandprocesses.

KnowledgeApplica@onLessons

5.AHernewcontenthasbeenpresented,studentsgenerateanddefendclaimsthroughknowledgeapplicaKontasks.

StrategiesThatAppearinAllTypesofLessons

6.StudentsconKnuallyintegratenewknowledgewitholdknowledgeandrevisetheirunderstandingaccordingly.

CONT

EXT

Engagement 7.StudentsarepayingaMenKon,energized,intrigued,andinspired.

RulesandProcedures 8.Studentsunderstandandfollowrulesandprocedures.

Rela@onships 9.Studentsfeelwelcome,accepted,andvalued.

Communica@ngHighExpecta@ons

10.Typicallyreluctantstudentsfeelvaluedanddonothesitatetointeractwiththeteacherortheirpeers.

Effec@veApplica@on

ofInstruc@onalStrategies

SpecificMental

StatesandProcesses

EnhancedStudentLearning

StructureofTheArtandScienceofTeaching


888.849.0851 marzanoresearch.com

feedback (specificinformationprovidedtoandfromtheteacherandlearnertoclarifyandguidelearning)content (thewaysinwhichlessonstypicallyprogressfromdirectinstructionthroughuseandreviewoftheknowledgeandskillsbeinglearned)context (addressingthepsychologicalneedsofstudents—thingslikeengagement,asenseofbelonging,andhighexpectations)

Thesearesuggestedasconsiderationsasateacherplansdailylessons.


Ø Designareaswithguidingdesignquestionsteachersaskthemselvesas

theyareplanningforeffectiveinstructionalunitsandthedaily

lessonswithinthem


Ø43categoriesofinstructionalstrategies(referredtoaselements)embeddedinthetendesignareasembeddedinthreegeneralcategories.

ØThese43elementsaddressinstructionalstrategiesthathavebeendetailedinmultipleanddiversesources.

ØEachelementinvolvesmultiplestrategies.


FEED

BACK

DesignArea1:ProvidingandCommunica@ngClearLearningGoals

HowwillIcommunicateclearlearninggoalsthathelpstudentsunderstandtheprogressionofknowledgetheyareexpectedtomasterandwheretheyarealongthatprogression?

DesignArea2:Assessment

HowwillIdesignandadministerassessmentsthathelpstudentsunderstandhowtheirtestscoresandgradesarerelatedtotheirstatusontheprogressionofknowledgetheyareexpectedtomaster?

CONTENT

DesignArea3:DirectInstruc@on

Whencontentisnew,howwillIdesignanddeliverdirectinstrucKonlessonsthathelpstudentsunderstandwhichpartsareimportantandhowthepartsfittogether?

DesignArea4:Prac@cingandDeepening

AHercontenthasbeenpresented,howwillIdesignanddeliverlessonsthathelpstudentsdeepentheirunderstandinganddevelopfluencyinskillsandprocesses?

DesignArea5:KnowledgeApplica@on

AHercontenthasbeenpresented,howwillIdesignanddeliverlessonsthathelpstudentsgenerateanddefendclaimsthroughknowledgeapplicaKon?

DesignArea6:StrategiesThatAppearinAllTypesofLessons

Throughoutalltypesoflessons,whatstrategieswillIusetohelpstudentsconKnuallyintegratenewknowledgewitholdknowledgeandrevisetheirunderstandingaccordingly?

CONTEXT

DesignArea7:Engagement

WhatengagementstrategieswillIusetohelpstudentspayaMenKon,beenergized,beintrigued,andbeinspired?

DesignArea8:RulesandProcedures

WhatstrategieswillIusetohelpstudentsunderstandandfollowrulesandprocedures?

DesignArea9:Rela@onships

WhatstrategieswillIusetohelpstudentsfeelwelcome,accepted,andvalued?

DesignArea10:Communica@ngHighExpecta@ons

WhatstrategieswillIusetohelptypicallyreluctantstudentsfeelvaluedandcomfortableinteracKngwithmeortheirpeers?

10DesignAreasandDesignQues@ons

FEEDBACK

ProvidingandCommunica@ngClearLearningGoals

Element1ProvidingScalesandRubricsElement2TrackingStudentProgressElement3Celebra5ngSuccess

FEEDBACKAssessment

Element4InformalAssessmentsoftheWholeClassElement5FormalAssessmentsofIndividualStudents


Score4.0

Inaddi@ontoexhibi@nglevel3performance,in-depthinferencesandapplica@onsthatgoBEYONDwhatwastaughtinclass

Score3.0

Nomajorerrorsoromissionsregardinganyoftheinforma@onand/orprocesses(SIMPLEORCOMPLEX)thatwereexplicitlytaught

Score2.0

NomajorerrorsoromissionsregardingtheSIMPLERdetailsandprocessesBUTmajorerrorsoromissionsregardingthemorecomplexideasandprocesses

Score1.0

WithHELP,apar@alknowledgeofsomeofthesimplerandcomplexdetailsandprocesses

Score0.0

Evenwithhelp,nounderstandingorskilldemonstrated

ProficiencyScales

Pro$iciencyScale“LookFors”ScalesSHOULDbe:

²  Relatedtothelearninggoal²  Postedandabletobereadbystudents²  Writteninstudent-friendlylanguage(when

appropriate)²  Referencedduringthelesson

StudentsSHOULDbeabletoexplain:

²  Themeaningofthelevelsofperformancearticulatedinthescale

MarzanoResearch2016wmarzanoresearch.com 10

MEAS

UREM

ENT,

DAT

A, S

TATI

STIC

S, A

ND P

ROBA

BILI

TY

Tim

e

Grad

e 2

Scor

e 4.0

In ad

ditio

n to

scor

e 3.0

perfo

rman

ce, t

he st

uden

t dem

onst

rate

s in-

dept

h in

fere

nces

and

appl

icatio

ns th

at g

o be

yond

wha

t was

taug

ht.

The s

tude

nt w

ill:

• so

lve

real

-wor

ld p

robl

ems

invo

lvin

g el

apse

d tim

e •

writ

e co

rrect

dig

ital t

ime

from

an

anal

og c

lock

and

the

reve

rse

Sc

ore

3.5

In a

dditio

n to

sco

re 3

.0 p

erfo

rman

ce, p

artia

l suc

cess

at s

core

4.0

con

tent

Scor

e 3.0

The s

tude

nt w

ill:

• tel

l and

writ

e tim

e fro

m a

nalo

g cl

ocks

to th

e ne

ares

t fiv

e m

inut

es (2

.MD

.7)

Sam

ple A

ctivi

ty:

Wha

t Tim

e Is I

t?

Mat

eria

ls:

anal

og c

lock

in th

e cl

assr

oom

Proc

edur

es:

Perio

dica

lly d

urin

g th

e da

y, th

e st

uden

t w

ill te

ll an

d/or

writ

e th

e tim

e, a

lso

indi

catin

g w

hat

he/s

he is

doi

ng a

t par

ticul

ar ti

me

of th

e sc

hool

day

.

Sc

ore

2.5

No m

ajor

erro

rs o

r om

issio

ns re

gard

ing

scor

e 2.

0 co

nten

t, an

d pa

rtial

suc

cess

at s

core

3.0

con

tent

Scor

e 2.0

The s

tude

nt w

ill re

cogn

ize o

r rec

all sp

ecifi

c voc

abul

ary,

such

as:

• ana

log,

clo

ck, d

igita

l, m

inut

e, n

eare

st, t

ime,

a.m

., p.

m.

The s

tude

nt w

ill pe

rform

bas

ic pr

oces

ses,

such

as:

• te

ll an

d w

rite

time

from

dig

ital c

lock

s to

the

near

est f

ive

min

utes

(2.M

D.7

) •

iden

tify

the

hand

s on

an

anal

og c

lock

•

coun

t by

5s to

60

• te

ll tim

e to

the

hour

, hal

f-hou

r, an

d qu

arte

r-hou

r •

Writ

e tim

e us

ing

the

corre

ct fo

rmat

Sam

ple A

ctivi

ties:

Be

at th

e Tim

er C

ente

r Act

ivity

:

Mat

eria

ls:

card

s w

ith d

iffer

ent t

imes

to th

e fiv

e m

inut

es; c

ards

with

dig

ital c

lock

s sh

owin

g di

ffere

nt

times

to th

e fiv

e m

inut

es; e

gg ti

mer

Proc

edur

es:

The

stud

ent w

ill m

atch

the

times

with

the

corre

ct c

lock

, try

ing

to b

eat t

he e

gg ti

mer

.

Sc

ore

1.5

Parti

al s

ucce

ss a

t sco

re 2

.0 c

onte

nt, a

nd m

ajor

erro

rs o

r om

issio

ns re

gard

ing

scor

e 3.

0 co

nten

t

Scor

e 1.0

With

help

, par

tial s

ucce

ss at

scor

e 2.0

cont

ent a

nd sc

ore 3

.0 co

nten

t

Sc

ore

0.5

With

hel

p, p

artia

l suc

cess

at s

core

2.0

con

tent

but

not

at s

core

3.0

con

tent

Scor

e 0.0

Even

with

help

, no

succ

ess


11

!!!The$Five(Step$Process$for$Developing$Proficiency$Scales$$

1) Determine!the!topic!of!the!proficiency!scale.!2) Determine!the!language!of!score!3.0!(the!target!learning!goal).!3) Determine!vocabulary!related!to!the!target!learning!goal!and!record!it!in!score!2.0.!4) Determine!prerequisite!knowledge!and!skills!and!record!it!in!score!2.0.!5) Discuss!how!a!student!might!demonstrate!a!score!4.0!performance.!

!Topic:!

Score$4.0!–!More!complex!Demonstrations!of!learning!that!go!above!and!beyond!what!was!explicitly!taught!

!

The!learner!will:!

Score$3.0!–!The!target!learning!goal/expectation!for!all!!

The!learner!will:!!

Score$2.0!–!The!simpler!stuff!Foundational!knowledge,!simpler!procedures,!isolated!details,!vocabulary!

!

The!learner!will:!

Score!1.0!L!With!help,!the!student!can!perform!Score!2.0!and!3.0!expectations!

Score!0.0!L!Even!with!help,!the!student!cannot!perform!expectations!

! MarzanoResearch2016wmarzanoresearch.com


2MarzanoResearch2016w marzanoresearch.com

MeasurementTopic Standards

Multiplication

4.OA.1Interpretamultiplicationequationasacomparison.4.OA.2Multiplytosolvewordproblemsinvolvingmultiplicativecomparison.4.NBT.5Multiplyawholenumberofuptofourdigitsbyaone-digitwholenumber,andmultiplytwotwo-digitnumbers,usingstrategiesbasedonplacevalueandthepropertiesofoperations.Illustrateandexplainthecalculationbyusingequations,rectangulararrays,and/orareamodels.

4.0

Thelearnerwill:o Selectthequickeststrategytousetosolvewordproblemsthatrequire

multiplyingwholenumbersuptofourdigitsbyone-digitwholenumbersormultiplyingtwotwo-digitnumbers.

3.5 Inadditiontoscore3.0performance,partialsuccessatscore4.0content

3.0

Thelearnerwill:o Multiplytosolvewordproblemsinvolvingmultiplicativecomparison.o Explainhowtomultiplyawholenumberofuptofourdigitsbyaone-digitwhole

numberandhowtomultiplytwotwo-digitnumbers.

2.5 Nomajorerrorsoromissionsregardingscore2.0content,andpartialsuccessatscore3.0content

2.0

Thelearnerwill:o Understandvocabulary,suchas:comparison,equation,four-digit,multiply,one-

digit,two-digit,wordproblem.o Interpretamultiplicationequationasacomparison.o Usearraysandequationstorepresentmultiplicationsituations.o Multiplyawholenumberofuptofourdigitsbyaone-digitwholenumber.o Multiplytwotwo-digitnumbers.

EXAMPLEASSESSMENT

Tracking Student Progress

MARZ ANO COMPENDIUM OF INSTRUCTIONAL STRATEGIES18

Charting Class ProgressThe teacher uses a whole-class tracking chart to create a snapshot of the progress of a group of students,

such as the following.

Tracking the progress of an entire class is different from charting the progress of a single student, primarily in that the chart typically shows what percentage of students scored at a proficient (3.0) level or above for a particular assessment. This type of aggregated data can provide teachers and administrators with a snapshot of the progress of entire grade levels or an entire school. Individual teachers or teams of teachers can use such aggregated data to identify future instructional emphases. If the aggregated data indicate that an insufficient percentage of students in a particular grade level are at or above the designated performance standard, then teachers at that grade level might mount a joint effort to enhance student progress for the measurement topic.

Teacher Actions• Selecting data points for whole-class tracking

• Adjusting instruction based on whole-class progress

60

Perc

ent P

rofic

ient

or

Ab

ove

40

80

100

Teacher Name: Mrs. Josey

Measurement Topic: Persuasive Essays

Class name/Subject: Language Arts Grading period: 3rd Quarter

Total number of students represented in graph: 95

0a b c d e f g h i j

Date

a. Holiday Essay (Jan 12) f. Seasonal Essay (Mar 9) b. Pollution Essay (Jan 23) g. Environmental Essay (Mar 21) c. Presidential Essay (Feb 3) h. d. Valentine Essay (Feb 14) i. e. Scientific Theory Essay (Feb 29) j.

20


Tracking Student Progress

MARZ ANO COMPENDIUM OF INSTRUCTIONAL STRATEGIES15

Charting Student ProgressThe teacher provides students with charts on which they can record their progress on a learning

goal over time, as in the following example.

The student sets a goal relative to a specific scale at the beginning of a unit or grading period and then tracks her scores on that scale. At the end of the unit or grading period, the teacher assigns a final or summative score to the student for the scale (see column S in the figure).

Because formative scores are designed to provide a view of students’ learning over time, it is useful to have students chart their own progress on the scale for each learning goal. To do so, the teacher provides a blank chart for each learning goal. Having each student keep track of his or her scores in this fashion provides a visual representation of his or her progress. It also allows for powerful discus-sions between teacher and students. The teacher can discuss progress with each student regarding each learning goal. Also, in a tracking system such as this one, the students and the teacher are better able to communicate with parents regarding the students’ progress in specific areas of information and skill. Finally, note that the chart has places for students to identify the progress they wish to make and the things they are willing to do to make that progress.

Name: Courtney

Learning Goal: Make and defend inferences about the Civil War.

My score at the beginning: 1.5 . My goal is to be at 3.0 by November 17 .

Specific things I am going to do to improve: Work 15 minutes three times a week.

2

0

Sco

re o

n Le

arni

ng G

oal

1

3

4

a b c d e f g h i S

Date

a. September 12 f. b. October 18 g. c. November 9 h. d. i. e. Summative Score: 3.0


STRATEGIESTHATAPPEARINALLTYPESOFLESSONSElement15Previewing

•  InvolvestheteacherengagingstudentsinacKviKesthathelpthemlinkwhattheyalreadyknowtothenewcontentabouttobeaddressedandfacilitatestheselinkages

Element16Highligh5ngCri5calContent

•  InvolvestheteacheridenKfyingimportantinformaKontowhichstudentsshouldpayparKcularaMenKon

Element17ReviewingContent

•  InvolvestheteacherengagingstudentsinabriefreviewofcontentthathighlightsthecriKcalinformaKon

Element18RevisingKnowledge

•  Involvestheteacherengagingstudentsinarevisionoftheirknowledgeofcontentaddressedinpreviouslessons

Element19Reflec5ngonLearning

•  InvolvestheteacherengagingstudentsinacKviKesthathelpthemreflectontheirlearningandthelearningprocess

Element20PurposefulHomework

•  InvolvestheteacherdesigninghomeworktohelpstudentsdeepentheirknowledgeofinformaKonalcontentorpracKceaskill,strategy,orprocess

Element21Elabora5ngonInforma5on

•  InvolvestheteacheraskingquesKonsorengagingstudentsinacKviKesthatrequireelaboraKveinferencesthatgobeyondwhatwasexplicitlytaught

Element22OrganizingStudentstoInteract

•  InvolvestheteacherorganizingstudentstointeractinathoughWulwaythatfacilitatescollaboraKon


MarzanoResearch2016ωmarzanoresearch.com 16

STRATEGIESFORCONTEXTElement23:No@cingWhenStudentsAreNotEngagedandReac@ng

•  involveateacherbeingawareofwhenstudentsarenotengagedornotreacKng.

Element24:IncreasingResponseRates

•  InvolvestheteachermonitoringresponseratesrefertohowmanystudentsarerespondingtoquesKonsandqueriesbytheteacher.ThestrategieswithinthiselementaregearedtowardgeXngasmanystudentsaspossibletoansweranygivenquesKon.

Element25:UsingPhysicalMovement

•  InvolvestheteacheraMendingtoPhysicalmovementstrategieshaveadirectconnecKontostudents’levelofenergy.

Element26:MaintainingaLivelyPace

•  involveacKonstakenbytheteacherwhichhaveanindirecteffectonstudents’energylevels.

Element27:Demonstra@ngIntensityandEnthusiasm

•  InvolvestheteacherrelaKngstronglytostudents’senseofintrigueaboutorinterestinthecontent.

Element28:Presen@ngUnusualInforma@on

•  InvolvestheteacherservingtosKmulatestudents’senseofintrigueaboutcontent.

Element29:UsingFriendlyControversy

•  InvolvestheteacherusingstrategieswithinthiselementtosKmulateintrigueandinterestinstudents.

Element30:UsingAcademicGames

•  Involvestheteacherintriguingstudentsbytheverystructureofacademicgames.Specifically,allgamesrequireasearchforsomethingthatismissingorunknownbutcircumstancesprovidecluesastohowtocompletethescenarioorganizingstudentstointeractinathoughWulwaythatfacilitatescollaboraKon

Element31:ProvidingOpportuni@esforStudentstoTalkaboutThemselves

•  TeachersinvolvestudentsinacKviKesthatallowthemtotalkaboutthemselves,theyperceivethattheyarewelcomeintheclass.

Element32:Mo@va@ngandInspiringStudents

•  ThiselementdirectlyfocusesonhighlevelsofmoKvaKonwiththeulKmategoalofinspiraKon.MoKvaKonandinspiraKonoccurwhenstudentshaveopportuniKestobeself-actualizedandwhentheyhaveopportuniKestobeconnectedtosomethinggreaterthanself.


Chapter11:Communica@ngHighExpecta@ons(Context)

Element41:Demonstra@ngValueandRespectforReluctantLearners

•  InvolvestheteachercommunicaKnghighexpectaKonsforallstudentsandensuringthatthosestudents,forwhomsomeeducatorshavelowexpectaKons,arecommunicatedwithinamannerthatletsthemknowtheyarevaluedandrespected.

Element42:AskingIn-DepthQues@onsofReluctantLearners

•  Oneofthemostcommonwaysthatteacherstreatlow-expectancystudentsdifferentlyisthattheydonotaskthemquesKonsthatareascomplexasthequesKonstheyaskotherstudents.Thisiscommonlydoneoutofadesirenottoembarrassstudents.

Element43:ProbingIncorrectAnswersWithReluctantLearners

•  InvolvestheteachercommunicaKnghighexpectaKonsforreluctantlearnersandinteracKngwiththeminarigorousmannerwhentheyrespondincorrectlytoaquesKon.


Chapter12:SystemChanges

Recommenda@on1:CreateaSystemThatEnsuresTeacherDevelopment

ThemostobvioussystemschangeimpliedbyTheNewArtandScienceofTeachingistosystemaKcallysupportteachergrowth.

Recommenda@on2:FocusonUnitPlanningasOpposedtoLessonPlanning

TeachersshouldplanfromtheperspecKveoftheunit,whichshouldprovideanoverarchingframeworkforinstrucKon.

Recommenda@on3:UseBlendedInstruc@on

Internet-basedmaterialsshouldbedesigneddirectlyfromproficiencyscales.

Recommenda@on4:EnsureaGuaranteedandViableCurriculumInvolvingCogni@veandMetacogni@veSkills

ThecogniKveandmetacogniKveskillsrepresentanexplicitcurriculumoftheirownthatshouldbetaughtandreinforcedthroughoutthevariousgradelevels.MetacogniKveskillsarethosethatallowustoexertexecuKvecontroloverthecomplextasksinwhichweengageCogniKveskillsare“thoseneededtoeffecKvelyprocessinformaKonandcompletetasks”

Recommenda@on5:RelyonClassroomMeasurement

Districtsandschoolscanrelyonclassroomassessmentstomeasurestudents’statusandgrowth,asopposedtoonlyusingtestsdesignedoutsideoftheclassroom.

Recommenda@on6:ChangeReportCards

Reexaminegradesandreportcards.Changethereportcardsusedtodemonstratestudents’statusandgrowth.

Recommenda@on7:AdjustSchedulingtoAddresstheDifferen@alEffec@venessofTeachers

WhileworkingtowardthegoalofenhancingtheeffecKvenessofallteachers,increasethenumberofopportuniKesstudentshavetoexperiencedirectinstrucKonfromhighlyeffecKveteachers.

Recommenda@on8:GraduallyMovetoaCompetency-BasedSystem

Studentsdonotmovetoahigherlevelofcontent(e.g.,movetofiHhgrademathemaKcs)unKltheyhavedemonstratedcompetenceatthelowerlevel(e.g.,demonstratedcompetenceatfourthgrademathemaKcs).AddiKonally,studentsareatlibertytomoveasquicklyorslowlythroughthelevelsasisnecessary.

20

MarzanoResearchLaboratory2013wmarzanoresearch.com

TammyHeflebower,Ed.D.,isahighlysought-aHerschoolleaderandconsultantwithvastexperiencesinurban,rural,andsuburbandistrictsthroughoutTheUnitedStates,Canada,Europe,andAustralia.Dr.Heflebowerhasservedasanaward-winningclassroomteacher,buildingleader,districtleader,regionalprofessionaldevelopmentdirector,andnaKonalandinternaKonaltrainer.Shehasalsobeenanadjunctprofessorofcurriculum,instrucKon,andassessmentatseveraluniversiKes,andaprominentmemberandleaderofnumerousstatewideandnaKonaleducaKonalorganizaKons.Sheisleadauthorofanaward-winningbookKtled,ASchoolLeader’sGuidetoStandards-BasedGrading,co-authorofCollabora(veTeamsThatTransformSchools:TheNextStepinPLCs,andTeaching&Assessing21stCenturySkills,aswellascontribuKngauthortooveradozenotherbooksandpublicaKons.Dr.HeflebowerholdsabachelorofartsfromHasKngsCollegewhereshewashonoredasOutstandingYoungAlumnaandinductedintotheathleKchalloffame.ShehasamasterofartsfromUNO,andhereducaKonaladministraKveendorsementanddoctoratefromUNL.

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