Marzano Art and ScienceTeaching FrameworkLearning Map

Teacher Evidence Element 1• Teacher has learning goal posted• Learning goal is a clear statement of knowledge or

information (not activity)• Teacher makes reference to the learning goal

throughout the lesson• Teacher has a scale or rubric that relates to the learning

goal posted• Teacher makes reference to the scale or rubric

throughout the lessonStudent Evidence Element 1

• When asked, students can explain the learning goal, how their current activities relate to the learning goal, and the meaning of the levels of performance articulated in the scale or rubric

Teacher Evidence Element 2• Teacher helps student track their individual progress on

the learning goal• Uses formal and informal means to assign scores to

students on the scale or rubric showing status on the learning goal

• Teacher charts the progress of the entire class on the learning goal

Domain I: Classroom Strategies & BehaviorsLesson Segment: Involving Routine EventsDQ 1: Communicating Learning Goals and Feedback 1.Providing Clear Learning Goals and Scales (Rubrics)The teacher provides a clearly stated learning goal with scale or rubric the describes levels of performance relative to the goal 2. Tracking Student ProgressThe teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment

Lesson SegmentInvolving Routine Events

Teacher Evidence Element 4• Teacher involves students in designing classroom

routines• Teacher uses classroom meetings to review and

process rules and procedures• Teacher reminds student of rules and procedures• Teacher asks students to restate or explain rules and

procedures• Teacher provides cues or signals when a rule or

procedure should be used

Student Evidence Element 4• Students follow clear routines during class• When asked, students can describe established rules

and procedures• When asked, students describe the classroom as an

orderly place• Students recognize cues and signals by the teacher• Students regulate their own behavior

DQ 6: Establishing Rules & Procedures

4. Establishing Classroom RoutinesThe teacher reviews expectations regarding rules and procedures to ensure their effective execution

Lesson Segment: Addressing Content“Teaching the Thinking”

Teacher Evidence Element 9• Teacher stops at strategic points in a verbal

presentation, video, reading information or story, and/or providing demonstration

Student Evidence Element 9• When asked, students can explain why the teacher is

stopping at various points and the students know what is expected of them when the teacher stops at strategic points

Teacher Evidence Element 13• Teacher asks student to state or record what they are

clear about and what they are confused about, how hard they tried, what they might have done to enhance their learning

Student Evidence Element 13• When asked, students can explain what they are clear

about, what they are confused about. • When asked, students can describe how hard they

tried and what they could have done to enhance their learning

Lesson Segment: Addressing ContentDQ 2: Helping Students Interact with New Knowledge (Guided)

9. Chunking (modeling) Based on student needs, the teacher breaks the content into small chunks of information that can be easily processed by the students 13. Reflecting on Learning The teacher engages students I activities that help them reflect on their learning and the learning process

Lesson SegmentAddressing Content“Teaching the Thinking”

Teacher Evidence Element 15• Teacher organizes students into groups with the

expressed idea of deepening their knowledge of informational content, and/or practicing a skill, strategy, or process

Student Evidence Element 15• When asked, students explain how the group work

support their learning• While in groups, students interact in explicit ways to

deepen their knowledge of informational content or, practice a skill, strategy, or process ( asking each other questions, obtaining information from their peers)

Teacher Evidence Element 19• Teacher engages student I practice activities that are

appropriate to their current ability to execute a skill, strategy, or process (Guided if not able to perform, independent if student can perform)

Student Evidence Element 19• Students perform the skill, strategy, or process with

increased confidence

DQ 3: Helping Students Practice and Deepen New Knowledge(Independent) 15. Organize Students to Practice and Deepen Knowledge The teacher utilizes grouping in ways that facilitate practicing and deepening knowledge 19. Practicing Skills, Strategies, and ProcessesWhen content involves skill, strategy, or process, the teacher engages student in practice activities that help them develop fluency

Lesson SegmentAddressing Content“Teaching the Thinking”

Teacher Evidence Element 22• The teacher engages student with an explicit decision

making, problem- solving, experimental inquiry, or investigation task that requires them to generate and test hypotheses

• Teacher facilitates students generating their own individual or group task that requires them to test hypotheses

Student Evidence Element 22• Students are clearly working on tasks that require

them to generate and test hypotheses• When asked, students can explain the hypothesis was

confirmed or disconfirmed• Students artifacts indicate that they can engage in

decision making, problem solving, experimental inquiry, or investigation

DQ4: Helping Students Generate and Test Hypotheses (Autonomy) 22. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing

The teacher engages student in complex tasks (decision-making, problem solving, experimental inquiry, investigation) that require them to generate and test hypotheses