The Art and Science of Teaching

1. The Art and Science of Teaching Robert Marzano

3. Routine Segments Design Question #1: What will I do to establish and communicate learning goals, track student progress, and celebrate success?

4. Domain 1: Classroom Strategies and BehaviorsRoutine Segments 1. Providing clear learning goals and scales (rubrics) 2. Tracking student progress 3. Celebrating success

5. Classroom scenario • Mr Hutchins begins his unit on Hiroshima and Nagasaki • Goal1: understand the major events leading up to the development of atomic bomb. • Goal2: factors involved in the decision to use atomic on Hiroshima • Goal3: students will understand the effects of using this weapon on people and outcome of the war Students will be able __________ Students will understand_____________

6. activities • Whole- class discussion • Passing out a work sheet • For each learning goal, he specified rubric that spells out specific levels of understanding. • He assesses students’ progress on the learning goals using formative assessments, quizzes tests, brief discussion

7. Content segments Design Question #2: What will I do to help students effectively interact with new knowledge?

8. Action plan 1. Identifying critical information 2. Organizing students to interact with new knowledge 3. Previewing new content 4. Chunking content into “digestible bites” 5. Processing new information 6. Elaborating on new information 7. Recording and representing knowledge 8. Reflecting on learning

9. activities • View video on Hiroshima and Nagasaki. • Have the students read or seen anything about these two cities • Then he briefly summarizes on the whiteboard • Organize them in groups and to record their ideas in their notebook as they watch and discuses

10. Design Question #3content segment Design Question #3: What will I do to help student practice and deepen their understanding of newknowledge?

11. Reviewing content • Organizing students to practice and deepen knowledge • Using homework • Examining similarities and differences • Examining errors in reasoning • Practicing skills, strategies, and processes • Revising knowledge

12. content segment • Design Question #4: What will I do to help students generate and test hypotheses about new knowledge?

13. Action plan • Organizing students for cognitively complex tasks • Engaging students in cognitively complex tasks involving hypothesis generation and testing • Providing resources and guidance

14. Design Question #5 Design Question #5: What will I do to engage students?

15. Action plan 1. Noticing when students are not engaged 2. Using academic games 3. Managing response rates 4. Using physical movement 5. Maintaining a lively pace 6. Demonstrating intensity and enthusiasm 7. Using friendly controversy 8. Providing opportunities for students to talk about themselves 9. Presenting unusual or intriguing information

16. Design Question #6:Routine Segments • Design Question #6: What will I do to establish and maintain classroom rules and procedures?

17. Action plan • Establishing classroom rules and procedures • Organizing the physical layout of the classroom • Mr. Hutchins spends substantial time crafting classroom rules and procedures during the first week of school

18. Segments Enacted on the Spot • Design Question #7: What will I do to recognize and acknowledge adherence or lack of adherence to rules and procedures?

19. Segments Enacted on the Spot • Demonstrating “withitness” • Applying consequences for lack of adherence to rules and procedures • Acknowledging adherence to rules and procedures

20. Segments Enacted on the Spot • Design Question #8: What will I do to establish and maintain effective relationships with students?

21. Action plan • Understanding students’ interests and background • Using verbal and nonverbal behaviors that indicate affection for students • Displaying objectivity and control

22. Design Question #9 • Design Question #9: What will I do to communicate high expectations for all students?

23. Action plan • Demonstrating value and respect for low-expectancy students • Asking questions of low-expectancy students • Probing incorrect answers with low-expectancy students