A Handbook for the Art and Science of Teaching

by Robert J. Marzano, John L. Brown

Overview

In A Handbook for the Art and Science of Teaching, Robert J. Marzano and John L. Brown help you explore and refine your instructional strategies, always with the goal of enhancing student achievement. As a companion volume to Marzano's The Art and Science of Teaching, the handbook is intended to be a guide for individual teachers, study groups, and professional developers working together to improve their teaching. It is organized into 25 modules, each related to one of the 10 design questions introduced in the earlier book. Each module begins with a series of reflection questions and concludes with a set of self-assessment questions that allow the reader to determine areas that might need further work. At the heart of each module are specific strategies for addressing the key components of effective teaching. Dozens of examples illustrate the strategies in action in elementary and secondary classrooms, in all subject areas. The strategies provide a thorough grounding in the science of teaching. How a teacher chooses to implement them constitutes the art of teaching. Both elements are necessary for improving student achievement and creating successful schools. For anyone committed to developing a wide range of teaching skills, this handbook is a welcome road map to best practices.

Product Details

ISBN-13:	9781416608189
Publisher:	ASCD
Publication date:	06/10/2009
Pages:	319
Sales rank:	1,066,002
Product dimensions:	8.40(w) x 10.80(h) x 0.70(d)

About the Author

Dr. Robert J. Marzano is CEO and co-founder of Marzano Research Laboratory, which specializes in school reform efforts to enhance student academic achievement. Over his 40 years in education, the central theme of his work has been translating research and theory into practical programs and tools for teachers and administrators. He is the author of more than 30 books, 150 articles, and more than 100 curriculum guides and related materials for teachers and students.

Table of Contents

Module 1: Introduction
Design Question 1: What Will I Do to Establish and Communicate Learning Goals, Track Student Progress, and Celebrate Success?
Module 2: Establishing and Communicating Learning Goals
Module 3: Designing and Using Formative Assessments
Design Question 2: What Will I Do to Help Students Effectively Interact with New Knowledge?
Module 4: Identifying Critical-Input Experiences and Using Previewing Strategies
Module 5: Using Cooperative Learning, Curriculum Chunking, and Descriptions, Discussions, and Predictions
Module 6: Helping Students Elaborate on New Content, Summarize and Represent Their Learning, and Reflect on Their Learning
Design Question 3: What Will I Do to Help Students Practice and Deepen Their Understanding of New Knowledge?
Module 7: Examining Similarities and Differences and Identifying Errors in Thinking
Module 8: Helping Students Practice Skills, Strategies, and Processes
Module 9: Using Homework and Academic Notebooks to Deepen Student Understanding
Design Question 4: What Will I Do to Help Students Generate and Test Hypotheses About New Knowledge?
Module 10: Teaching Students to Support Claims and Assertions with Evidence
Module 11: Hypothesis Testing and Higher-Order Thinking
Module 12: Engaging Students in Task Design, Cooperative Learning, and Self-Evaluation
Design Question 5: What Will I Do to Engage Students?
Module 13: Using Games and Inconsequential Competition to Promote Student Engagement
Module 14: Rules of Engagement: Questioning, Physical Movement, and Pacing
Module 15: Additional Cognitive, Affective, and Social Interaction Strategies for Promoting Student Engagement
Design Question 6: What Will I Do to Establish or Maintain Classroom Rules and Procedures?
Module 16: Effective Classroom Organization
Module 17: Establishing and Maintaining Classroom Rules and Procedures
Design Question 7: What Will I Do to Recognize and Acknowledge Adherence and Lack of Adherence to Classroom Rules and Procedures?
Module 18: Acknowledging Students' Adherence to Classroom Rules and Procedures
Module 19: Acknowledging Students' Lack of Adherence to Classroom Rules and Procedures
Design Question 8: What Will I Do to Establish and Maintain Effective Relationships with Students?
Module 20: Communicating Appropriate Levels of Concern and Cooperation
Module 21: Communicating Appropriate Levels of Guidance and Control Design Question 9: What Will I Do to Communicate High Expectations for All Students?
Module 22: Identifying High-Expectancy and Low-Expectancy Students
Module 23: Changing Behavior Toward Low-Expectancy Students
Design Question 10: What Will I Do to Develop Effective Lessons Organized into a Cohesive Unit?
Module 24: Identifying the Focus of a Unit
Module 25: Developing Effective Lessons
References
About the Authors