The Art and Science of Teaching

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The Art and Science of Teaching

• Robert Marzano

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(No Transcript)
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Routine Segments

• Design Question 1
• What will I do to establish and communicate
  learning goals, track student progress, and
  celebrate success?

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Domain 1 Classroom Strategies and
BehaviorsRoutine Segments

• 1. Providing clear learning goals and scales
  (rubrics)
• 2. Tracking student progress
• 3. Celebrating success

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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_____________

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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

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Content segments

• Design Question 2 What will I do to help
  students effectively interact with new knowledge?

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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

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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

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Design Question 3content segment

• Design Question 3 What will I do to help
  student practice and deepen their understanding
  of newknowledge?

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1. Reviewing content
2. Organizing students to practice and deepen
   knowledge
3. Using homework
4. Examining similarities and differences
5. Examining errors in reasoning
6. Practicing skills, strategies, and processes
7. Revising knowledge

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content segment

• Design Question 4 What will I do to help
  students generate and test hypotheses about new
  knowledge?

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Action plan

1. Organizing students for cognitively complex
   tasks
2. Engaging students in cognitively complex tasks
   involving hypothesis generation and testing
3. Providing resources and guidance

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Design Question 5

• Design Question 5
• What will I do to engage students?

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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

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Design Question 6Routine Segments

• Design Question 6 What will I do to establish
  and maintain classroom rules and procedures?

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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

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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?

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Segments Enacted on the Spot

• Demonstrating withitness
• Applying consequences for lack of adherence to
  rules and procedures
• Acknowledging adherence to rules and procedures

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Segments Enacted on the Spot

• Design Question 8 What will I do to establish
  and maintain effective relationships with
  students?

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Action plan

1. Understanding students interests and background
2. Using verbal and nonverbal behaviors that
   indicate affection for students
3. Displaying objectivity and control

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Design Question 9

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

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Action plan

1. Demonstrating value and respect for
   low-expectancy students
2. Asking questions of low-expectancy students
3. Probing incorrect answers with low-expectancy
   students