Element 7: Processing Content
Element 8: Recording and Representing Content
Conclusion
4 Conducting Practicing and Deepening Lessons
Element 9: Using Structured Practice Sessions
Element 10: Examining Similarities and Differences
Element 11: Examining Errors in Reasoning
Conclusion
5 Conducting Knowledge Application Lessons
Element 12: Engaging Students in Cognitively Complex Tasks
Element 13: Providing Resources and Guidance
Element 14: Generating and Defending Claims
Conclusion
6 Using Strategies That Appear in All Types of Lessons
Element 15: Previewing Strategies
Element 16: Highlighting Critical Information
Element 17: Reviewing Content
Element 18: Revising Knowledge
Element 19: Reflecting on Learning
Element 20: Assigning Purposeful Homework
Element 21: Elaborating on Information
Element 22: Organizing Students to Interact
Conclusion
Element 23: Noticing and Reacting When Students Are Not Engaged
Element 24: Increasing Response Rates
Element 25: Using Physical Movement
Element 26: Maintaining a Lively Pace
Element 27: Demonstrating Intensity and Enthusiasm
Element 28: Presenting Unusual Information
Element 29: Using Friendly Controversy
Element 30: Using Academic Games
Element 31: Providing Opportunities for Students to Talk About Themselves
Element 32: Motivating and Inspiring Students
Conclusion
8 Implementing Rules and Procedures and Building Relationships
Element 34: Organizing the Physical Layout of the Classroom
Element 39: Understanding Students’ Backgrounds and Interests
Conclusion
Step 1: Conduct a Self-Audit
Step 2: Select Goal Elements and Specific Strategies
Step 3: Engage in Deliberate Practice and Track Progress
Step 4: Seek Continuous Improvement by Planning for Future Growth
Conclusion
Appendix A: Framework Overview
Appendix B: List of Figures and Tables
About the Authors
Kathy Tuchman Glass, MEd, a consultant, is an accomplished author and former classroom teacher with more than twenty-five years of experience in education. She provides professional development services to K–12 educators with a focus on areas concerning curriculum and instruction.
She is recognized for her expertise in differentiated instruction, standards work around English language arts, literacy, instructional strategies, assessments, and backward planning for unit and lesson design. She is a member of the International Literacy Association, the National Council of Teachers of English, the Association for Supervision and Curriculum Development (ASCD), and Learning Forward.
She earned a bachelor’s degree from Indiana University–Bloomington and a master’s degree in education from San Francisco State University.
To learn more about Kathy’s work, visit Glass Educational Consulting (www.kathyglassconsulting.com).
Robert J. Marzano, PhD, is the cofounder and CAO of Marzano Research in Denver, Colorado. During his fifty years in the field of education, he has worked with educators as a speaker and trainer and has authored more than fifty books and two hundred articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include Leading a High Reliability School, The New Art and Science of Teaching, and Making Classroom Assessments Reliable and Valid.
