Tracking Teacher Actions: Using Friendly Controversy
Tracking Teacher Actions: Using Academic Games
Tracking Teacher Actions: Providing Opportunities for Students to Talk About Themselves
Tracking Teacher Actions: Motivating and Inspiring Students
8 Implementing Rules and Procedures
Element 33: Establishing Rules and Procedures
Element 34: Organizing the Physical Layout of the Classroom
Element 35: Demonstrating Withitness
Element 36: Acknowledging Adherence to Rules and Procedures
Element 37: Acknowledging Lack of Adherence to Rules and Procedures
Action Steps
Tracking Teacher Actions: Establishing Rules and Procedures
Tracking Teacher Actions: Organizing the Physical Layout of the Classroom
Tracking Teacher Actions: Demonstrating Withitness
Tracking Teacher Actions: Acknowledging Adherence to Rules and Procedures
Tracking Teacher Actions: Acknowledging Lack of Adherence to Rules and Procedures
Element 38: Using Verbal and Nonverbal Behaviors That Indicate Affection for Students
Element 39: Understanding Students’ Backgrounds and Interests
Element 40: Displaying Objectivity and Control
Action Steps
Tracking Teacher Actions: Using Verbal and Nonverbal Behaviors That Indicate Affection for Students
Tracking Teacher Actions: Understanding Students’ Backgrounds and Interests
Tracking Teacher Actions: Displaying Objectivity and Control
10 Communicating High Expectations
Element 41: Demonstrating Value and Respect for Reluctant Learners
Element 42: Asking In-Depth Questions of Reluctant Learners
Element 43: Probing Incorrect Answers With Reluctant Learners
Action Steps
Tracking Teacher Actions: Demonstrating Value and Respect for Reluctant Learners
Tracking Teacher Actions: Asking In-Depth Questions of Reluctant Learners
Tracking Teacher Actions: Probing Incorrect Answers With Reluctant Learners
Tracking Progress Over Time
Strategy Reflection Log
About the Author
Robert J. Marzano, PhD, is the cofounder and chief academic officer 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 forty books and two hundred articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The New Art and Science of Teaching, Leaders of Learning, Making Classroom Assessments Reliable and Valid, A Handbook for Personalized Competency-Based Education, and Teacher Evaluation That Makes a Difference. His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators.
Dr. Marzano received a bachelor’s degree from Iona College in New York, a master’s degree from Seattle University, and a doctorate from the University of Washington.
To learn more about Robert J. Marzano’s work, visit marzanoresearch.com.
Introduction
The New Art and Science of Teaching has a long history, dating back to the 1980s, when my colleagues and I synthesized the research and theory that would become the foundation for this book. In the ensuing years, my colleagues and I developed texts that explored research-supported instructional strategies—namely, Dimensions of Thinking (Marzano et al., 1988) and A Different Kind of Classroom (Marzano, 1992). However, some believed that the strategies themselves would guarantee enhanced student learning. As this is simply not the case, I set about to create an instructional model that would tie the strategies together in an interactive manner that would allow them to work in concert. And The Art and Science of Teaching (Marzano, 2007) was born.
As I have stated before, effective teaching is not merely following a set of preprogrammed instructional strategies. Rather, the strategies are techniques that the teacher uses to create lessons that optimize student learning. In this way, teachers are artists in using skill and savvy to develop unique creations that are not scripted but true to their individuality. And like any artist, teachers must continuously better their skill using the most up-to-date techniques based on research and theory. The New Art and Science of Teaching (Marzano, 2017) represents the current knowledge of effective teaching and draws from the past and is rooted in the present while turning an eye toward the future.
The New Art and Science of Teaching
The
