model of effective instruction has been updated in several ways. I have added two categories ([1] Strategies That Appear in All Types of Lessons and [2] Assessment) and arranged the categories into three overarching segments: (1) feedback, (2) content, and (3) context. Feedback refers to the information loop between the teacher and the students that provides students with an awareness of what they should be learning and how they are doing. Content refers to lesson progression, which allows students to move from an initial understanding of context to application of content while continuously reviewing and upgrading their knowledge. Context refers to the following student psychological needs: engagement, order, a sense of belonging, and high expectations.
Additionally, I have rearranged some of the elements that appear in each design area to eliminate redundancy and added some new elements. As an example of rearrangement to eliminate redundancy, the element of organizing students to interact (now in the category Strategies That Appear in All Types of Lessons) is a combination of three separate content-related elements from the original framework: (1) organizing students to interact with new knowledge, (2) organizing students to practice and deepen knowledge, and (3) organizing students for cognitively complex tasks. New elements include generating and defending claims, motivating and inspiring students, and both elements within the Assessment category. The model now encompasses 43 elements and 332 strategies.
Perhaps the greatest change to the model is that it takes a student-outcomes perspective as opposed to the teacher-outcomes perspective of The Art and Science of Teaching. This focus on student outcomes makes intuitive sense since the instructional strategies are meant to generate certain mental states and processes in students’ minds to thus enhance their learning. Table I.1 depicts these specific mental states and processes.
Table I.1: Teacher Actions and Student Mental States and Processes
| Teacher Actions | Student Mental States and Processes | |
| Feedback | Providing and Communicating Clear Learning Goals | 1. Students understand the progression of knowledge they are expected to master and where they are along that progression. |
| Using Assessments | 2. Students understand how test scores and grades relate to their status on the progression of knowledge they are expected to master. | |
| Content | Conducting Direct Instruction Lessons | 3. When content is new, students understand which parts are important and how the parts fit together. |
| Conducting Practicing and Deepening Lessons | 4. After teachers present new content, students deepen their understanding and develop fluency in skills and processes. | |
| Conducting Knowledge Application Lessons | 5. After teachers present new content, students generate and defend claims through knowledge application tasks. | |
| Using Strategies That Appear in All Types of Lessons | 6. Students continually integrate new knowledge with old knowledge and revise their understanding accordingly. | |
| Context | Using Engagement Strategies | 7. Students are paying attention, energized, intrigued, and inspired. |
| Implementing Rules and Procedures | 8. Students understand and follow rules and procedures. | |
| Building Relationships | 9. Students feel welcome, accepted, and valued. | |
| Communicating High Expectations | 10. Typically reluctant students feel valued and do not hesitate to interact with the teacher or their peers. |
Source: Marzano, 2017.
The teacher actions and student mental states and processes translate nicely into a set of questions that help teachers plan units and lessons within those units. In The New Art and Science of Teaching, these are referred to as design questions. Table I.2 depicts these.
Table I.2: Design Questions
| Design Areas | Design Questions | |
| Feedback | 1. Providing and Communicating Clear Learning Goals | How will I communicate clear learning goals that help students understand the progression of knowledge they are expected to master and where they are along that progression? |
| 2. Using Assessments | How will I design and administer assessments that help students understand how their test scores and grades are related to their status on the progression of knowledge they are expected to master? | |
| Content | 3. Conducting Direct Instruction Lessons | When content is new, how will I design and deliver direct instruction lessons that help students understand which parts are important and how the parts fit together? |
| 4. Conducting Practicing and Deepening Lessons | After presenting content, how will I design and deliver lessons that help students deepen their understanding and develop fluency in skills and processes? | |
| 5. Conducting Knowledge Application Lessons | After presenting content, how will I design and deliver lessons that help students generate and defend claims through knowledge application? | |
| 6. Using Strategies That Appear in All Types of Lessons | Throughout all types of lessons, what strategies will I use to help students continually integrate new knowledge with old knowledge and revise their understanding accordingly? | |
| Context | 7. Using Engagement Strategies | What engagement strategies will I use to help students pay attention, be energized, be intrigued, and be inspired? |
| 8. Implementing Rules and Procedures | What strategies will I use to help students understand and follow rules and procedures? | |
| 9. Building Relationships | What strategies will I use to help students feel welcome, accepted, and valued? | |
| 10. Communicating High Expectations | What strategies will I use to help typically reluctant students feel valued and comfortable interacting with me and their peers? |
Source: Marzano, 2017.
These ten design questions and the general framework with the three categories provide a road map for lesson and unit planning that not only points to specific strategies but also ensures a focus on student outcomes.
Table I.3 (page 4) depicts the forty-three elements embedded in the ten design areas found within the three general categories, thus illustrating the comprehensive network of The New Art and Science of Teaching model.
Additionally, each element involves multiple strategies. In all, The New Art and Science of Teaching model includes over 332 specific instructional strategies embedded in the 43 elements. This brings us to the need for this handbook.
The Handbook
This handbook is set up to guide you through the model. The three categories make up the parts to this book. Each chapter covers a design area with elements assigned to their appropriate chapters. Within each element are strategies that will help you master the element. However, keep in mind that the strategies are not meant to be a checklist nor hard-and-fast rules to follow. The strategies can be effective means of implementing the goals of the element, but each teacher must discover what works best for him or her—make the art your own. The appendix (page 329) offers two reproducibles that support your implementation of each of the forty-three elements. “Tracking Progress Over Time” (page 330) helps teachers set goals related to their proficiency with each element and track their progress toward these goals over the course of a unit, semester, or year. The “Strategy Reflection Log” (page 331) provides teachers a space to write down their thoughts and reflect on the implementation process for specific strategies related to each element.
Decades of research have provided practical and actionable steps for implementation, and these are shared with you in the form of reproducibles, tips, and examples throughout the strategies. Many of these resources come from The Marzano Compendium of Instructional Strategies (Marzano Research, 2016), a rich, frequently
