resource for K–12 teachers, instructional coaches, teacher mentors, and administrators to fully implement The New Art and Science of Teaching framework. This handbook is meant to set you up for success with this model, and as such, it provides you with a strong starting point from which to let your artistic instincts flourish.
Table I.3: Elements Within the Ten Design Areas
| Feedback | Content | Context |
| Providing and Communicating Clear Learning Goals1. Providing scales and rubrics2. Tracking student progress3. Celebrating successUsing Assessments4. Using informal assessments of the whole class5. Using formal assessments of individual students | Conducting Direct Instruction Lessons6. Chunking content7. Processing content8. Recording and representing contentConducting Practicing and Deepening Lessons9. Using structured practice sessions10. Examining similarities and differences11. Examining errors in reasoningConducting Knowledge Application Lessons12. Engaging students in cognitively complex tasks13. Providing resources and guidance14. Generating and defending claimsUsing Strategies That Appear in All Types of Lessons15. Previewing strategies16. Highlighting critical information17. Reviewing content18. Revising knowledge19. Reflecting on learning20. Assigning purposeful homework21. Elaborating on information22. Organizing students to interact | Using Engagement Strategies23. Noticing and reacting when students are not engaged24. Increasing response rates25. Using physical movement26. Maintaining a lively pace27. Demonstrating intensity and enthusiasm28. Presenting unusual information29. Using friendly controversy30. Using academic games31. Providing opportunities for students to talk about themselves32. Motivating and inspiring studentsImplementing Rules and Procedures33. Establishing rules and procedures34. Organizing the physical layout of the classroom35. Demonstrating withitness36. Acknowledging adherence to rules and procedures37. Acknowledging lack of adherence to rules and proceduresBuilding Relationships38. Using verbal and nonverbal behaviors that indicate affection for students39. Understanding students’ backgrounds and interests40. Displaying objectivity and controlCommunicating High Expectations41. Demonstrating value and respect for reluctant learners42. Asking in-depth questions of reluctant learners43. Probing incorrect answers with reluctant learners |
Source: Marzano, 2017.
Here you are given the science. Now, you provide the art.
PART I
Feedback
CHAPTER 1
Providing and Communicating Clear Learning Goals
Effective feedback begins with clearly defined and clearly communicated learning goals. The goal of this design area is for students to understand the progression of knowledge they are expected to master and where they are along that progression. Teachers are able to meet that goal by answering the question, 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? The three elements and associated strategies in this chapter help the teacher do just that.
Element 1: Providing Scales and Rubrics
An effective educator provides a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance relative to the learning goal. Research has shown that setting goals or objectives increases student achievement (Lipsey & Wilson, 1993; Walberg, 1999; Wise & Okey, 1983).
To be successful, students must understand what they are expected to achieve and how to get there. The best vehicle for delivering that knowledge is a proficiency scale. Element 1 underscores the necessity of providing both proficiency scales and rubrics; however, we will focus on proficiency scales here. A scale is more general and describes a progression of knowledge or skills. Rubrics are typically created for a specific project or task and describe details that are applied to the assignment rather than the skill. Figure 1.1 provides an example of a proficiency scale.
Figure 1.1: Sample proficiency scale for English language arts standard.
There are six strategies within this element.
1. Clearly articulating learning goals
2. Creating scales or rubrics for learning goals
3. Implementing routines for using targets and scales
4. Using teacher-created targets and scales
5. Creating student-friendly scales
6. Identifying individual student learning goals
The following sections will explore each strategy to provide you with guidelines to effectively implement this element. Read through each before creating a plan for your classroom. Teachers may use the strategies individually or in combination. Remember, these are not merely activities to be checked off; they are methods of creating a practice that combines your art with the science of providing scales and rubrics. Reflect on your use of each strategy by filling out the “Strategy Reflection Log” on page 331.
Clearly Articulating Learning Goals
Before we set learning goals, we must understand exactly what they are. Learning goals state what students will know or be able to do at the end of the learning period. They are not the activities or assignments; rather, these are tasks that are meant to support students in achieving the learning goals.
Teachers acquire the goals from their standards documents and write them in such a way that creates clarity for both teacher and student. Consider the following formats for learning goals.
Declarative knowledge: Students will understand _______________________________.
Procedural knowledge: Students will be able to _______________________________.
These two formats allow teachers to unpack sometimes complicated standards into simple sentences that clarify the action or knowledge a student is expected to be able to demonstrate at the end of the learning period. For example, “Students will understand how the antebellum period affected the Civil War,” or “Students will be able to design and execute an experiment that demonstrates Newton’s second law of motion.”
Teachers communicate these learning goals for each assignment. In turn, each assignment must directly relate to the learning goal. In this way, both teachers and students understand the purpose of an assignment.
Creating Scales or Rubrics for Learning Goals
Teachers embed the learning goal in a proficiency scale. The learning goal itself is the target for score 3.0. Teachers then articulate a simpler learning goal for score 2.0, and a more complex goal for score 4.0 (see figure 1.2).
Figure
