Marzano & Simms, 2013, p. 22.
When a teacher uses on-the-spot segments to create an effective classroom environment, the remaining lesson segments—involving routine events and addressing content—can operate within this environment. In figure 1.5, lesson segments involving routine events precede lesson segments addressing content because, in order to facilitate learning, teachers must first establish a safe, orderly, and predictable environment in which their students can learn comfortably. Unlike on-the-spot segments, teachers plan for routine event segments in advance (that is, in the weeks before school starts or before beginning a new unit). Once on-the-spot and routine event segments are firmly in place, a teacher has a strong foundation for addressing content.
To summarize, the framework for effective teaching includes three broad categories of lesson segments: (1) routine events, (2) content, and (3) on the spot. The corresponding design questions for each segment guide teachers in creating an effective classroom environment that facilitates learning.
Translating Research and Theory Into Practice
In the following chapters, we use the research and theory presented in this chapter and the research and theory from books such as The Art and Science of Teaching (Marzano, 2007) and Becoming a Reflective Teacher (Marzano, 2012) to create a unique approach to educational technology use. Our approach is grounded in a very comprehensive yet detailed model of effective teaching drawn from decades of research and thousands of studies. As mentioned in the introduction, throughout this book you will encounter comprehension questions to help you process the content presented as you progress through the remaining chapters. After completing each set of questions, you can check your answers with those in appendix A (page 151).
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