Element 11: Examining Errors in Reasoning
Summary
6 Conducting Knowledge Application Lessons
Element 12: Engaging Students in Cognitively Complex Tasks
Element 13: Providing Resources and Guidance
Element 14: Generating and Defending Claims
Summary
7 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
Summary
Part III: Context
8 Using Engagement Strategies
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
Summary
9 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
Summary
10 Building Relationships
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
Summary
11 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
Summary
12 Developing Expertise
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
Summary
Afterword
Appendix A: Framework Overview
Appendix B: Orthography Exercises
Exercise 1: Spelling English Phonemes
Exercise 2: Pronunciations
Exercise 3: Plurals
Exercise 4: Suffixes
Exercise 5: Permissible Spelling Patterns
Appendix C: Reading in the Disciplines
Appendix D: List of Figures and Tables
References and Resources
Index
About the Authors
Julia A. Simms is the director of content and resources at Marzano Research. A former classroom teacher, she and her team develop research-based resources and provide support to educators as they implement them. Her areas of expertise include effective instruction, learning progressions and proficiency scales, assessment and grading, argumentation and reasoning skills, and literacy development. She has coauthored eight books including Coaching Classroom Instruction, Vocabulary for the Common Core, Questioning Sequences in the Classroom, and A Handbook for High Reliability Schools.
Julia received a bachelor’s degree from Wheaton College and master’s degrees in educational administration and K–12 literacy from Colorado State University and the University of Northern Colorado.
Robert J. Marzano, PhD, is the cofounder and chief academic
