Source: Marzano, 2017, pp. 5–6.
Each of the ten design areas corresponds with a design question. These are a set of questions that help teachers plan units and lessons within those units. Table I.2 shows the design questions that correspond with each design area.
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 their peers and me? |
Source: Marzano, 2017, pp. 6–7.
Within the ten categories of teacher actions, we have organized sets of strategies in even more fine-grained categories, called elements. As teachers think about each design question, they can then consider specific elements within the design area.
Forty-Three Elements
The forty-three elements provide detailed guidance about the nature and purpose of a category of strategies. Table I.3 depicts the elements that correspond to each design area. For example, the design area of providing and communicating clear learning goals involves three elements.
• Providing scales and rubrics (element 1)
• Tracking student progress (element 2)
• Celebrating success (element 3)
As a teacher considers how to provide and communicate clear learning goals that help students understand the progression of knowledge he or she expects them to master and where they are along that progression (design question 1), the teacher might think more specifically about providing scales and rubrics, tracking student progress, and celebrating success. These are the elements within the first design area.
Finally, these forty-three elements encompass hundreds of specific instructional strategies.
General and Reading-Specific Strategies
Over 330 specific instructional strategies (embedded in the forty-three elements) have been articulated as a part of the general The New Art and Science of Teaching framework. (For detailed descriptions of the strategies articulated in the general model, see Marzano Research, n.d.) For example, Marzano Research (n.d.) articulated the following nine strategies for element 24—increasing response rates.
1. Random names
2. Hand signals
3. Response cards
4. Response chaining
5. Paired response
6. Choral response
7. Wait time
8. Elaborative interrogation
9. Multiple types of questions
Teachers can indeed use these nine strategies to increase students’ response rates. However, the articulation of these strategies in The New Art and Science of Teaching framework does not imply that they are the only strategies that can be used to increase students’ response rates. When applying The New Art and Science of Teaching to a specific content area (such as reading), there are additional, reading-specific strategies that teachers can use to increase students’ response rates. This book focuses on such strategies. For example, chapter 8 of this book describes the strategy of student-generated questions as a way to increase students’ response rates when asking and answering questions about a text. While student-generated questions is not articulated as a strategy in the general The New Art and Science of Teaching framework, it is a powerful reading strategy and is clearly associated with increasing students’ response rates to questions. Thus, it appears in our discussion
