of Learning Goals
Cooperative Learning and Noncognitive Goals
Communicating Goals and Providing Feedback
Translating Research Into Classroom Practice
CHAPTER 2 DEVELOPING SPECIFIC LEARNING GOALS AND TASKS
Think in Terms of Two Types of Goals
Design Tasks to Accompany Learning Goals
Summary
Exercise 2.1: Learning Goals vs. Activities and Assignments
Exercise 2.2: Declarative vs. Procedural Knowledge
Exercise 2.3: Translating General Statements Into Learning Goals
Exercise 2.4: Designing Assessment Tasks for Learning Goals
Level 1: Retrieval
Level 2: Comprehension
Level 3: Analysis
Level 4: Knowledge Utilization
Summary
Exercise 3.1: Identifying Different Types of Retrieval Goals
Exercise 3.2: Identifying Different Types of Comprehension Goals
Exercise 3.3: Identifying Different Types of Analysis Goals
Exercise 3.4: Identifying Different Types of Knowledge Utilization Goals
CHAPTER 4 ORGANIZING LEARNING GOALS INTO A SCALE
Identify a Target Goal for the Class
Organize Learning Goals Into a Scale
Consider Noncognitive Goals
Summary
Exercise 4.1: Ordering Goals by Level of Difficulty
Exercise 4.2: Designing a Scale
Exercise 4.3: Designing Noncognitive Scales
CHAPTER 5 TEACHING IN ASYSTEM OF LEARNING GOALS
Learning Goals Over the Course of a Year
Learning Goals Within a Unit of Instruction
The Issue of Grading
Summary
Student Progress Chart
APPENDIX A: ANSWERS TO EXERCISES
Answers to Exercise 2.1: Learning Goals vs Activities and Assignments
Answers to Exercise 2.2: Declarative vs Procedural Knowledge
Answers to Exercise 2.3: Translating General Statements Into Learning Goals
Answers to Exercise 2.4: Designing Assessment Tasks for Learning Goals
Answers to Exercise 3.1: Identifying Different Types of Retrieval Goals
Answers to Exercise 3.2: Identifying Different Types of Comprehension Goals
Answers to Exercise 3.3: Identifying Different Types of Analysis Goals
Answers to Exercise 3.4: Identifying Different Types of Knowledge Utilization Goals
Answers to Exercise 4.1: Ordering Goals by Level of Difficulty
Answers to Exercise 4.2: Designing a Scale
Answers to Exercise 4.3: Designing Noncognitive Scales
APPENDIX B: WHAT IS AN EFFECT SIZE?
APPENDIX C: TERMS AND PHRASES FROM THENEW TAXONOMY
ABOUT THE AUTHOR
Dr. Robert J. Marzano is the cofounder and CEO of Marzano Research Laboratory in Denver, Colorado. Throughout his forty years in the field of education, he has become a speaker, trainer, and author of more than thirty books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include: Designing and Assessing Educational Objectives, Making Standards Useful in the Classroom, and The Art and Science of Teaching. His practical translations of the most current research and theory into classroom strategies are internationally
