Читать книгу The New Art and Science of Teaching - Robert J Marzano - Страница 4
ОглавлениеTable of Contents
Introduction: The History of The New Art and Science of Teaching
The Research Supporting the Model
The Major Features of The New Art and Science of Teaching
The Old and New Art and Science of Teaching
1 Providing and Communicating Clear Learning Goals
Element 1: Providing Scales and Rubrics
Element 2: Tracking Student Progress
Element 3: Celebrating Success
Element 4: Using Informal Assessments of the Whole Class
Element 5: Using Formal Assessments of Individual Students
3 Conducting Direct Instruction Lessons
Element 8: Recording and Representing Content
Planning
Implications for Change
4 Conducting Practicing and Deepening Lessons
Element 9: Using Structured Practice Sessions
Element 10: Examining Similarities and Differences
Element 11: Examining Errors in Reasoning
Planning
Implications for Change
5 Conducting Knowledge Application Lessons
Element 12: Engaging Students in Cognitively Complex Tasks
Element 13: Providing Resources and Guidance
Element 14: Generating and Defending Claims
Planning
Implications for Change
6 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
Planning
Implications for Change
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
Planning
Implications for Change
8 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
Planning
Implications for Change
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
Planning
Implications for Change
10 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
Planning
Implications for Change
Recommendation 1: Create a System That Ensures Teacher Development
Recommendation 2: Focus on Unit Planning as Opposed to Lesson Planning
Recommendation 3: Use Blended Instruction
Recommendation 4: Ensure a Guaranteed and Viable Curriculum Involving Cognitive and Metacognitive Skills
Recommendation 5: Rely on Classroom Measurement
Recommendation 6: Change Report Cards
Recommendation 7: Adjust Scheduling to Address the Differential Effectiveness of Teachers
Recommendation 8: Gradually Move to a Competency-Based System
Conclusion
