Coverart for item
The Resource A handbook for the art and science of teaching, Robert J. Marzano, John L. Brown

A handbook for the art and science of teaching, Robert J. Marzano, John L. Brown

Label
A handbook for the art and science of teaching
Title
A handbook for the art and science of teaching
Statement of responsibility
Robert J. Marzano, John L. Brown
Creator
Contributor
Subject
Genre
Language
eng
Summary
"Implementing the action steps from ASCD's best-seller The Art and Science of Teaching is much easier when you use this in-depth resource for workshops, professional learning communities, teacher training, and self-help. Hundreds of samples, guidelines, checklists, and activities help teachers in all grades and subjects become instant experts on Robert Marzano's breakthrough framework for effective instruction. A series of 25 modules equips any classroom teacher with a logical planning sequence that ensures you establish learning goals and track progress, help students interact with new knowledge, test hypotheses, and develop deep understandings, and Establish good classroom management and effective relationships with students. "
Related
Cataloging source
DLC
Dewey number
371.102
Illustrations
illustrations
Index
no index present
Intended audience
Professional
Intended audience source
Follett Library Resources
LC call number
LB1025.3
LC item number
.M342 2009
Literary form
non fiction
Nature of contents
  • bibliography
  • handbooks
Label
A handbook for the art and science of teaching, Robert J. Marzano, John L. Brown
Link
http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=017758367&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Instantiates
Publication
Copyright
Note
Companion volume to Marzano's The art and science of teaching
Bibliography note
Includes bibliographical references (page 317)
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • 1. What will I do to establish and communicate learning goals, track student progress, and celebrate success? : Establishing and communicating learning goals ; Designing and using formative assessments -- 2. What will I do to help students effectively interact with new knowledge? : Identifying critical-input experiences and using previewing strategies ; Using cooperative learning, curriculum chunking, and descriptions, discussions, and predictions ; Helping students elaborate on new content, summarize and represent their learning, and reflect on their learning -- 3. What will I do to help students practice and deepen their understanding of new knowledge? : Examining similarities and differences and identifying errors in thinking ; Helping students practice skills, strategies and processes ; Using homework and academic notebooks to deepen student understanding -- 4. What will I do to help students generate and test hypotheses about new knowledge? : Teaching students to support claims and assertions with evidence ; Hypothesis testing and higher-order thinking ; Engaging students in task design, cooperative learning, and self-evaluation -- 5. What will I do to engage students? : Using games and inconsequential competition to promote student engagement ; Rules of engagement: questioning, physical movement, and pacing ; Additional cognitive, affective, and social interaction strategies for promoting student engagement --
  • 6. What will I do to establish or maintain classroom rules and procedures? : Effective classroom organization ; Establishing and maintaining classroom rules and procedures -- 7. What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? : Acknowledging students' adherence to classroom rules and procedures ; Acknowledging students' lack of adherence to classroom rules and procedures -- 8. What will I do to establish and maintain effective relationships with students? : Communicating appropriate levels of concern and cooperation ; Communicating appropriate levels of guidance and control -- 9. What will I do to communicate high expectations for all students? : Identifying high-expectancy and low-expectancy students ; Changing behavior toward low-expectancy students -- 10. What will I do to develop effective lessons organized into a cohesive unit? : Identifying the focus of a unit ; Developing effective lessons
Dimensions
28 cm
Extent
319 pages
Isbn
9781416608189
Lccn
2009005307
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other physical details
illustrations
System control number
ocn305418272
Label
A handbook for the art and science of teaching, Robert J. Marzano, John L. Brown
Link
http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=017758367&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Publication
Copyright
Note
Companion volume to Marzano's The art and science of teaching
Bibliography note
Includes bibliographical references (page 317)
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • 1. What will I do to establish and communicate learning goals, track student progress, and celebrate success? : Establishing and communicating learning goals ; Designing and using formative assessments -- 2. What will I do to help students effectively interact with new knowledge? : Identifying critical-input experiences and using previewing strategies ; Using cooperative learning, curriculum chunking, and descriptions, discussions, and predictions ; Helping students elaborate on new content, summarize and represent their learning, and reflect on their learning -- 3. What will I do to help students practice and deepen their understanding of new knowledge? : Examining similarities and differences and identifying errors in thinking ; Helping students practice skills, strategies and processes ; Using homework and academic notebooks to deepen student understanding -- 4. What will I do to help students generate and test hypotheses about new knowledge? : Teaching students to support claims and assertions with evidence ; Hypothesis testing and higher-order thinking ; Engaging students in task design, cooperative learning, and self-evaluation -- 5. What will I do to engage students? : Using games and inconsequential competition to promote student engagement ; Rules of engagement: questioning, physical movement, and pacing ; Additional cognitive, affective, and social interaction strategies for promoting student engagement --
  • 6. What will I do to establish or maintain classroom rules and procedures? : Effective classroom organization ; Establishing and maintaining classroom rules and procedures -- 7. What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? : Acknowledging students' adherence to classroom rules and procedures ; Acknowledging students' lack of adherence to classroom rules and procedures -- 8. What will I do to establish and maintain effective relationships with students? : Communicating appropriate levels of concern and cooperation ; Communicating appropriate levels of guidance and control -- 9. What will I do to communicate high expectations for all students? : Identifying high-expectancy and low-expectancy students ; Changing behavior toward low-expectancy students -- 10. What will I do to develop effective lessons organized into a cohesive unit? : Identifying the focus of a unit ; Developing effective lessons
Dimensions
28 cm
Extent
319 pages
Isbn
9781416608189
Lccn
2009005307
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other physical details
illustrations
System control number
ocn305418272

Library Locations

    • Red Wing High SchoolBorrow it
      2451 Eagle Ridge Dr., Red Wing, MN, 55066, US
      44.53539 -92.51600

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