The new art and science of teaching /Robert J. Marzano.

Includes bibliographies and index.

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 -- A Framework for Change -- Providing and Communicating Clear Learning Goals -- Providing Scales and Rubrics -- Tracking Student Progress -- Celebrating Success -- Planning -- Implications for Change -- Using Assessments -- Using Informal Assessments of the Whole Class -- Using Formal Assessments of Individual Students -- Planning -- Implications for Change -- Conducting Direct Instruction Lessons -- Chunking Content -- Processing Content -- Recording and Representing Content -- Planning -- Implications for Change -- Conducting Practicing and Deepening Lessons -- Using Structured Practice Sessions -- Examining Similarities and Differences -- Examining Errors in Reasoning -- Planning -- Implications for Change -- Conducting Knowledge Application Lessons -- Engaging Students in Cognitively Complex Tasks -- Providing Resources and Guidance -- Generating and Defending Claims -- Planning -- Implications for Change -- Using Strategies That Appear in All Types of Lessons -- Previewing Strategies -- Highlighting Critical Information -- Reviewing Content -- Revising Knowledge -- Reflecting on Learning -- Assigning Purposeful Homework -- Elaborating on Information -- Organizing Students to Interact -- Planning -- Implications for Change -- Using Engagement Strategies -- Noticing and Reacting When Students Are Not Engaged -- Increasing Response Rates -- Using Physical Movement -- Maintaining a Lively Pace -- Demonstrating Intensity and Enthusiasm -- Presenting Unusual Information -- Using Friendly Controversy -- Using Academic Games -- Providing Opportunities for Students to Talk About Themselves -- Motivating and Inspiring Students -- Planning -- Implications for Change -- Implementing Rules and Procedures -- Establishing Rules and Procedures -- Organizing the Physical Layout of the Classroom -- Demonstrating Withitness -- Acknowledging Adherence to Rules and Procedures -- Acknowledging Lack of Adherence to Rules and Procedures -- Planning -- Implications for Change -- Building Relationships -- Using Verbal and Nonverbal Behaviors That Indicate Affection for Students -- Understanding Students' Backgrounds and Interests -- Displaying Objectivity and Control -- Planning -- Implications for Change -- Communicating High Expectations -- Demonstrating Value and Respect for Reluctant Learners -- Asking In-Depth Questions of Reluctant Learners -- Probing Incorrect Answers With Reluctant Learners -- Planning -- Implications for Change -- Making System Changes -- Create a System That Ensures Teacher Development -- Focus on Unit Planning as Opposed to Lesson Planning -- Use Blended Instruction -- Ensure a Guaranteed and Viable Curriculum Involving Cognitive and Metacognitive Skills -- Rely on Classroom Measurement -- Change Report Cards -- Adjust Scheduling to Address the Differential Effectiveness of Teachers -- Gradually Move to a Competency-Based System -- Conclusion.

"This title is a greatly expanded volume of the original Art and Science of Teaching, offering a framework for substantive change based on Marzano's 50 years of education research. While the previous model focused on teacher outcomes, the new version places focus on student outcomes, with strategies teachers can use to help students grasp the information and skills transferred through their instruction. Throughout the book, Marzano details the elements of three overarching categories of teaching, which define what must happen to optimize student learning: students must receive feedback, get meaningful content instruction, and have their basic psychological needs met"--Amazon.com.

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