000			05215cam a22003974i 4500
001			ocn962025733
003			OCoLC
005			20240726104615.0
008			161025s2017 inu b 001 0 eng
010			_a2016049161
020			_a9781943874965 _q((pa(print & electronic)rback)a((pa(print & electronic)rback)rint & (electronic)l(electronic)ctronic)rback)
029	1		_aAU@ _b000058923298
040			_aDLC _beng _erda _cDLC _dOCLCF _dYDX _dCSAIL _dOCLCO _dGZI _dZAC _dOCLCQ _dIWO _dOCLCO _dCTB _dSBI
042			_apcc
043			_an-us---
049			_aSBIM
050	0	0	_aLB1025 _b.N493 2017
100	1		_aMarzano, Robert J., _e1
245	1	0	_aThe new art and science of teaching /Robert J. Marzano.
250			_a[Revisedition. and expanded edition.
260			_aBloomington, Indiana : _bSolution Tree Press, _c(c)2017.
300			_a135 pages ; _c28 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_a2
505	0	0	_tThe Research Supporting the Model -- _tThe Major Features of The New Art and Science of Teaching -- _tThe Old and New Art and Science of Teaching -- _tA Framework for Change -- _tProviding and Communicating Clear Learning Goals -- _tProviding Scales and Rubrics -- _tTracking Student Progress -- _tCelebrating Success -- _tPlanning -- _tImplications for Change -- _tUsing Assessments -- _tUsing Informal Assessments of the Whole Class -- _tUsing Formal Assessments of Individual Students -- _tPlanning -- _tImplications for Change -- _tConducting Direct Instruction Lessons -- _tChunking Content -- _tProcessing Content -- _tRecording and Representing Content -- _tPlanning -- _tImplications for Change -- _tConducting Practicing and Deepening Lessons -- _tUsing Structured Practice Sessions -- _tExamining Similarities and Differences -- _tExamining Errors in Reasoning -- _tPlanning -- _tImplications for Change -- _tConducting Knowledge Application Lessons -- _tEngaging Students in Cognitively Complex Tasks -- _tProviding Resources and Guidance -- _tGenerating and Defending Claims -- _tPlanning -- _tImplications for Change -- _tUsing Strategies That Appear in All Types of Lessons -- _tPreviewing Strategies -- _tHighlighting Critical Information -- _tReviewing Content -- _tRevising Knowledge -- _tReflecting on Learning -- _tAssigning Purposeful Homework -- _tElaborating on Information -- _tOrganizing Students to Interact -- _tPlanning -- _tImplications for Change -- _tUsing Engagement Strategies -- _tNoticing and Reacting When Students Are Not Engaged -- _tIncreasing Response Rates -- _tUsing Physical Movement -- _tMaintaining a Lively Pace -- _tDemonstrating Intensity and Enthusiasm -- _tPresenting Unusual Information -- _tUsing Friendly Controversy -- _tUsing Academic Games -- _tProviding Opportunities for Students to Talk About Themselves -- _tMotivating and Inspiring Students -- _tPlanning -- _tImplications for Change -- _tImplementing Rules and Procedures -- _tEstablishing Rules and Procedures -- _tOrganizing the Physical Layout of the Classroom -- _tDemonstrating Withitness -- _tAcknowledging Adherence to Rules and Procedures -- _tAcknowledging Lack of Adherence to Rules and Procedures -- _tPlanning -- _tImplications for Change -- _tBuilding Relationships -- _tUsing Verbal and Nonverbal Behaviors That Indicate Affection for Students -- _tUnderstanding Students' Backgrounds and Interests -- _tDisplaying Objectivity and Control -- _tPlanning -- _tImplications for Change -- _tCommunicating High Expectations -- _tDemonstrating Value and Respect for Reluctant Learners -- _tAsking In-Depth Questions of Reluctant Learners -- _tProbing Incorrect Answers With Reluctant Learners -- _tPlanning -- _tImplications for Change -- _tMaking System Changes -- _tCreate a System That Ensures Teacher Development -- _tFocus on Unit Planning as Opposed to Lesson Planning -- _tUse Blended Instruction -- _tEnsure a Guaranteed and Viable Curriculum Involving Cognitive and Metacognitive Skills -- _tRely on Classroom Measurement -- _tChange Report Cards -- _tAdjust Scheduling to Address the Differential Effectiveness of Teachers -- _tGradually Move to a Competency-Based System -- _tConclusion.
520	0		_a"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. _cAMAZON
530			_a2 _ub
650		0	_aClassroom management _zUnited States.
650		0	_aEffective teaching _zUnited States.
650		0	_aLearning, Psychology of.
650		0	_aTeaching _xAids and devices.
942			_cBK _DLisa Lanpher _eD _hLB1025.3 _i2023-2024 _k0.00 _m2017 _QCC _RReplacement _2lcc _w27.86
999			_c72668 _d72668
902			_a1 _bCynthia Snell _c1 _dCynthia Snell