The Handbook for the New Art and Science of Teaching

This practical handbook will guide you through implementing competency-based education that improves student learning outcomes and academic achievement. Better understand and utilize the research-based instructional strategies and teaching methods of the Marzano framework in your classroom, school, or district.

Benefits

Learn the history of Robert J. Marzano’s framework of teaching methods first laid out in his best-selling The Art and Science of Teaching.
Thoroughly examine the updated The New Art and Science of Teaching framework for competency-based education.
Explore numerous instructional strategies that correspond to each of the 43 elements of The New Art and Science of Teaching.
Acquire examples that will assist in the realization of the instructional strategies discussed throughout the book.
Discover strategies that will improve both the mental and physical environment of the classroom to better support student success.
Reimagine how to develop relationships with students and generate student engagement.
Access free reproducibles that will assist in implementing The New Art and Science of Teaching framework in classrooms.

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Part I: Feedback
Chapter 1: Providing and Communicating Clear Learning Goals
Chapter 2: Using Assessments

Part II: Content
Chapter 3: Conducting Direct Instruction Lessons
Chapter 4: Conducting Practicing and Deepening Lessons
Chapter 5: Conducting Knowledge Application Lessons
Chapter 6: Using Strategies That Appear in All Types of Lessons

Part III: Context
Chapter 7: Using Engagement Strategies
Chapter 8: Implementing Rules and Procedures
Chapter 9: Building Relationships
Chapter 10: Communicating High Expectations

STUDY GUIDE

PRINTABLE REPRODUCIBLES

Figure 1.4: Student Progress Chart
Student Survey for Celebrating Success
Student Survey for Providing Scales and Rubrics
Student Survey for Tracking Student Progress
Teacher Survey for Celebrating Success
Teacher Survey for Providing Scales and Rubrics
Teacher Survey for Tracking Student Progress
Tracking Teacher Actions: Celebrating Success
Tracking Teacher Actions: Providing Scales and Rubrics
Tracking Teacher Actions: Tracking Student Progress

Figure 2.1: Student Assessment Scoring Sheet
Figure 2.3: Student Observation Chart
Student Survey for Formal Assessments of Individual Students
Student Survey for Informal Assessments of the Whole Class
Teacher Survey for Formal Assessments of Individual Students
Teacher Survey for Informal Assessments of the Whole Class
Tracking Teacher Actions: Using Formal Assessments of Individual Students
Tracking Teacher Actions: Using Informal Assessments of the Whole Class

Figure 3.4: Discussing in Groups
Figure 3.5: Think-Pair-Share Guidelines
Figure 3.7: Informal Outline Template
Figure 3.11: Combination Notes Organizer
Figure 3.12: Sequence Graphic Organizer
Figure 3.13: Description Graphic Organizer
Figure 3.14: Comparison Graphic Organizer
Figure 3.15: Causation Graphic Organizer
Figure 3.16: Problem/Solution Graphic Organizer
Figure 3.17: Sample Free-Flowing Web
Figure 3.18: Template for a Page Entry in an Academic Notebook
Student Survey for Chunking Content
Student Survey for Processing Content
Student Survey for Recording and Representing Content
Teacher Survey for Chunking Content
Teacher Survey for Processing Content
Teacher Survey for Recording and Representing Content
Tracking Teacher Actions: Chunking Content
Tracking Teacher Actions: Processing Content
Tracking Teacher Actions: Recording and Representing Content

Figure 4.1: Guided Practice Planning Guide
Figure 4.2: Frequent Structured Practice Planning Chart
Figure 4.3: Student Fluency Progress Chart
Figure 4.7: Comparison Words and Phrases
Figure 4.8: Double-Bubble Diagram Template
Figure 4.9: Comparison Matrix Template
Figure 4.10: Classification Chart Template
Figure 4.14: Exercises for Practicing Identifying Errors in Reasoning
Figure 4.15: Diagramming an Argument
Metaphors
Sentence-Stem Analogies
Similes
Student Survey for Examining Errors in Reasoning
Student Survey for Examining Similarities and Differences
Student Survey for Using Structured Practice Sessions
Teacher Survey for Examining Errors in Reasoning
Teacher Survey for Examining Similarities and Differences
Teacher Survey for Using Structured Practice Sessions
Table 4.1: Self-Analysis of Habits of Mind
Tracking Teacher Actions: Examining Errors in Reasoning
Tracking Teacher Actions: Examining Similarities and Differences
Tracking Teacher Actions: Using Structured Practice Sessions
Visual Analogies

Figure 5.1: Experimental-Inquiry Notes Template
Figure 5.2: Problem-Solving Map
Figure 5.3: Decision-Making Matrix Worksheet
Figure 5.5: Invention Model Template
Figure 5.9: Template for Classifying Information
Figure 5.10: Student Self-Assessment for Formally Presenting Claims
Student Survey for Engaging Students in Cognitively Complex Tasks
Student Survey for Generating and Defending Claims
Student Survey for Providing Resources and Guidance
Teacher Survey for Engaging Students in Cognitively Complex Tasks
Teacher Survey for Generating and Defending Claims
Teacher Survey for Providing Resources and Guidance
Tracking Teacher Actions: Engaging Students in Cognitively Complex Tasks
Tracking Teacher Actions: Generating and Defending Claims
Tracking Teacher Actions: Providing Resources and Guidance

Figure 6.1: Preview Question Handout
Figure 6.2: Vocabulary Card Template
Figure 6.3: Preassessment Reflection Worksheet
Figure 6.5: Dramatic Instruction Handout
Figure 6.6: Directions for Simple Advance Organizer
Figure 6.8: Presented Problem Worksheet
Figure 6.9: Planning Guide for Student Demonstrations
Figure 6.10: Planning Guide for Practice Tests or Exercises
Figure 6.11: Planning Guide for Questioning
Figure 6.13: Worksheet for Peer Feedback of Academic Notebook Entries
Figure 6.16: Knowledge Comparison Chart
Figure 6.18: Categorization Exercise
Figure 6.19: Worksheet for Practicing at Home
Figure 6.22: Group Interaction Contract
Figure 6.23: Fishbowl Group Observation Handout
Figure 6.24: Sample Job Cards
Figure 6.25: Buddy Chart
Figure 6.27: Think-Pair-Share Activity Handout
Figure 6.28: Student Tournament Scoring Chart
Figure 6.29: Inside-Outside Circle Activity Handout
Figure 6.30: Cooperative Learning Feedback Chart
Figure 6.31: Peer Tutor Handout
Figure 6.32: Accountability Handout for Working in Groups
Figure 6.33: Group Reflection Worksheet
Homework Tips for Parents and Guardians
K-W-L Worksheet
Relationship Card Activity
Student Revision Guide
Student Survey for Assigning Purposeful Homework
Student Survey for Elaborating on Information
Student Survey for Highlighting Critical Information
Student Survey for Organizing Students to Interact
Student Survey for Previewing Strategies
Student Survey for Reflecting on Learning
Student Survey for Reviewing Content
Student Survey for Revising Knowledge
Teacher Survey for Assigning Purposeful Homework
Teacher Survey for Elaborating on Information
Teacher Survey for Highlighting Critical Information
Teacher Survey for Organizing Students to Interact
Teacher Survey for Previewing Strategies
Teacher Survey for Reflecting on Learning
Teacher Survey for Reviewing Content
Teacher Survey for Revising Knowledge
Tracking Teacher Actions: Assigning Purposeful Homework
Tracking Teacher Actions: Elaborating on Information
Tracking Teacher Actions: Highlighting Critical Information
Tracking Teacher Actions: Organizing Students to Interact
Tracking Teacher Actions: Previewing Strategies
Tracking Teacher Actions: Reflecting on Learning
Tracking Teacher Actions: Reviewing Content
Tracking Teacher Actions: Revising Knowledge
What Do You Think You Know?

Classroom Feud Rules and Procedures
Corners Activity Procedure
Diagramming Perspectives
Figure 7.2: Signaling Your Level of Understanding
Figure 7.3: Tracking Sheet for Response Chaining
Figure 7.4: Paired Response Prompts
Figure 7.6: Planning Guide for Drama-Related Activity
Figure 7.9: Permission Request Form Template
Figure 7.11: Worksheet to Get Ready for a Guest Speaker
Figure 7.13: Class Vote Tracking Sheet
Figure 7.14: Seminar Job Cards
Figure 7.15: Debate Reflection Guide
Figure 7.20: Tracking Sheet for Questions into Games
Figure 7.23: Worksheet for Life Connections
Figure 7.25: Worksheet for Academic Goal Setting
Figure 7.26: Worksheet for Inspirational Media
Questions for Interest Surveys
Questions for Personal Projects
Student Survey for Demonstrating Intensity and Enthusiasm
Student Survey for Increasing Response Rates
Student Survey for Maintaining a Lively Pace
Student Survey for Motivating and Inspiring Students
Student Survey for Noticing When Students Are Not Engaged and Reacting
Student Survey for Presenting Unusual Information
Student Survey for Providing Opportunities for Students to Talk About Themselves
Student Survey for Using Academic Games
Student Survey for Using Friendly Controversy
Student Survey for Using Physical Movement
Teacher Survey for Demonstrating Intensity and Enthusiasm
Teacher Survey for Increasing Response Rates
Teacher Survey for Maintaining a Lively Pace
Teacher Survey for Motivating and Inspiring Students
Teacher Survey for Noticing When Students Are Not Engaged and Reacting
Teacher Survey for Presenting Unusual Information
Teacher Survey for Providing Opportunities for Students to Talk About Themselves
Teacher Survey for Using Academic Games
Teacher Survey for Using Friendly Controversy
Teacher Survey for Using Physical Movement
Tracking Teacher Actions: Demonstrating Intensity and Enthusiasm
Tracking Teacher Actions: Increasing Response Rates
Tracking Teacher Actions: Maintaining a Lively Pace
Tracking Teacher Actions: Motivating and Inspiring Students
Tracking Teacher Actions: Noticing and Reacting When Students Are Not Engaged
Tracking Teacher Actions: Presenting Unusual Information
Tracking Teacher Actions: Providing Opportunities for Students to Talk About Themselves
Tracking Teacher Actions: Using Academic Games
Tracking Teacher Actions: Using Friendly Controversy
Tracking Teacher Actions: Using Physical Movement

Classroom Materials Checklist
Décor Considerations for Elementary Classrooms
Décor Considerations for Secondary Classrooms
Figure 8.3: Gestures and Symbols for the Classroom
Figure 8.4: Rating Sheet for Student Self-Assessment
Figure 8.7: Planning Guide for Occupying the Whole Room Physically and Visually
Figure 8.8: Plan for Graduated Actions
Figure 8.10: Examples of Nonverbal Affirmations
Figure 8.12: Template for a Daily Recognition Form
Figure 8.13: Sample Reward Certificates
Figure 8.14: Home Contact Log for Positive Behavior
Figure 8.16: Examples of Nonverbal Cues
Figure 8.17: Home Contingency Log
Figure 8.18: Template for Overall Disciplinary Plan
Student Survey for Acknowledging Adherence to Rules and Procedures
Student Survey for Acknowledging Lack of Adherence to Rules and Procedures
Student Survey for Demonstrating Withitness
Student Survey for Establishing Rules and Procedures
Student Survey for Organizing the Physical Layout of the Classroom
Teacher Survey for Acknowledging Adherence to Rules and Procedures
Teacher Survey for Acknowledging Lack of Adherence to Rules and Procedures
Teacher Survey for Demonstrating Withitness
Teacher Survey for Establishing Rules and Procedures
Teacher Survey for Organizing the Physical Layout of the Classroom
Tracking Teacher Actions: Acknowledging Adherence to Rules and Procedures
Tracking Teacher Actions: Acknowledging Lack of Adherence to Rules and Procedures
Tracking Teacher Actions: Demonstrating Withitness
Tracking Teacher Actions: Establishing Rules and Procedures
Tracking Teacher Actions: Organizing the Physical Layout of the Classroom

Figure 9.1: Template for Photo Bulletin Board
Figure 9.3: Worksheet for Familiarity With Student Culture
Figure 9.4: Worksheet for Autobiographical Metaphors and Analogies
Figure 9.5: Worksheet for Independent Investigations
Figure 9.7: Worksheet for Individual Student Learning Goals
Figure 9.9: Identification Guide for Emotional Triggers
Self-Monitoring Guide
Student Survey for Displaying Objectivity and Control
Student Survey for Understanding Students’ Backgrounds and Interests
Student Survey for Using Verbal and Nonverbal Behaviors That Indicate Affection for Students
Teacher Survey for Displaying Objectivity and Control
Teacher Survey for Understanding Students’ Backgrounds and Interests
Teacher Survey for Using Verbal and Nonverbal Behaviors That Indicate Affection for Students
Tracking Teacher Actions: Displaying Objectivity and Control
Tracking Teacher Actions: Understanding Students’ Backgrounds and Interests
Tracking Teacher Actions: Using Verbal and Nonverbal Behaviors That Indicate Affection for Students

Figure 10.1: Log for Identifying Expectations
Figure 10.2: Log for Identifying Differential Treatment
Figure 10.6: Worksheet for Think-Pair-Share
Follow-Up Questioning Log
Student Survey for Asking In-Depth Questions of Reluctant Learners
Student Survey for Demonstrating Value and Respect for Reluctant Learners
Student Survey for Probing Incorrect Answers With Reluctant Learner
Teacher Survey for Asking In-Depth Questions of Reluctant Learners
Teacher Survey for Demonstrating Value and Respect for Reluctant Learners
Teacher Survey for Probing Incorrect Answers With Reluctant Learners
Temporary Opt-Out Tracking Log
Tracking Teacher Actions: Asking In-Depth Questions of Reluctant Learners
Tracking Teacher Actions: Demonstrating Value and Respect for Reluctant Learners
Tracking Teacher Actions: Probing Incorrect Answers With Reluctant Learners

Strategy Reflection Log
Tracking Progress Over Time

SUGGESTED RESOURCES

Carleton, L., & Marzano, R. J. (2010). Vocabulary Games for the Classroom. Bloomington, IN: Marzano Research.
Marzano, R. J. (2010). Formative Assessment and Standards-Based Grading. Bloomington, IN: Marzano Research.
Marzano, R. J. (2017). The New Art and Science of Teaching. Bloomington, IN: Solution Tree Press.
Marzano, R. J., & Heflebower, T. (2012). Teaching & Assessing 21st Century Skills. Bloomington, IN: Marzano Research.
Marzano, R. J., & Marzano, J. S. (2015). Managing the Inner World of Teaching: Emotions, Interpretations, and Actions. Bloomington, IN: Marzano Research.
Marzano, R. J., & Simms, J. A. (2014). Questioning Sequences in the Classroom. Bloomington, IN: Marzano Research.
Marzano Research. (2016). Marzano Compendium of Instructional Strategies. Centennial, CO: Author.
Scott, D., & Marzano, R. J. (2014). Awaken the Learner: Finding the Source of Effective Education. Bloomington, IN: Marzano Research.

BrainyQuote
Mindset Works, “Mindset Assessments”
The Quotations Page
The Quote Garden
SearchQuotes
ThinkExist
Wikiquote

Book Outlet
Ebay
Edgalaxy, “Classroom Posters”
Freeology, “Classroom Signs”
Kids Know It Network, “Free Educational Posters”
Technology Rocks. Seriously., “School Signs”
We Are Teachers, “Free Printables”

Brain Pickings, “Illustrated Six-Word Memoirs by Students from Grade School to Grad School”
Six Words
SMITH Magazine, “News from Schools”
SMITH Magazine, “A Teaching Guide for Six-Word Memoirs: Not Quite What I Was Planning”

The Handbook for the New Art and Science of Teaching

Get your copy today

TABLE OF CONTENTS

STUDY GUIDE

PRINTABLE REPRODUCIBLES

SUGGESTED RESOURCES