In The New Art and Science of Teaching (2017), Bob Marzano provides a comprehensive model of instruction that represents a more expansive and updated version of his original 2007 text The Art and Science of Teaching. The title indicates that “research (in other words, science) must certainly guide good teaching, but teachers must also develop good teaching as art” (p. 18, 2018). Read more
Search Results Search term: instructional strategies
6 Steps to Empower Collaborative Teams to Learn New Instructional StrategiesCategories: PLC, School Improvement
Sharing the Burden of Professional Growth and Development between Principals and Peers
One of the challenges facing 21st-century leaders is helping teachers to grow and learn. Identifying the most promising, research-proven teaching strategies is not the problem. Recently, books such as Visible Learning for Teachers (Hattie, 2012), Teach like a Champion (Lemov, 2010), and Classroom Instruction That Works (Dean, Hubbell, Pitler, & Stone, 2010), and others have provided us with research that enables us to know which teaching strategies hold the most power to improve student learning. Helping teachers to adopt and use these strategies, however, can prove challenging for school leaders. Read more
The ‘Magical’ Balance Between Teacher Strategies and Student StrategiesCategories: Authors
Having observed teachers over many years, I’ve often contemplated what makes some classes magical. I believe that in these magical classes, teachers apply a balance between what I’ve termed teacher strategies and student strategies. I’ve developed these terms to highlight the difference between teachers’ instructional strategies, such as a jigsaw activity or anchor exercises and student strategies such as reciprocal teaching and explicit step-by-step instruction in math problem-solving. Read more
Using a Four-Phase Instructional Model to Plan and Teach for Lifelong LearningCategories: Authors
Based on Teaching for Lifelong Learning: How to Prepare Students for a Changing World
One of the special joys in life is watching a child or grandchild play sports, like baseball, soccer, or football. It is especially interesting to watch progress over several years. For example, let’s take baseball. During their younger years, children often play because they become interested in baseball and its physical activity, but at this early stage they are novices when it comes to the fundamentals.
As they get older, they become more skillful and learn the strategies of the game, especially with a good coach. Good coaches keep them interested in the game, encourage their improvement efforts, and help them learn and understand the fundamental rules of the game. After some time, with practice and understanding, they can get really good at playing the game. They need less coaching and more individual practice on their own. They are no longer learning new skills but refining their skills. Finally, they may get so good that they themselves become coaches and teachers, sharing what they know, staying at peak performance, and demonstrating their skill by performing well in every game.
These four phases of learning baseball – call them novice, apprentice, self-directed, and expert – characterize how we might also think about planning for good teaching and learning. What if we thought about planning and teaching units of study as a way of creating student curiosity and interest in learning? As a way to raise the level of learning over time? As a way to build more complex understanding and skill development? As a way to lead students towards greater opportunities for self-directed learning and high levels of performance? Read more
Metacognitive Strategies for Improving Students’ Mental HealthCategories: 21st Century Skills, Instruction, Social and Emotional Learning (SEL)
Now more than ever, students need skills, strategies, and mental processes to more effectively cope with the many challenges that COVID-19, racial inequities, and distance learning pose.
Although many educators teach a wide range of critical-thinking skills, problem-solving processes, and coping strategies, students often lack the ability to independently identify and apply the appropriate critical-thinking skill, problem-solving process, or coping strategy to help them stay calm, think clearly, and resolve conflicts. Read more