04690oam 2200541 450 991082072050332120170523091559.01-283-24854-997866132485411-4166-0932-61-4166-0931-81-4166-0933-4(OCoLC)503584212(MiFhGG)GVRL3IHX(EXLCZ)99100000000078774320090206d2009 uy 0engurun|---uuuuatxtccrA handbook for the art and science of teaching /Robert J. Marzano and John L. BrownAlexandria, Va. Association for Supervision and Curriculum Developmentc2009Alexandria, Va. :Association for Supervision and Curriculum Development,2009.1 online resource (319 pages) illustrationsGale eBooksDescription based upon print version of record.1-4166-0818-4 Includes bibliographical references (p. 317).Cover; Title Page; Copyright; Dedication; Table of Contents; Module 1: Introduction; Design Question 1: What Will I Do to Establish and Communicate Learning Goals, Track Student Progress, and Celebrate Success?; Module 2: Establishing and Communicating Learning Goals; Module 3: Designing and Using Formative Assessments; Design Question 2: What Will I Do to Help Students Effectively Interact with New Knowledge?; Module 4: Identifying Critical-Input Experiences and Using Previewing Strategies; Module 5: Using Cooperative Learning, Curriculum Chunking, and Descriptions, Discussions,and PredictionsModule 6: Helping Students Elaborate on New Content, Summarize and Represent Their Learning, and Reflect on Their Learning Design Question 3: What Will I Do to Help Students Practice and Deepen Their Understanding of New Knowledge?; Module 7: Examining Similarities and Differences and Identifying Errors in Thinking; Module 8: Helping Students Practice Skills, Strategies, and Processes; Module 9: Using Homework and Academic Notebooks to Deepen Student Understanding; Design Question 4: What Will I Do to Help Students Generate and Test Hypotheses About New Knowledge?Module 10: Teaching Students to Support Claims and Assertions with Evidence Module 11: Hypothesis Testing and Higher-Order Thinking; Module 12: Engaging Students in Task Design, Cooperative Learning, and Self-Evaluation; Design Question 5: What Will I Do to Engage Students?; Module 13: Using Games and Inconsequential Competition to Promote Student Engagement; Module 14: Rules of Engagement: Questioning, Physical Movement, and Pacing; Module 15: Additional Cognitive, Affective, and Social Interaction Strategies for Promoting Student EngagementDesign Question 6: What Will I Do to Maintain Classroom Rules and Procedures?Module 16: Effective Classroom Organization; Module 17: Establishing and Maintaining Classroom Rules and Procedures; Design Question 7: What Will I Do to Recognize and Acknowledge Adherence and Lack of Adherence to Classroom Rules and Procedures?; Module 18: Acknowledging Students' Adherence to Classroom Rules and Procedures; Module 19: Acknowledging Students' Lack of Adherence to Classroom Rules and Procedures; Design Question 8: What Will I Do to Establish and Maintain Effective Relationships with Students?Module 20: Communicating Appropriate Levels of Concern and Cooperation Module 21: Communicating Appropriate Levels of Guidance and Control; Design Question 9: What Will I Do to Communicate High Expectations for All Students?; Module 22: Identifying High-Expectancy and Low-Expectancy Students; Module 23: Changing Behavior Toward Low-Expectancy Students; Design Question 10: What Will I Do to Develop Effective Lessons Organized into a Cohesive Unit?; Module 24: Identifying the Focus of a Unit; Module 25: Developing Effective Lessons; References; About the Authors; Search this BookRelated ASCD ResourcesA series of modules designed to help educators explore and put into practice the research findings presented in The Art and Science of Teaching.Effective teachingHandbooks, manuals, etcEffective teaching371.102Marzano Robert J626626Brown John L.1947-Association for Supervision and Curriculum Development.MiFhGGMiFhGGBOOK9910820720503321A handbook for the art and science of teaching4078377UNINA