By Robert J. Marzano
Notwithstanding school room educational innovations should still sincerely be in line with sound technological know-how and study, understanding while to exploit them and with whom is extra of an paintings. within the paintings and technological know-how of training: A complete Framework for powerful guideline, writer Robert J. Marzano provides a version for making sure caliber instructing that balances the need of research-based info with the both important have to comprehend the strengths and weaknesses of person scholars. He articulates his framework within the kind of 10 questions that symbolize a logical making plans series for profitable educational layout. For school room classes to be really powerful, educators needs to learn each component to the instructing approach with equivalent get to the bottom of. full of charts, rubrics, and organizers, this methodical, undemanding advisor can assist lecturers learn and enhance their wisdom and abilities, to allow them to in attaining that dynamic fusion of artwork and technology that leads to unparalleled instructing and awesome scholar fulfillment.
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Extra info for The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction
Present New Information in Small Chunks and Ask for Descriptions, Discussion, and Predictions There is only so much new information that a learner can ingest at one time. Learning proceeds more efficiently if students receive information in small chunks that are processed immediately. To facilitate this technique, the teacher identifies the chunks within a critical-input experience ahead of time. There are no set rules regarding how large or small a chunk should be. The teacher is the only one who can make this determination.
Indd 44 6/27/07 1:28:41 PM Chapter 2 45 information. After member A has summarized the content, members B and C add to what A has said. Each group also identifies elements about which they are confused. Next, the teacher takes questions from the whole class that help clarify the confusions identified in each group. Finally, she asks the whole class whether they have any predictions about what they might see in the next chunk. Next, the teacher presents another small chunk of information and asks member B of each group to summarize the content.
337) Previewing A second characteristic of a comprehensive approach to student interaction with content is that students are involved in some form of previewing activity prior to the actual presentation of content. Previewing refers to any activity that starts students thinking about the content they will encounter in a critical-input experience. These activities appear particularly useful for students who do not possess a great deal of background knowledge about the topic (Mayer, 1979; West & Fensham, 1976).