The New Art and Science of Teaching Reading. Robert J. Marzano
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in All Types of Lessons
Source: Marzano, 2017, pp. 6–7.
Within the ten categories of teacher actions, we have organized sets of strategies in even more fine-grained categories, called elements. As teachers think about each design question, they can then consider specific elements within the design area.
Forty-Three Elements
The forty-three elements provide detailed guidance about the nature and purpose of a category of strategies. Table I.3 depicts the elements that correspond to each design area. For example, the design area of providing and communicating clear learning goals involves three elements.
• Providing scales and rubrics (element 1)
• Tracking student progress (element 2)
• Celebrating success (element 3)
As a teacher considers how to provide and communicate clear learning goals that help students understand the progression of knowledge he or she expects them to master and where they are along that progression (design question 1), the teacher might think more specifically about providing scales and rubrics, tracking student progress, and celebrating success. These are the elements within the first design area.
Finally, these forty-three elements encompass hundreds of specific instructional strategies.
General and Reading-Specific Strategies
Over 330 specific instructional strategies (embedded in the forty-three elements) have been articulated as a part of the general The New Art and Science of Teaching framework. (For detailed descriptions of the strategies articulated in the general model, see Marzano Research, n.d.) For example, Marzano Research (n.d.) articulated the following nine strategies for element 24—increasing response rates.
1. Random names
2. Hand signals
3. Response cards
4. Response chaining
5. Paired response
6. Choral response
7. Wait time
8. Elaborative interrogation
9. Multiple types of questions
Teachers can indeed use these nine strategies to increase students’ response rates. However, the articulation of these strategies in The New Art and Science of Teaching framework does not imply that they are the only strategies that can be used to increase students’ response rates. When applying The New Art and Science of Teaching to a specific content area (such as reading), there are additional, reading-specific strategies that teachers can use to increase students’ response rates. This book focuses on such strategies. For example, chapter 8 of this book describes the strategy of student-generated questions as a way to increase students’ response rates when asking and answering questions about a text. While student-generated questions is not articulated as a strategy in the general The New Art and Science of Teaching framework, it is a powerful reading strategy and is clearly associated with increasing students’ response rates to questions. Thus, it appears in our discussion of that element in this book. The same logic applies to our treatment of the other forty-two elements: we provide reading-specific strategies for each element of the general The New Art and Science of Teaching framework.
Table I.3: Elements Within the Ten Design Areas
| Feedback | Content | Context |
| Providing and Communicating Clear Learning Goals 1. Providing scales and rubrics 2. Tracking student progress 3. Celebrating success Using Assessments 4. Using informal assessments of the whole class 5. Using formal assessments of individual students | Conducting Direct Instruction Lessons 6. Chunking content 7. Processing content 8. Recording and representing content Conducting Practicing and Deepening Lessons 9. Using structured practice sessions 10. Examining similarities and differences 11. Examining errors in reasoning Conducting Knowledge Application Lessons 12. Engaging students in cognitively complex tasks 13. Providing resources and guidance 14. Generating and defending claims Using Strategies That Appear in All Types of Lessons 15. Previewing strategies 16. Highlighting critical information 17. Reviewing content 18. Revising knowledge 19. Reflecting on learning 20. Assigning purposeful homework 21. Elaborating on information 22. Organizing students to interact | Using Engagement Strategies 23. Noticing and reacting when students are not engaged 24. Increasing response rates 25. Using physical movement 26. Maintaining a lively pace 27. Demonstrating intensity and enthusiasm 28. Presenting unusual information 29. Using friendly controversy 30. Using academic games 31. Providing opportunities for students to talk about themselves 32. Motivating and inspiring students Implementing Rules and Procedures 33. Establishing rules and procedures 34. Organizing the physical layout of the classroom 35. Demonstrating withitness 36. Acknowledging adherence to rules and procedures 37. Acknowledging lack of adherence to rules and procedures Building Relationships 38. Using verbal and nonverbal behaviors that indicate affection for students 39. Understanding students’ backgrounds and interests 40. Displaying objectivity and control Communicating High Expectations 41. Demonstrating value and respect for reluctant learners 42. Asking in-depth questions of reluctant learners 43. Probing incorrect answers with reluctant learners |
Source: Marzano, 2017, p. 8.
Appendix A (page 165) presents an overview of the entire The New Art and Science of Teaching framework featuring the categories, design areas, and elements. This can serve as an advance organizer while reading this book.
The Need for Subject-Specific Models
General frameworks like The New Art and Science of Teaching certainly have their place in a teacher’s understanding of effective instruction. However, a content-specific model of instruction can be a useful supplement to the more general framework