![]() Marzano teacher effectiveness also includes the use of games and simulations to encourage student interest. ![]() The more engagement and ownership of the learning, the more students will retain. He also suggests that teachers should help students interact with new information by chunking smaller sections and then checking for understanding, using media, making predictions, and responding in writing. If students don’t understand, a teacher should need to go back and re-teach certain concepts. Teachers should also give positive feedback for student progress. To elaborate: Marzano believes that teachers who set goals and check for understanding will be effective. Establish and maintain classroom rules.Engage with students, allowing them to talk about themselves and noticing when they aren’t engaged.Provide students with simulations and low-stakes competition.Help students interact with new knowledge.Ensuring success with Marzano’s strategyĪccording to his research data, good, effective teachers: He also created an evaluation tool to measure the success of highly effective teachers.īelow, you’ll find an overview of his teachings and how you can employ his strategies. His Marzano Research website outlines his strategies and gives teachers and administrators tools to help teachers become more effective. A leading educational researcher and authored or co-author of more than 40 books and 150 articles, Marzano has provided a model for teaching effectiveness that many educators refer to during their practice. I was able to explain my choices, reflectively, and point to best practice "evidence" because I had my Quality Instruction Tool with me.In your studies, you’ll no doubt hear the name Robert Marzano. However, my administrator didn't understand something she had seen in my classroom. I was pleased with myself and my efforts. Remember me on the bench outside my principal's office? Well, that conference went well. It has helped them have better evaluative conferences with their administrators. I've loaned my ringed Quality Instruction Tool out to new teachers. It changed the depth of our coaching conversations, as well as the conversations they had with their administrators. So I created the "easy-to-go-to resources." And, I put it into the hands of my coachees and the new teachers I was mentoring! They needed to be able to say I think this lesson worked because "I used a classroom game to review the long division process!" (Marzano, design question # 3). Outside of me telling them "the answer," which is as far from coaching as a coach can get, they needed an easy-to-go-to resource at their finger tips. One of the difficulties I ran into as a coach is that teachers often had a hard time identifying what they did to make a lesson "work." They knew if it had or hadn't worked, and most often could describe why it didn't work, but not with a great degree of specificity. It spells out, succinctly, what they should expect to see from teachers and students during classroom observations and walk-throughs.Īs a literacy coach, coaching teachers in a voluntary model on quality instruction practices in their literacy workshops, I saw first hand the empowerment teachers feel when they can identify and then reflect on their teaching strategies. It also gives administrator's a framework for observation. What is powerful about Marzano's research and how it has been used in teacher evaluations all over the country is that it gives teachers a framework for describing, discussing, and defending their teaching practices. What I had prepared for this evaluation conference fell just short of my master's final theses, and my conference with my principal? Well, I felt like I was defending my doctoral thesis.okay so I exaggerate but, it sure did feel that way!īest practice, brain-based teaching strategies, Madeline Hunter, whole language, Multiple Intelligences, reading/writing/math workshop lesson structures.These buzz words all describe strategies for good teaching and successful student learning. Five years prior, I had presented anecdotal data to a different principal in order to document my students' successes and mine as a teacher. While waiting, I reflected on how the teacher evaluation process has changed over the last 5-7 years. I held my iobserve print out of my goals, my evaluation report form my school district requires, complete with colored graphs and reflection statements, and copies of the lesson plans (Marzano strategies identified in color) I had prepared and my principal had observed. I sat on the bench outside my principal's office.
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