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TABLE OF CONTENTS

Part I: Feedback
Chapter 1: Providing and Communicating Clear Learning Goals
Chapter 2: Using Assessments

Part II: Content
Chapter 3: Conducting Direct Instruction Lessons
Chapter 4: Conducting Practicing and Deepening Lessons
Chapter 5: Conducting Knowledge Application Lessons
Chapter 6: Using Strategies That Appear in All Types of Lessons

Part III: Context
Chapter 7: Using Engagement Strategies
Chapter 8: Implementing Rules and Procedures
Chapter 9: Building Relationships
Chapter 10: Communicating High Expectations

Appendix: Reproducibles

STUDY GUIDE

• The Handbook for the New Art and Science of Teaching study guide

PRINTABLE REPRODUCIBLES

Chapter 1

• Figure 1.4: Student Progress Chart
• Student Survey for Celebrating Success
• Student Survey for Providing Scales and Rubrics
• Student Survey for Tracking Student Progress
• Teacher Survey for Celebrating Success
• Teacher Survey for Providing Scales and Rubrics
• Teacher Survey for Tracking Student Progress
• Tracking Teacher Actions: Celebrating Success
• Tracking Teacher Actions: Providing Scales and Rubrics
• Tracking Teacher Actions: Tracking Student Progress

Chapter 2

• Figure 2.1: Student Assessment Scoring Sheet
• Figure 2.3: Student Observation Chart
• Student Survey for Formal Assessments of Individual Students
• Student Survey for Informal Assessments of the Whole Class
• Teacher Survey for Formal Assessments of Individual Students
• Teacher Survey for Informal Assessments of the Whole Class
• Tracking Teacher Actions: Using Formal Assessments of Individual Students
• Tracking Teacher Actions: Using Informal Assessments of the Whole Class

Chapter 3

• Figure 3.4: Discussing in Groups
• Figure 3.5: Think-Pair-Share Guidelines
• Figure 3.7: Informal Outline Template
• Figure 3.11: Combination Notes Organizer
• Figure 3.12: Sequence Graphic Organizer
• Figure 3.13: Description Graphic Organizer
• Figure 3.14: Comparison Graphic Organizer
• Figure 3.15: Causation Graphic Organizer
• Figure 3.16: Problem/Solution Graphic Organizer
• Figure 3.17: Sample Free-Flowing Web
• Figure 3.18: Template for a Page Entry in an Academic Notebook
• Student Survey for Chunking Content
• Student Survey for Processing Content
• Student Survey for Recording and Representing Content
• Teacher Survey for Chunking Content
• Teacher Survey for Processing Content
• Teacher Survey for Recording and Representing Content
• Tracking Teacher Actions: Chunking Content
• Tracking Teacher Actions: Processing Content
• Tracking Teacher Actions: Recording and Representing Content

Chapter 4

• Figure 4.1: Guided Practice Planning Guide
• Figure 4.2: Frequent Structured Practice Planning Chart
• Figure 4.3: Student Fluency Progress Chart
• Figure 4.7: Comparison Words and Phrases
• Figure 4.8: Double-Bubble Diagram Template
• Figure 4.9: Comparison Matrix Template
• Figure 4.10: Classification Chart Template
• Figure 4.14: Exercises for Practicing Identifying Errors in Reasoning
• Figure 4.15: Diagramming an Argument
• Metaphors
• Sentence-Stem Analogies
• Similes
• Student Survey for Examining Errors in Reasoning
• Student Survey for Examining Similarities and Differences
• Student Survey for Using Structured Practice Sessions
• Teacher Survey for Examining Errors in Reasoning
• Teacher Survey for Examining Similarities and Differences
• Teacher Survey for Using Structured Practice Sessions
• Table 4.1: Self-Analysis of Habits of Mind
• Tracking Teacher Actions: Examining Errors in Reasoning
• Tracking Teacher Actions: Examining Similarities and Differences
• Tracking Teacher Actions: Using Structured Practice Sessions
• Visual Analogies

Chapter 5

• Figure 5.1: Experimental-Inquiry Notes Template
• Figure 5.2: Problem-Solving Map
• Figure 5.3: Decision-Making Matrix Worksheet
• Figure 5.5: Invention Model Template
• Figure 5.9: Template for Classifying Information
• Figure 5.10: Student Self-Assessment for Formally Presenting Claims
• Student Survey for Engaging Students in Cognitively Complex Tasks
• Student Survey for Generating and Defending Claims
• Student Survey for Providing Resources and Guidance
• Teacher Survey for Engaging Students in Cognitively Complex Tasks
• Teacher Survey for Generating and Defending Claims
• Teacher Survey for Providing Resources and Guidance
• Tracking Teacher Actions: Engaging Students in Cognitively Complex Tasks
• Tracking Teacher Actions: Generating and Defending Claims
• Tracking Teacher Actions: Providing Resources and Guidance

Chapter 6

• Figure 6.1: Preview Question Handout
• Figure 6.2: Vocabulary Card Template
• Figure 6.3: Preassessment Reflection Worksheet
• Figure 6.5: Dramatic Instruction Handout
• Figure 6.6: Directions for Simple Advance Organizer
• Figure 6.8: Presented Problem Worksheet
• Figure 6.9: Planning Guide for Student Demonstrations
• Figure 6.10: Planning Guide for Practice Tests or Exercises
• Figure 6.11: Planning Guide for Questioning
• Figure 6.13: Worksheet for Peer Feedback of Academic Notebook Entries
• Figure 6.16: Knowledge Comparison Chart
• Figure 6.18: Categorization Exercise
• Figure 6.19: Worksheet for Practicing at Home
• Figure 6.22: Group Interaction Contract
• Figure 6.23: Fishbowl Group Observation Handout
• Figure 6.24: Sample Job Cards
• Figure 6.25: Buddy Chart
• Figure 6.27: Think-Pair-Share Activity Handout
• Figure 6.28: Student Tournament Scoring Chart
• Figure 6.29: Inside-Outside Circle Activity Handout
• Figure 6.30: Cooperative Learning Feedback Chart
• Figure 6.31: Peer Tutor Handout
• Figure 6.32: Accountability Handout for Working in Groups
• Figure 6.33: Group Reflection Worksheet
• Homework Tips for Parents and Guardians
• K-W-L Worksheet
• Relationship Card Activity
• Student Revision Guide
• Student Survey for Assigning Purposeful Homework
• Student Survey for Elaborating on Information
• Student Survey for Highlighting Critical Information
• Student Survey for Organizing Students to Interact
• Student Survey for Previewing Strategies
• Student Survey for Reflecting on Learning
• Student Survey for Reviewing Content
• Student Survey for Revising Knowledge
• Teacher Survey for Assigning Purposeful Homework
• Teacher Survey for Elaborating on Information
• Teacher Survey for Highlighting Critical Information
• Teacher Survey for Organizing Students to Interact
• Teacher Survey for Previewing Strategies
• Teacher Survey for Reflecting on Learning
• Teacher Survey for Reviewing Content
• Teacher Survey for Revising Knowledge
• Tracking Teacher Actions: Assigning Purposeful Homework
• Tracking Teacher Actions: Elaborating on Information
• Tracking Teacher Actions: Highlighting Critical Information
• Tracking Teacher Actions: Organizing Students to Interact
• Tracking Teacher Actions: Previewing Strategies
• Tracking Teacher Actions: Reflecting on Learning
• Tracking Teacher Actions: Reviewing Content
• Tracking Teacher Actions: Revising Knowledge
• What Do You Think You Know?

Chapter 7

• Classroom Feud Rules and Procedures
• Corners Activity Procedure
• Diagramming Perspectives
• Figure 7.2: Signaling Your Level of Understanding
• Figure 7.3: Tracking Sheet for Response Chaining
• Figure 7.4: Paired Response Prompts
• Figure 7.6: Planning Guide for Drama-Related Activity
• Figure 7.9: Permission Request Form Template
• Figure 7.11: Worksheet to Get Ready for a Guest Speaker
• Figure 7.13: Class Vote Tracking Sheet
• Figure 7.14: Seminar Job Cards
• Figure 7.15: Debate Reflection Guide
• Figure 7.20: Tracking Sheet for Questions into Games
• Figure 7.23: Worksheet for Life Connections
• Figure 7.25: Worksheet for Academic Goal Setting
• Figure 7.26: Worksheet for Inspirational Media
• Questions for Interest Surveys
• Questions for Personal Projects
• Student Survey for Demonstrating Intensity and Enthusiasm
• Student Survey for Increasing Response Rates
• Student Survey for Maintaining a Lively Pace
• Student Survey for Motivating and Inspiring Students
• Student Survey for Noticing When Students Are Not Engaged and Reacting
• Student Survey for Presenting Unusual Information
• Student Survey for Providing Opportunities for Students to Talk About Themselves
• Student Survey for Using Academic Games
• Student Survey for Using Friendly Controversy
• Student Survey for Using Physical Movement
• Teacher Survey for Demonstrating Intensity and Enthusiasm
• Teacher Survey for Increasing Response Rates
• Teacher Survey for Maintaining a Lively Pace
• Teacher Survey for Motivating and Inspiring Students
• Teacher Survey for Noticing When Students Are Not Engaged and Reacting
• Teacher Survey for Presenting Unusual Information
• Teacher Survey for Providing Opportunities for Students to Talk About Themselves
• Teacher Survey for Using Academic Games
• Teacher Survey for Using Friendly Controversy
• Teacher Survey for Using Physical Movement
• Tracking Teacher Actions: Demonstrating Intensity and Enthusiasm
• Tracking Teacher Actions: Increasing Response Rates
• Tracking Teacher Actions: Maintaining a Lively Pace
• Tracking Teacher Actions: Motivating and Inspiring Students
• Tracking Teacher Actions: Noticing and Reacting When Students Are Not Engaged
• Tracking Teacher Actions: Presenting Unusual Information
• Tracking Teacher Actions: Providing Opportunities for Students to Talk About Themselves
• Tracking Teacher Actions: Using Academic Games
• Tracking Teacher Actions: Using Friendly Controversy
• Tracking Teacher Actions: Using Physical Movement

Chapter 8

• Classroom Materials Checklist
• Décor Considerations for Elementary Classrooms
• Décor Considerations for Secondary Classrooms
• Figure 8.3: Gestures and Symbols for the Classroom
• Figure 8.4: Rating Sheet for Student Self-Assessment
• Figure 8.7: Planning Guide for Occupying the Whole Room Physically and Visually
• Figure 8.8: Plan for Graduated Actions
• Figure 8.10: Examples of Nonverbal Affirmations
• Figure 8.12: Template for a Daily Recognition Form
• Figure 8.13: Sample Reward Certificates
• Figure 8.14: Home Contact Log for Positive Behavior
• Figure 8.16: Examples of Nonverbal Cues
• Figure 8.17: Home Contingency Log
• Figure 8.18: Template for Overall Disciplinary Plan
• Student Survey for Acknowledging Adherence to Rules and Procedures
• Student Survey for Acknowledging Lack of Adherence to Rules and Procedures
• Student Survey for Demonstrating Withitness
• Student Survey for Establishing Rules and Procedures
• Student Survey for Organizing the Physical Layout of the Classroom
• Teacher Survey for Acknowledging Adherence to Rules and Procedures
• Teacher Survey for Acknowledging Lack of Adherence to Rules and Procedures
• Teacher Survey for Demonstrating Withitness
• Teacher Survey for Establishing Rules and Procedures
• Teacher Survey for Organizing the Physical Layout of the Classroom
• Tracking Teacher Actions: Acknowledging Adherence to Rules and Procedures
• Tracking Teacher Actions: Acknowledging Lack of Adherence to Rules and Procedures
• Tracking Teacher Actions: Demonstrating Withitness
• Tracking Teacher Actions: Establishing Rules and Procedures
• Tracking Teacher Actions: Organizing the Physical Layout of the Classroom

Chapter 9

• Figure 9.1: Template for Photo Bulletin Board
• Figure 9.3: Worksheet for Familiarity With Student Culture
• Figure 9.4: Worksheet for Autobiographical Metaphors and Analogies
• Figure 9.5: Worksheet for Independent Investigations
• Figure 9.7: Worksheet for Individual Student Learning Goals
• Figure 9.9: Identification Guide for Emotional Triggers
• Self-Monitoring Guide
• Student Survey for Displaying Objectivity and Control
• Student Survey for Understanding Students’ Backgrounds and Interests
• Student Survey for Using Verbal and Nonverbal Behaviors That Indicate Affection for Students
• Teacher Survey for Displaying Objectivity and Control
• Teacher Survey for Understanding Students’ Backgrounds and Interests
• Teacher Survey for Using Verbal and Nonverbal Behaviors That Indicate Affection for Students
• Tracking Teacher Actions: Displaying Objectivity and Control
• Tracking Teacher Actions: Understanding Students’ Backgrounds and Interests
• Tracking Teacher Actions: Using Verbal and Nonverbal Behaviors That Indicate Affection for Students

Chapter 10

• Figure 10.1: Log for Identifying Expectations
• Figure 10.2: Log for Identifying Differential Treatment
• Figure 10.6: Worksheet for Think-Pair-Share
• Follow-Up Questioning Log
• Student Survey for Asking In-Depth Questions of Reluctant Learners
• Student Survey for Demonstrating Value and Respect for Reluctant Learners
• Student Survey for Probing Incorrect Answers With Reluctant Learner
• Teacher Survey for Asking In-Depth Questions of Reluctant Learners
• Teacher Survey for Demonstrating Value and Respect for Reluctant Learners
• Teacher Survey for Probing Incorrect Answers With Reluctant Learners
• Temporary Opt-Out Tracking Log
• Tracking Teacher Actions: Asking In-Depth Questions of Reluctant Learners
• Tracking Teacher Actions: Demonstrating Value and Respect for Reluctant Learners
• Tracking Teacher Actions: Probing Incorrect Answers With Reluctant Learners

Appendix

• Strategy Reflection Log
• Tracking Progress Over Time

SUGGESTED RESOURCES

BOOKS

• Carleton, L., & Marzano, R. J. (2010). Vocabulary Games for the Classroom. Bloomington, IN: Marzano Research.
• Marzano, R. J. (2010). Formative Assessment and Standards-Based Grading. Bloomington, IN: Marzano Research.
• Marzano, R. J. (2017). The New Art and Science of Teaching. Bloomington, IN: Solution Tree Press.
• Marzano, R. J., & Heflebower, T. (2012). Teaching & Assessing 21st Century Skills. Bloomington, IN: Marzano Research.
• Marzano, R. J., & Marzano, J. S. (2015). Managing the Inner World of Teaching: Emotions, Interpretations, and Actions. Bloomington, IN: Marzano Research.
• Marzano, R. J., & Simms, J. A. (2014). Questioning Sequences in the Classroom. Bloomington, IN: Marzano Research.
• Marzano Research. (2016). Marzano Compendium of Instructional Strategies. Centennial, CO: Author.
• Scott, D., & Marzano, R. J. (2014). Awaken the Learner: Finding the Source of Effective Education. Bloomington, IN: Marzano Research.

WEBSITES

Chapter 2

• Poll Everywhere

Chapter 7

• BrainyQuote
• Mindset Works, “Mindset Assessments”
• The Quotations Page
• The Quote Garden
• SearchQuotes
• ThinkExist
• Wikiquote

Chapter 8

• Book Outlet
• Ebay
• Edgalaxy, “Classroom Posters”
• Freeology, “Classroom Signs”
• Kids Know It Network, “Free Educational Posters”
• Technology Rocks. Seriously., “School Signs”
• We Are Teachers, “Free Printables”

Chapter 9

• Brain Pickings, “Illustrated Six-Word Memoirs by Students from Grade School to Grad School”
• Six Words
• SMITH Magazine, “News from Schools”
• SMITH Magazine, “A Teaching Guide for Six-Word Memoirs: Not Quite What I Was Planning”