Strengthen science education practice based on Robert J. Marzano’s instructional framework, the New Art and Science of Teaching. Readers will learn 10 design areas within the categories of feedback, content, and context; examine proven instructional elements embedded in the framework; and gain strategies for improving teacher effectiveness and collaboration in the science classroom. Driven by data, this book positions teachers to nurture student success.
Teacher leaders can unite their teams to: - Understand the New Art and Science of Teaching model as it applies to science instruction
- Learn to engage and motivate students through a wide variety of instructional strategies
- Better utilize formal and informal assessments
- Improve the organization and layout of the classroom to facilitate student growth
- Understand how to implement the various guiding questions for curriculum design to best plan classroom strategies
Contents: Introduction
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 and Building Relationships
Chapter 9: Developing Expertise
Afterword
Appendix A: The New Art and Science of Teaching Framework Overview
Appendix B: List of Figures and Tables
References and Resources
Index
Brett Erdmann is assistant director of science at Adlai E. Stevenson High School in Lincolnshire, Illinois. In his role, he continues to teach AP biology while also supporting teacher development and helping to lead science department initiatives. Brett began his career in medical and laboratory sales but later attended graduate school to allow him to pursue his passion for teaching science. In addition to his assistant director role, Brett has sponsored many school clubs, served as the school’s community service coordinator, and developed a summer STEM research program.
Brett earned a bachelor’s degree in biology and pre-medicine from Augustana College (Rock Island, Illinois), a master’s degree in secondary education from Roosevelt University (Chicago, Illinois), and a master’s degree in educational leadership from American College of Education (Indianapolis, Indiana).
Steven M. Wood, PhD, is director of science at Adlai E. Stevenson High School in Lincolnshire, Illinois. In his role, he provides support and leadership for science learning, including the science faculty’s professional development. Steve began his career in the healthcare industry but soon realized that his passion was in helping students become better science learners. In addition to his science teaching and leadership roles, Steve has coached many athletic teams and led several international science travel courses. He is a member of many professional organizations.
Steve earned a bachelor’s degree in biology education from Taylor University, a master’s degree in biology from Northeastern Illinois University, and a doctorate in educational leadership and policy studies from Loyola University Chicago.
Troy Gobble is principal of Adlai E. Stevenson High School in Lincolnshire, Illinois. He previously served as assistant principal for teaching and learning at Stevenson. Troy taught science for 18 years and served as the science department chair for 8 years at Riverside Brookfield High School in Riverside, Illinois.
The U.S. Department of Education (USDE) describes Stevenson as “the most recognized and celebrated school in America,” and Stevenson is one of only three schools to win the USDE National Blue Ribbon Schools Award on four occasions. Stevenson was one of the first comprehensive schools that the USDE designated a New American High School as a model of successful school reform, and it is repeatedly cited as one of America’s top high schools and the birthplace of the Professional Learning Communities (PLCs) at Work® process.
Troy holds a master’s in educational administration from Benedictine University, a master’s in natural sciences (physics) from Eastern Illinois University, and a bachelor’s degree in secondary science education from the University of Illinois at Urbana-Champaign.
Robert J. Marzano, PhD, is cofounder and chief academic officer of Marzano Resources in Denver, Colorado. During his 50 years in the field of education, he has worked with educators as a speaker and trainer and has authored more than 50 books and 200 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include The New Art and Science of Teaching, Leaders of Learning, Making Classroom Assessments Reliable and Valid, The Classroom Strategies Series, Managing the Inner World of Teaching, A Handbook for High Reliability Schools, A Handbook for Personalized Competency-Based Education, and The Highly Engaged Classroom. His practical translations of the most current research and theory into classroom strategies are known internationally and are widely practiced by both teachers and administrators.
To learn more about Dr. Marzano, visit marzanoresources.com.
