Robert J. Marzano

Jennifer S. Norford

Mike Ruyle

The New Art and Science of Classroom Assessment

Formative assessment & standards-based grading

Formative Assessment & Standards-Based Learning

Richard DuFour

For many years, the authors have been cotravelers on the journey to help educators improve their schools. As Dr. DuFour has focused on bringing the professional learning community process to life in schools, he has relied heavily on Dr. Marzano's vast research on effective teaching and effective leadership. Both have come to the conclusion that the best environment for great teaching and leading is a powerful PLC. In their first coauthored book, Dr. DuFour and Dr. Marzano have combined their passions to articulate how effective leaders foster continuous improvement at the district, school, and classroom levels. The book focuses on district leadership, principal leadership, and team leadership, and addresses how individual teachers can be most effective in leading students—by learning with colleagues how to implement the most promising pedagogy in their classrooms. The authors argue that no single person has all the knowledge, skills, and talent to lead a district, improve a school, or meet all the needs of every child in his or her classroom. Instead, it will take a collaborative effort and widely dispersed leadership to meet the challenges confronting schools.

How District, School, and Classroom Leaders Improve Student Achievement

Leaders of Learning

Learn from the world’s best education researchers, theorists, and staff developers as they present recommendations on effective instruction. The book provides a comprehensive view of instruction from a theoretical, systemic, and classroom perspective. The authors’ diverse expertise delivers a wide range of ideas and strategies.

On Excellence in Teaching

Barry Beers

Many teachers are trained to approach their work with a set of teaching strategies and lessons that changes little over time. Because they are focused on how they teach, rather than on how their students learn, they use the same techniques day after day, making no adjustments for students' different learning needs. In "Learning-Driven Schools: A Practical Guide for Teachers and Principals," Barry Beers shows how teachers can plan, teach, and assess for student learning--and how principals can support teachers in their efforts. The book includes * An overview of the research on knowledge retention; * Real-life samples of lesson plans that address state and local standards; * Strategies on accurately assessing student learning; * Advice for teachers on addressing the needs of struggling, intermediate, and advanced students at the same time; and * Advice for administrators on conducting effective classroom observations. A rallying cry and how-to guide rolled into one, this book is an invaluable resource for anyone passionate about learning. Having served as a veteran teacher and principal himself, Barry Beers brings his own experience and understanding to bear on the essential task of ensuring that student learning remains the clear focus of our schools.

A Practical Guide for Teachers and Principals

Learning-driven Schools

Provides information on how to use sustained silent reading and instruction in subject-specific vocabulary terms to attain academic achievement.

Research on what Works in Schools

Building Background Knowledge for Academic Achievement

"In this follow-up to What Works in Schools, Robert J. Marzano analyzes research from more than 100 studies on classroom management to discover the answers to these questions and more. He then applies these findings to a series of "Action Steps"-specific strategies that educators can use to: get the classroom management effort off to a good start, establish effective rules and procedures, implement appropriate disciplinary interventions, foster productive student-teacher relationships, develop a positive "mental set", help students contribute to a positive learning environment, and activate schoolwide measures for effective classroom management. Marzano and his co-authors Jana S. Marzano and Debra J. Pickering provide real stories of teachers and students in classroom situations to help illustrate how the action steps can be used successfully in different situations. In each chapter, they also review the strengths and weaknesses of programs with proven track records."--Cover.

Research-based Strategies for Every Teacher

Classroom Management that Works

Jane E. Pollock

Debra Pickering

How do you bring research findings into the classroom and how do you find the time to research the research? In this valuable resource, the authors have examined decades of research findings to distill the results into nine categories of teaching strategies that have positive effects on student learning.

Research-based Strategies for Increasing Student Achievement

Classroom Instruction that Works

Construct a strong foundation for literacy development and academic achievement. Based on a robust analysis of high-frequency words, Dr. Robert J. Marzano identifies more than 8,000 basic, advanced, and academic vocabulary terms for grades K-5. The terms are organized into 444 semantic clusters, which have been carefully curated to provide a rich semantic context for students and aid their learning. Use this resource to help students learn a tiered vocabulary and close the achievement gap in education. Understand the importance of students having strong foundational vocabulary and its effect on academic achievement. Learn the cluster approach to vocabulary instruction and how it helps students gradually learn the unique features of terms. Gain 420 word clusters specific to basic (tier one) and advanced (tier two) terms, and obtain a diagnostic assessment tool to identify where students fall on the cluster continuum. Discover how to utilize a six-step process when teaching academic (tier three) terms. Ascertain the benefit of having a coordinated schoolwide plan for vocabulary instruction, including early literacy development. Learn strategies for teaching students who require individualized assistance, such as students from poverty and English learners. Access an online vocabulary tool, as well as a student notebook designed to help learners track their progress with semantic clusters. Contents: Introduction: The Importance of Vocabulary Knowledge Chapter 1: Teaching and Reinforcing Tier One and Tier Two Terms as a Schoolwide Effort Chapter 2: Tier One and Tier Two Terms for Individual Students Chapter 3: Teaching Tier Three Terms Appendix A Appendix B: Hardcopy Diagnostic Assessment Appendix C References and Resources Index

A Comprehensive Framework for Elementary Instruction

Teaching Basic, Advanced, and Academic Vocabulary

Tammy Heflebower

As the 21st century unfolds, the pace of change in the world is accelerating. The authors believe a combination of cognitive skills (skills students will need to succeed academically) and conative skills (skills students will need to succeed interpersonally) is necessary for the 21st century. This clear, practical guide presents a model of instruction and assessment based on these skills.

Teaching & Assessing 21st Century Skills

Organizing and clarifying research and theory from diverse sources, including philosophy and cognitive psychology, this book provides a framework intended to help educational practitioners (principals, supervisors, curriculum directors, and teachers) plan programs for incorporating the teaching of thinking throughout the regular curriculum. Chapter 1 discusses the need for a framework for teaching thinking and presents a historical perspective on the study of thinking. Chapters 2 through 6 discuss five dimensions of thinking: (1) metacognition; (2) critical and creative thinking; (3) thinking processes--such as concept formation, problem solving, and research; (4) core thinking skills--the "building blocks" of thinking--including focusing, information-gathering, organizing and generating skills; and (5) the relationship of content-area knowledge to thinking. The final chapter presents guidelines for using the framework. (A glossary of key terms and an outline of the book are appended, and thirteen pages of references are attached.) (ARH)

A Framework for Curriculum and Instruction

Dimensions of Thinking

Darrell Scott

Create a compassionate, caring school environment. Examine how a change in teaching philosophy can help awaken the passion for learning in students. Learn how to promote kindness in the classroom, and understand the power of stories in engaging students. Explore research-based strategies to enhance teacher-student and peer relationships. Discover how to inspire purpose, reach students’ hearts, and cultivate student security, identity, and belonging.

Finding the Source of Effective Educatioin

Awaken the Learner

David C, Yanoski

Discover how to weave an in-depth understanding of the Common Core into successful classroom practice with this two-part resource. You’ll learn how to power the standards with guided assessment and measure student progress in a way that accurately reflects learning. Included are hundreds of ready-to-use, research-based proficiency scales for both English language arts and mathematics.

Using Common Core Standards to Enhance Classroom Instruction & Assessment

John S. Kendall

A CD-ROM on standards-based curriculum and instruction in K-12.

A Compendium of Standards and Benchmarks for K-12 Education

Content Knowledge

Jana S. Marzano

Grade level: 1, 2, 3, 4, 5, 6, 7, p, e, i, t.

A Cluster Approach to Elementary Vocabulary Instruction

Debra J. Pickering

Student engagement happens as a result of a teacher’s careful planning and execution of specific strategies. This self-study text provides in-depth understanding of how to generate high levels of student attention and engagement. Using the suggestions in this book, every teacher can create a classroom environment where engagement is the norm, not the exception.

The Highly Engaged Classroom

Douglas Finn III

Michelle Finn

In K-12 education's growing movement of competency-based education and personalized learning, both contradictory and overlapping definitions come up around these two terms. To clear up this confusion, A Handbook for Personalized Competency-Based Education delves into the components of a personalized competency-based education (PCBE) system. This handbook explores approaches, strategies, and techniques that schools and districts should consider as they rethink traditional instruction to fit a PCBE system and support student learning. The authors share examples of how to use proficiency scales, standard operating procedures, behavior rubrics, personal tracking matrices, and other tools to aid in instruction and assessment. Benefits Receive clear guidance on implementing a personalized competency-based education (PCBE) system. Determine what content to focus on and what standards to prioritize in personalized instruction. Read vignettes that illustrate the shifts that should occur to foster PCBE. Learn how a flexible PCBE learning environment of student agency can foster self-efficacy. Understand the variety of assessments available for measuring student proficiency in a PCBE system. Contents Chapter 1: Why Competency-Based Education and Personalized Learning? Chapter 2: What Content Will Be Addressed? Chapter 3: How Will the Learning Environment Promote Student Agency? Chapter 4: How Will Instruction Support Student Learning? Chapter 5: How Will Student Proficiency Be Measured? Chapter 6: How Will Scheduling Accommodate Student Learning? Chapter 7: How Will Reporting Facilitate Student Learning? Chapter 8: How Do Schools and Districts Transition to a PCBE System? Epilogue Appendix A: Tools to Support Student Agency Appendix B: A Model of Effective Instruction Appendix C: Sample Grading Sheet Appendix D: Resources for Creating a Shared Vision

Ensure All Students Master Content by Designing and Implementing a Pcbe System

A Handbook for Personalized Competency-based Education

John L. Brown

In A Handbook for the Art and Science of Teaching, Robert J. Marzano and John L. Brown help you explore and refine your instructional strategies, always with the goal of enhancing student achievement. As a companion volume to Marzano's The Art and Science of Teaching, the handbook is intended to be a guide for individual teachers, study groups, and professional developers working together to improve their teaching. It is organized into 25 modules, each related to one of the 10 design questions introduced in the earlier book. Each module begins with a series of reflection questions and concludes with a set of self-assessment questions that allow the reader to determine areas that might need further work. At the heart of each module are specific strategies for addressing the key components of effective teaching. Dozens of examples illustrate the strategies in action in elementary and secondary classrooms, in all subject areas. The strategies provide a thorough grounding in the science of teaching. How a teacher chooses to implement them constitutes the art of teaching. Both elements are necessary for improving student achievement and creating successful schools. For anyone committed to developing a wide range of teaching skills, this handbook is a welcome road map to best practices.

A Handbook for the Art and Science of Teaching

ASCD

Designed as a self-study resource, this handbook guides readers through nine categories of instructional strategies proven to improve student achievement. Sections 1-9 address the nine categories of instructional strategies that can be applied to all types of content, at all grade levels, and with all types of students: Identifying similarities and differences; Summarizing and note taking; Reinforcing effort and providing recognition; Homework and practice; Representing knowledge; Learning groups; Setting objectives and providing feedback; Generating and testing hypotheses; and Cues, questions, and advance organizers. For each of the nine categories, exercises, brief questionnaires, tips and recommendations, samples, worksheets, rubrics, and other tools are provided. For elementary and middle school teachers, counselors, evaluators, and administrators.

Robert J. Marzano

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