Search Results for "a-handbook-for-the-art-and-science-of-teaching"

A Handbook for the Art and Science of Teaching

A Handbook for the Art and Science of Teaching

  • Author: Robert J. Marzano,John L. Brown
  • Publisher: ASCD
  • ISBN: 1416608184
  • Category: Education
  • Page: 319
  • View: 4869
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An in-depth resource for workshops, professional learning communities, teacher training, and self-help. Topics include how to establish good classroom management and effective relationships with students.

The Handbook for the New Art and Science of Teaching

The Handbook for the New Art and Science of Teaching

  • Author: Robert J. Marzano
  • Publisher: New Art and Science of Teachin
  • ISBN: 9781947604315
  • Category: Education
  • Page: 360
  • View: 8095
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Companion volume to The new art and science of teaching.

The Art and Science of Teaching

The Art and Science of Teaching

A Comprehensive Framework for Effective Instruction

  • Author: Robert J. Marzano
  • Publisher: ASCD
  • ISBN: 1416614974
  • Category: Education
  • Page: 221
  • View: 9811
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Though classroom instructional strategies should clearly be based on sound science and research, knowing when to use them and with whom is more of an art. In The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction, author Robert J. Marzano presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students. He articulates his framework in the form of 10 questions that represent a logical planning sequence for successful instructional design: 1. What will I do to establish and communicate learning goals, track student progress, and celebrate success? 2. What will I do to help students effectively interact with new knowledge? 3. What will I do to help students practice and deepen their understanding of new knowledge? 4. What will I do to help students generate and test hypotheses about new knowledge? 5. What will I do to engage students? 6. What will I do to establish or maintain classroom rules and procedures? 7. What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? 8. What will I do to establish and maintain effective relationships with students? 9. What will I do to communicate high expectations for all students? 10. What will I do to develop effective lessons organized into a cohesive unit? For classroom lessons to be truly effective, educators must examine every component of the teaching process with equal resolve. Filled with charts, rubrics, and organizers, this methodical, user-friendly guide will help teachers examine and develop their knowledge and skills, so they can achieve that dynamic fusion of art and science that results in exceptional teaching and outstanding student achievement.

The New Art and Science of Teaching Art and Music

The New Art and Science of Teaching Art and Music

  • Author: Mark Onuscheck,Robert J. Marzano,Jonathan Grice
  • Publisher: N.A
  • ISBN: 9781945349805
  • Category: Art
  • Page: 248
  • View: 1566
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Part of The New Art and Science of Teaching series Ensure your art and music programs thrive with the support of The New Art and Science of Teaching Art and Music. Built on the foundation of Robert J. Marzano's New Art and Science of Teaching framework, this research-based book for art and music teachers outlines music- and arts-based teaching strategies. Rely on the book's myriad strategies to enhance your daily practice and promote the artistic expression, creative growth, and critical thinking skills of every student. Use this art and music education book to establish effective teaching strategies that inspire creative and technical skills: Explore a model for strengthening instructional strategies for art and music. Understand which elements of instruction are best suited to teaching art and music, and utilize the specific suggestions and techniques for implementing these elements. Receive time-tested strategies and ideas to improve teaching and learning in art and music classrooms. Examine teaching methods for increasing student engagement in art and music programs. Confront the unique challenges found in art and music education, and feel inspired to collaborate with other teachers to continuously improve fine or creative arts programs. A joint publication of ASCD and Solution Tree Contents: Introduction Chapter 1: Providing and Communicating Clear Learning Goals Chapter 2: Using Assessments 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 Chapter 7: Using Engagement Strategies Chapter 8: Implementing Rules and Procedures Chapter 9: Building Relationships Chapter 10: Communicating High Expectations Chapter 11: Developing Expertise Afterword Appendix A: New Art and Science of Teaching Framework Overview Appendix B: Recommended Resources Appendix C: List of Figures and Tables References and Resources Books in The New Art and Science of Teaching series: The New Art and Science of Teaching The Handbook for the New Art and Science of Teaching The New Art and Science of Teaching Reading The New Art and Science of Teaching Writing The New Art and Science of Classroom Assessment The New Art and Science of Mathematics The New Art and Science of Art and Music

Learning to Teach Science

Learning to Teach Science

Activities for Student Teachers and Mentors

  • Author: Martin Monk,Justin Dillon
  • Publisher: Psychology Press
  • ISBN: 9780750703864
  • Category: Education
  • Page: 223
  • View: 2901
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"Fifty school based activities ...targeted at the pre-service teacher and mentor. Each activity has a commentary for mentors as well as notes for student teachers." -- back cover.

The Science of Reading

The Science of Reading

A Handbook

  • Author: Margaret J. Snowling,Charles Hulme
  • Publisher: John Wiley & Sons
  • ISBN: 1118712307
  • Category: Language Arts & Disciplines
  • Page: 680
  • View: 6741
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The Science of Reading: A Handbook brings togetherstate-of-the-art reviews of reading research from leading names inthe field, to create a highly authoritative, multidisciplinaryoverview of contemporary knowledge about reading and relatedskills. Provides comprehensive coverage of the subject, includingtheoretical approaches, reading processes, stage models of reading,cross-linguistic studies of reading, reading difficulties, thebiology of reading, and reading instruction Divided into seven sections:Word Recognition Processes inReading; Learning to Read and Spell; Reading Comprehension; Readingin Different Languages; Disorders of Reading and Spelling;Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field

Handbook of Research on Science Education

Handbook of Research on Science Education

  • Author: Norman G. Lederman,Sandra K. Abell
  • Publisher: Routledge
  • ISBN: 1136221972
  • Category: Education
  • Page: 970
  • View: 312
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Building on the foundation set in Volume I—a landmark synthesis of research in the field—Volume II is a comprehensive, state-of-the-art new volume highlighting new and emerging research perspectives. The contributors, all experts in their research areas, represent the international and gender diversity in the science education research community. The volume is organized around six themes: theory and methods of science education research; science learning; culture, gender, and society and science learning; science teaching; curriculum and assessment in science; science teacher education. Each chapter presents an integrative review of the research on the topic it addresses—pulling together the existing research, working to understand the historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty and graduate students and leading to new insights and directions for future research, the Handbook of Research on Science Education, Volume II is an essential resource for the entire science education community.

Why Art Cannot Be Taught

Why Art Cannot Be Taught

A Handbook for Art Students

  • Author: James Elkins
  • Publisher: University of Illinois Press
  • ISBN: 9780252069505
  • Category: Art
  • Page: 213
  • View: 2112
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In this smart survival guide for students and teachers--the only book of its kind--James Elkins examines the "curious endeavor to teach the unteachable" that is generally known as college-level art instruction. This singular project is organized around a series of conflicting claims about art: "Art can be taught, but nobody knows quite how." "Art can be taught, but it seems as if it can't be since so few students become outstanding artists." "Art cannot be taught, but it can be fostered or helped along." "Art cannot be taught or even nourished, but it is possible to teach right up to the beginnings of art so that students are ready to make art the moment they graduate." "Great art cannot be taught, but more run-of-the-mill art can be." Elkins traces the development (or invention) of the modern art school and considers how issues such as the question of core curriculum and the intellectual isolation of art schools affect the teaching and learning of art. He also addresses the phenomenon of art critiques as a microcosm for teaching art as a whole and dissects real-life critiques, highlighting presuppositions and dynamics that make them confusing and suggesting ways to make them more helpful. Elkins's no-nonsense approach clears away the assumptions about art instruction that are not borne out by classroom practice. For example, he notes that despite much talk about instilling visual acuity and teaching technique, in practice neither teachers nor students behave as if those were their principal goals. He addresses the absurdity of pretending that sexual issues are absent from life-drawing classes and questions the practice of holding up great masters and masterpieces as models for students capable of producing only mediocre art. He also discusses types of art--including art that takes time to complete and art that isn't serious--that cannot be learned in studio art classes. Why Art Cannot Be Taught is a response to Elkins's observation that "we know very little about what we do" in the art classroom. His incisive commentary illuminates the experience of learning art for those involved in it, while opening an intriguing window for those outside the discipline.

The Handbook of English for Specific Purposes

The Handbook of English for Specific Purposes

  • Author: Brian Paltridge,Sue Starfield
  • Publisher: John Wiley & Sons
  • ISBN: 1118339827
  • Category: Foreign Language Study
  • Page: 592
  • View: 9687
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Featuring a collection of newly commissioned essays, edited by two leading scholars, this Handbook surveys the key research findings in the field of English for Specific Purposes (ESP). • Provides a state-of-the-art overview of the origins and evolution, current research, and future directions in ESP • Features newly-commissioned contributions from a global team of leading scholars • Explores the history of ESP and current areas of research, including speaking, reading, writing, technology, and business, legal, and medical English • Considers perspectives on ESP research such as genre, intercultural rhetoric, multimodality, English as a lingua franca and ethnography

A Handbook for Clinical Teachers

A Handbook for Clinical Teachers

  • Author: D.I. Newble,R.A. Cannon
  • Publisher: Springer Science & Business Media
  • ISBN: 9401159270
  • Category: Medical
  • Page: 148
  • View: 9509
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Medical students are to a large extent taught by people who have undertaken little or no formal study in the field of education. Although formal study of any subject is no guarantee of satisfactory on-the-job performance, teaching practice itself without a knowledge of the fundamental princi ples of education is likely to bring distortions into the teaching situation. Our own experience leads us to believe that many teachers are concerned at this lack of expertise. This concern is manifest by their willing participation in activities which provide them with practical assistance in improving their educational skills. Unfortunately, few books have been written to aid the average clinical teacher wishing to gain a perspective on basic educational principles or seeking suggestions on how these might be applied to teaching. A previous publication by the Advisory Centre for University Education (ACUE) at the University of Adelaide, entitled University Teaching, has proved to be very popular, both locally and overseas, and has clearly met the needs of organi zers and participants in teacher training programmes in tertiary institutions. The success of this publication, and our experience with a variety of educational activities organized for staff of medical and dental schools and postgraduate organizations, led us to believe that a pragmatic educational guide for medical teachers would be of value to all such teachers and particularly to those asked to undertake an educational task for the first time.