INSTRUCTION
MULTI-DAY SUSTAINING The New Art and Science of Teaching Discover a framework for substantive change that comprehensively addresses the most alterable effect on student achievement: instruction.
› Utilize ten design questions and a general framework that will help determine which classroom strategies you should use to foster student learning.
› Analyze the behavioral evidence that proves the chosen instructional strategies are helping learners achieve academic success.
FEATURED RESOURCE
Embedded Coaching Ensure best-practice instruction is adopted throughout your school or district with job-embedded coaching. Our expert coaches will provide professional development tailored to the needs of each staff member, with a custom mix of classroom observations, lesson-planning support, targeted feedback, and more.
Customized Services Give your team personalized support and guidance focused on instructional best practices. Together, we’ll develop a customized learning plan featuring on-site professional development and virtual training opportunities specifically designed to help your staff provide quality instruction that leads to quality learning.
Global PD Implement strategies that lead to an environment that engages, empowers, and motivates all learners to succeed
This title is an updated volume of the original The Art and Science of Teaching, offering a framework for substantive change based on Robert J. Marzano’s 50 years of education research. Throughout the book, Marzano details the elements of three overarching categories of teaching, which define what must happen to optimize student learning.
Access hundreds of instructional videos and resources that reveal specific, proven actions you can take to ensure all students achieve academic success. Additionally, with The New Art and Science of Teaching video playlist, you’ll gain access to select Marzano Compendium videos where you’ll learn:
› How to provide and communicate clear learning goals
› How to conduct direct instruction lessons › How to engage students in cognitively complex tasks
49