On Excellence in Teaching

EDITOR

“From its conception, the purpose of On Excellence in Teaching was to gather the opinions and recommendations of the world’s best educational researchers, theorists, and professional developers regarding the topic of effective instruction. . . . Its chapters provide a rich source of ideas and strategies with which K–12 practitioners can examine and enhance their practice.”

—From the Introduction by Robert Marzano Robert J. Marzano

Robert J. Marzano, Ph.D., is CEO of Marzano Research Laboratory. Dr. Marzano focuses on translating research and theory into practical programs and tools K–12 teachers and administrators can put to use in their classrooms for immediate gains. During his forty years in education, Dr. Marzano has worked with educators in every state and a host of countries in Europe and Asia. He has authored more than 30 books, 150 articles and chapters, and 100 sets of curriculum materials. His work focuses on reading and writing, instruction, thinking skills, school effectiveness, restructuring, assessment, cognition, and standards implementation.

On Excellence in Teaching brings the ideas and recommendations of many internationally renowned leaders in education into one resource for educators working to help students achieve at ever-higher levels. Each chapter contributes to a sound conceptual framework and offers strategies for improving instruction.

Section 1 Theories of Excellence Grant Wiggins addresses the question, “What’s the real job of a teacher?”

Thomas Good examines the progress of research on teacher effectiveness.

Barrie Bennett explores the art and science of instruction in relation to the classification of instructional methods.

Richard Mayer explores the science of learning and shares what it can contribute to improving instruction.

Section 2 Systemic Excellence David Berliner raises the question of whether high-stakes testing requirements can help us achieve the many goals we have for students.

Debra Pickering presents a set of five recommendations for schools committed to excellence.

Heidi Hayes Jacobs presents the Curriculum Mapping Review and Revision Model.

Robert Marzano addresses the need for systemic development of expert teachers and describes a lesson-segment framework.

Section 3 Classroom Excellence Carol Ann Tomlinson explores five indicators for effective differentiation and three core elements in differentiated instruction.

Jay McTighe describes the Understanding by Design framework and its implications for instructional planning and teaching.

Jere Brophy addresses how to help students become autonomous learners with a model for motivated school learning.

Harvey Silver and Matthew Perini explore how to actively engage students in learning with the Eight Cs of Engagement.

Robert Marzano and Jana Marzano discuss how metacognitive awareness and control can make teachers more effective at helping students.

solution-tree.com Cover and jacket art and design

by Grannan Design, Ltd.

Marzano EDITOR

Marzano

Lynn Erickson addresses three critical issues: teacher education, support for conceptually based curriculum designs, and instruction for thinking skills.

Robert

Marzano

on excellence in teaching

on excellence in teaching

Robert

The Leading Edge is the undefined space where leaders venture to impact change—it is the place where transformation begins.

The Leading Edge™ series unites education authorities from around the globe and asks them to confront the important issues that affect teachers and administrators—the important issues that profoundly impact student success.

on excellence in teaching Barrie Bennett David Berliner Jere Brophy Lynn Erickson Thomas Good Heidi Hayes Jacobs Jana Marzano Robert Marzano Richard Mayer Jay McTighe Matthew Perini Debra Pickering Harvey Silver Carol Ann Tomlinson Grant Wiggins

The experts contributing to this anthology do not prescribe one method to transact change.

They embrace the mission, trusting that teachers and administrators—the true change leaders—will venture to the Leading Edge to embrace challenges and opportunities that will guarantee the success of their students.

You are invited to the Leading Edge to explore On Excellence in Teaching. This fourth book in the series addresses what might arguably be considered the keystone of school effectiveness: the instructional skills of teachers. On Excellence in Teaching provides multiple perspectives on the teaching and learning process. It provides a rich source of ideas and strategies K–12 practitioners can use to examine and enhance their practice.

The distinguished contributors to this volume update the knowledge base regarding effective teaching. They examine the process of teaching from a variety of perspectives. They provide clear suggestions about how instruction can improve, and they point out characteristics of the current system that are impediments to enhancing teacher effectiveness.

The Leading Edge series also includes On Common Ground: The Power of Professional Learning Communities; Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning; and Change Wars.

Copyright Š 2010 Solution Tree Press All rights reserved, including the right of reproduction of this book in whole or in part in any form.

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Library of Congress Cataloging-in-Publication Data On excellence in teaching / edited by Robert J. Marzano. p. cm.

Includes bibliographical references and index.

ISBN 978-1-934009-58-1 1. Teaching. I. Marzano, Robert J. LB1025.3.O5 2009 371.102--dc22 2009025676 President: Douglas Rife Publisher: Robert D. Clouse Director of Production: Gretchen Knapp Managing Editor of Production: Caroline Wise Senior Production Editor: Suzanne Kraszewski Proofreaders: Elisabeth Abrams, Rachel Rosolina Text Designer: Orlando Angel Cover Designer: Grannan Design, Ltd.

Table of Contents About the Editor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Introduction A Focus on Teaching

Robert J. Marzano . . . . . . . . . . . . . . . . . . . . . . . . 1 SECTION 1

Theories of Excellence

Chapter 1

What’s My Job? Defining the Role of the Classroom Teacher Grant Wiggins. . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Chapter 2

Forty Years of Research on Teaching 1968–2008: What Do We Know Now That We Didn’t Know Then?

Thomas L. Good. . . . . . . . . . . . . . . . . . . . . . . . . 31

Chapter 3

The Artful Science of Instructional Integration Barrie Bennett. . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Chapter 4

Applying the Science of Learning to Instruction in School Subjects Richard E. Mayer. . . . . . . . . . . . . . . . . . . . . . . . 93

SECTION 2

Systemic Excellence

Chapter 5

The Incompatibility of High-Stakes Testing and the Development of Skills for the Twenty-First Century David C. Berliner. . . . . . . . . . . . . . . . . . . . . . . 113

Chapter 6

Teaching the Thinking Skills That HigherOrder Tasks Demand Debra Pickering . . . . . . . . . . . . . . . . . . . . . . . . 145 v

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ON EXCELLENCE IN TEACHING

Chapter 7

Conceptual Designs for Curriculum and Higher-Order Instruction Lynn Erickson. . . . . . . . . . . . . . . . . . . . . . . . . . 169

Chapter 8

Instructional Cartography: How Curriculum Mapping Has Changed the Role and Perspective of the Teacher Heidi Hayes Jacobs. . . . . . . . . . . . . . . . . . . . . . 195

Chapter 9

Developing Expert Teachers Robert J. Marzano . . . . . . . . . . . . . . . . . . . . . . 213

SECTION 3

Classroom Excellence

Chapter 10

Differentiating Instruction in Response to Academically Diverse Student Populations Carol Ann Tomlinson. . . . . . . . . . . . . . . . . . . . 247

Chapter 11

Understanding by Design and Instruction Jay McTighe. . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

Chapter 12

Cultivating Student Appreciation of the Value of Learning Jere Brophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301

Chapter 13

The Eight Cs of Engagement: How Learning Styles and Instructional Design Increase Student Commitment to Learning Harvey F. Silver and Matthew J. Perini. . . . . 319

Chapter 14

The Inner Game of Teaching Robert J. Marzano and Jana S. Marzano . . . 345

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369

About the Editor

Robert J. Marzano Robert J. Marzano, Ph.D., is CEO of Marzano Research Laboratory.

Robert Marzano focuses on translating research and theory into practical programs and tools K–12 teachers and administrators can put to use in their classrooms for immediate gains.

During his forty years in education, Dr. Marzano has worked with educators in every U.S. state and a host of countries in Europe and Asia. He has authored more than 30 books, 150 articles and chapters, and 100 sets of curriculum materials. His work focuses on reading and writing, instruction, thinking skills, school effectiveness, restructuring, assessment, cognition, and standards implementation.

vii

Introduction

A Focus on Teaching Robert J. Marzano From its conception, the purpose of On Excellence in Teaching was to gather the opinions and recommendations of the world’s best educational researchers, theorists, and professional developers regarding the topic of effective instruction. That purpose has been realized. To my knowledge, no other anthology on teaching has ever assembled a list of authors quite like those in this volume. Even a casual perusal of the contributors to On Excellence in Teaching validates this assertion.

One cannot examine the research on educational policy and practice over the last four decades without becoming familiar with the names David Berliner, Jere Brophy, Thomas Good, and Richard Mayer. Their past and current research has been the bedrock on which the work of people like me is based. One cannot examine curricular and instructional reforms in K–12 schools without becoming familiar with the names Lynn Erickson, Heidi Hayes Jacobs, Jay McTighe, Carol Ann Tomlinson, and Grant Wiggins. Their work is shaping the basic structure of curriculum, instruction, and assessment in our schools. Finally, one cannot examine cutting-edge practices in professional development without becoming familiar with the names Barrie Bennett, Matthew Perini, Debra Pickering, and Harvey Silver.

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ON EXCELLENCE IN TEACHING

Their work in schools and districts is changing the daily practice of teachers and students across North America and around the world. I am quite honored to have the name Marzano listed among this prestigious assemblage.

On Excellence in Teaching addresses what might arguably be considered the keystone of school effectiveness: the instructional skills of teachers. One can make a case that student achievement in schools would increase dramatically if improving the pedagogical skills of teachers was a reform priority. Indeed, as a result of their review of research on district leadership, Marzano and Waters (2009) have concluded that one of the “non-negotiable” goals in every district should be that every teacher improves every year. Additionally, districts should be organizations that explicitly and systematically help develop pedagogical competence in their teachers.

This book can be used as a guide to that end. It updates the knowledge base regarding effective teaching. It examines the process of teaching from a variety of perspectives. It provides clear suggestions about how instruction can improve, and it points out characteristics of the current system that are impediments to enhancing teacher effectiveness.

On Excellence in Teaching cuts a wide swath across the domain of instruction. Its chapters are organized into three major sections.

The first section, Theories of Excellence, focuses on conceptual and theoretical issues that must be considered for effective reform in teaching. Grant Wiggins’ chapter introduces this section.

Wiggins poses and discusses the most basic or essential of questions professional educators should ask and answer: what is the job of the classroom teacher? An assumption underlying the chapter is that lack of clarity regarding this issue is at the root of many problems currently facing K–12 educators. Thomas Good’s chapter follows with a panoramic view of the research on effective teaching since 1968. A basic message in the chapter is that we now know for sure that effective teachers make a difference

A Focus on Teaching

3

in student learning, but there is still much to be learned about exactly how they make this difference. Additionally, what we do know about the specifics of effective teaching has not been applied well in schools. Barrie Bennett’s chapter reminds us that effective teaching is as much art as it is science, and that what is learned from the research must be adapted by teachers over time to produce the best results for their particular environment. This section ends with Richard Mayer’s chapter on the relationship between the science of learning and the science of instruction.

In the chapter, he lays out a model of how these two domains, when considered in relation to one another, can greatly inform practice and policy regarding teaching.

The second section of the book, Systemic Excellence, deals with issues and innovations at the district and school levels.

The section begins with the chapter by David Berliner. Here he describes how high-stakes testing, particularly as articulated in No Child Left Behind, works against the development of criticalthinking skills, social skills, skills related to work ethic, and other related sets of skills that should be the very focus of twenty-first century education. Debra Pickering’s chapter complements Berliner’s nicely as she describes the specifics of a curriculum that focuses on higher-order thinking. Lynn Erickson’s chapter expands the discussion of higher-order thinking by articulating the conceptual underpinnings of a curriculum that enhances this type of thinking. Heidi Hayes Jacobs’ chapter describes how curriculum mapping can be used as the foundation for comprehensive reform in curriculum, instruction, and assessment at the systems level. The section ends with Robert Marzano’s chapter on developing expert teachers, which maintains that school systems can develop expert teachers if they are willing to devise comprehensive models of effective teaching and provide time for teachers to engage in deliberate practice relative to the skills articulated in the comprehensive model.

The third section, Classroom Excellence, addresses specific practices that teachers can employ to enhance their pedagogical

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ON EXCELLENCE IN TEACHING

expertise. This section begins with a chapter by Carol Ann Tomlinson in which she lays out the specifics of how teachers might effectively differentiate instruction in their classrooms.

The next chapter by Jay McTighe describes the Understanding

by Design (UbD) framework and shows how teaching to transferable concepts and processes can have long-term benefits for students. The chapter by Jere Brophy tackles the complex issue of student engagement and motivation. In this chapter, he presents a model for motivating and engaging instruction along with necessary curricular changes to support the model. The chapter

by Harvey Silver and Matthew Perini also addresses the issue of engagement but from the perspective of learning styles. They describe how different strategies can be used for different learning styles to motivate and engage students. The final chapter in this section and the book is by Robert Marzano and Jana Marzano.

This chapter focuses on teacher thoughts and perceptions and how they might hinder or help effective instruction. It presents strategies that teachers can use to metacognitively control their thoughts and perceptions with the intent of enhancing their teaching effectiveness.

As this brief review of the chapters indicates, On Excellence in Teaching provides multiple perspectives on the teaching/learning process. A careful reading of the chapters should provide a rich source of ideas and strategies with which K–12 practitioners can examine and enhance their practice.

Reference Marzano, R. J., & Waters, T. (2009). District leadership that works: Striking the right balance. Bloomington, IN: Solution Tree Press.

EDITOR

“From its conception, the purpose of On Excellence in Teaching was to gather the opinions and recommendations of the world’s best educational researchers, theorists, and professional developers regarding the topic of effective instruction. . . . Its chapters provide a rich source of ideas and strategies with which K–12 practitioners can examine and enhance their practice.”

—From the Introduction by Robert Marzano Robert J. Marzano

Robert J. Marzano, Ph.D., is CEO of Marzano Research Laboratory. Dr. Marzano focuses on translating research and theory into practical programs and tools K–12 teachers and administrators can put to use in their classrooms for immediate gains. During his forty years in education, Dr. Marzano has worked with educators in every state and a host of countries in Europe and Asia. He has authored more than 30 books, 150 articles and chapters, and 100 sets of curriculum materials. His work focuses on reading and writing, instruction, thinking skills, school effectiveness, restructuring, assessment, cognition, and standards implementation.

On Excellence in Teaching brings the ideas and recommendations of many internationally renowned leaders in education into one resource for educators working to help students achieve at ever-higher levels. Each chapter contributes to a sound conceptual framework and offers strategies for improving instruction.

Section 1 Theories of Excellence Grant Wiggins addresses the question, “What’s the real job of a teacher?”

Thomas Good examines the progress of research on teacher effectiveness.

Barrie Bennett explores the art and science of instruction in relation to the classification of instructional methods.

Richard Mayer explores the science of learning and shares what it can contribute to improving instruction.

Section 2 Systemic Excellence David Berliner raises the question of whether high-stakes testing requirements can help us achieve the many goals we have for students.

Debra Pickering presents a set of five recommendations for schools committed to excellence.

Heidi Hayes Jacobs presents the Curriculum Mapping Review and Revision Model.

Robert Marzano addresses the need for systemic development of expert teachers and describes a lesson-segment framework.

Section 3 Classroom Excellence Carol Ann Tomlinson explores five indicators for effective differentiation and three core elements in differentiated instruction.

Jay McTighe describes the Understanding by Design framework and its implications for instructional planning and teaching.

Jere Brophy addresses how to help students become autonomous learners with a model for motivated school learning.

Harvey Silver and Matthew Perini explore how to actively engage students in learning with the Eight Cs of Engagement.

Robert Marzano and Jana Marzano discuss how metacognitive awareness and control can make teachers more effective at helping students.

solution-tree.com Cover and jacket art and design

by Grannan Design, Ltd.

Marzano EDITOR

Marzano

Lynn Erickson addresses three critical issues: teacher education, support for conceptually based curriculum designs, and instruction for thinking skills.

Robert

Marzano

on excellence in teaching

on excellence in teaching

Robert

The Leading Edge is the undefined space where leaders venture to impact change—it is the place where transformation begins.

The Leading Edge™ series unites education authorities from around the globe and asks them to confront the important issues that affect teachers and administrators—the important issues that profoundly impact student success.

on excellence in teaching Barrie Bennett David Berliner Jere Brophy Lynn Erickson Thomas Good Heidi Hayes Jacobs Jana Marzano Robert Marzano Richard Mayer Jay McTighe Matthew Perini Debra Pickering Harvey Silver Carol Ann Tomlinson Grant Wiggins

The experts contributing to this anthology do not prescribe one method to transact change.

They embrace the mission, trusting that teachers and administrators—the true change leaders—will venture to the Leading Edge to embrace challenges and opportunities that will guarantee the success of their students.

You are invited to the Leading Edge to explore On Excellence in Teaching. This fourth book in the series addresses what might arguably be considered the keystone of school effectiveness: the instructional skills of teachers. On Excellence in Teaching provides multiple perspectives on the teaching and learning process. It provides a rich source of ideas and strategies K–12 practitioners can use to examine and enhance their practice.

The distinguished contributors to this volume update the knowledge base regarding effective teaching. They examine the process of teaching from a variety of perspectives. They provide clear suggestions about how instruction can improve, and they point out characteristics of the current system that are impediments to enhancing teacher effectiveness.

The Leading Edge series also includes On Common Ground: The Power of Professional Learning Communities; Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning; and Change Wars.