SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 3: What will I do to help students practice and deepen their understanding of new knowledge?

Action Step 1 – Provide students with tasks that require them to examine similarities and differences. 1. Present to the class an example of a comparing task (pp. 71-73) that you could give your students for use with declarative knowledge. » First, explain to us what content you would be teaching your students. » Then, show us what you would hand out to your students, or read aloud to us the instructions that you would give your students. » Finally, explain to us how your comparing task would help your students practice or deepen their understanding.

SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 3: What will I do to help students practice and deepen their understanding of new knowledge?

Action Step 1 – Provide students with tasks that require them to examine similarities and differences. 2. Present to the class an example of a classifying task (pp. 73-74) that you could give your students for use with declarative knowledge. » First, explain to us what content you would be teaching your students. » Then, show us what you would hand out to your students, or read aloud to us the instructions that you would give your students. » Finally, explain to us how your classifying task would help your students practice or deepen their understanding.

SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 3: What will I do to help students practice and deepen their understanding of new knowledge?

Action Step 1 – Provide students with tasks that require them to examine similarities and differences. 3. Present to the class an example of a metaphor creating task (pp. 74-76) that you could give your students for use with declarative knowledge. » First, explain to us what content you would be teaching your students. » Then, show us what you would hand out to your students, or read aloud to us the instructions that you would give your students. » Finally, explain to us how your metaphor creating task would help your students practice or deepen their understanding.

SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 3: What will I do to help students practice and deepen their understanding of new knowledge?

Action Step 1 – Provide students with tasks that require them to examine similarities and differences. 4. Present to the class an example of an analogy creating task (pp. 76-77) that you could give your students for use with declarative knowledge. » First, explain to us what content you would be teaching your students. » Then, show us what you would hand out to your students, or read aloud to us the instructions that you would give your students. » Finally, explain to us how your analogy creating task would help your students practice or deepen their understanding.

SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 3: What will I do to help students practice and deepen their understanding of new knowledge?

Action Step 2 – Help students identify errors in thinking. 5. Present to the class an example of an error analysis task (pp. 77-79) that you could give your students for use with declarative knowledge. » First, explain to us what content you would be teaching your students. » Then, show us what you would hand out to your students, or read aloud to us the instructions that you would give your students. » Finally, explain to us how your error analysis task would help your students practice or deepen their understanding.

SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 3: What will I do to help students practice and deepen their understanding of new knowledge?

Action Step 3 – Provide opportunities for students to practice skills, strategies, and processes. 6. Present to the class an example of your providing practice sessions (pp. 79-82) for your students for use with procedural knowledge. » First, explain to us what content you would be teaching your students. » Then, explain your application of the three characteristics of effective practice: i. initially providing structured practice sessions spaced close together ii. providing practice sessions that are gradually less structured and more varied iii. providing practice sessions as needed that help develop fluency » Finally, explain to us how your practice sessions would help your students improve their skills or deepen their understanding.

SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 3: What will I do to help students practice and deepen their understanding of new knowledge?

Action Step 4 – Determine the extent to which cooperative groups will be used. 7. Present to the class an example of your using cooperative learning (p. 82) with your students during their work practicing new skills or deepening their understanding of new concepts. » First, explain to us what content you would be teaching your students. » Then, show us what you would hand out to your students, or read aloud to us the instructions that you would give your students. » Finally, explain to us how your group task would help your students practice or deepen their understanding.

SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 3: What will I do to help students practice and deepen their understanding of new knowledge?

Action Step 5 – Assign purposeful homework that involves appropriate participation from home. 8. Present to the class an example of your assigning homework (pp. 82-84) to our students. » First, explain to us what content you would be teaching your students. » Then, show us what you would hand out to your students, or read aloud to us the instructions that you would give your students. » Finally, explain to us how your homework assignment qualifies as one of the three general types: i. homework that helps students deepen their knowledge ii. homework that enhances students’ fluency with procedural knowledge iii. homework that introduces new content

SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 3: What will I do to help students practice and deepen their understanding of new knowledge?

Action Step 6 – Have students systematically revise and make corrections in their academic notebooks. 9. Present to the class an example of your using academic notebooks (pp. 56 & 84-85) with your students. » First, explain to us what content you would be teaching your students. » Then, tell us how—and how often—you would have your students utilize their academic notebooks. What would you expect them to enter in their notebooks? When would you direct them to make new entries or review past entries? What would you or your students do with what they write in their notebooks? » Finally, explain to us how your plan for using academic notebooks would help your students practice or deepen their understanding.

SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 4: What will I do to help students generate and test hypotheses about new knowledge?

Action Step 1 – Teach students about effective support. 10. Present to the class an example of your teaching students about effective support (pp. 90-91). » First, explain to us what content you would be teaching your students. » Then, tell us about the task you would give your students that would require them to analyze someone else’s support of a claim or that would require them to provide their own support of a claim. What would students need to be taught about what qualifies as valid support in your content area? What would they need to be taught about possible errors in thinking when trying to support a claim in your content area? » Finally, explain to us how your task on effective support would help your students practice or deepen their understanding.

SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 4: What will I do to help students generate and test hypotheses about new knowledge?

Action Step 2 – Engage students in experimental inquiry tasks that require them to generate and test hypotheses. 11. Present to the class an example of an experimental inquiry task (pp. 91-92) that you would give your students requiring them to design an experiment to test a prediction. » First, explain to us what content you would be teaching your students. » Then, show us what you would hand out to your students, or read aloud to us the instructions that you would give your students. » Finally, explain to us how your experimental inquiry task would help your students practice or deepen their understanding.

SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 4: What will I do to help students generate and test hypotheses about new knowledge?

Action Step 3 – Engage students in problem solving tasks that require them to generate and test hypotheses. 12. Present to the class an example of a problem solving task (pp. 92-93) that you would give your students requiring them to use knowledge in a highly unusual context or a situation that provides constraints. » First, explain to us what content you would be teaching your students. » Then, show us what you would hand out to your students, or read aloud to us the instructions that you would give your students. » Finally, explain to us how your problem solving task would help your students practice or deepen their understanding.

SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 4: What will I do to help students generate and test hypotheses about new knowledge?

Action Step 4 – Engage students in decision making tasks that require them to generate and test hypotheses. 13. Present to the class an example of a decision making task (pp. 93-95) that you would give your students requiring them to identify alternatives and criteria for judging the alternatives. » First, explain to us what content you would be teaching your students. » Then, show us what you would hand out to students, or read aloud to us the instructions that you would give your students. » Finally, explain to us how your decision making task would help your students practice or deepen their understanding.

SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 4: What will I do to help students generate and test hypotheses about new knowledge?

Action Step 5 – Engage students in investigation tasks that require them to generate and test hypotheses. 14. Present to the class an example of an investigation task (pp. 95-96) that you would give your students requiring them to test hypotheses about past, present, or future events. » First, explain to us what content you would be teaching your students. » Then, show us what you would hand out to students, or read aloud to us the instructions that you would give your students. Tell us, too, what kind of investigation task you’ve created: i. historical investigation (p. 95) ii. projective investigation (p. 95) iii. definitional investigation (p. 96) » Finally, explain to us how your investigation task would help your students practice or deepen their understanding.

SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 4: What will I do to help students generate and test hypotheses about new knowledge?

Action Step 6 – Have students design their own tasks. 15. Present to the class an example of your using student-designed tasks (pp. 96-97) that involve generating and testing hypotheses. » First, explain to us what content you would be teaching your students. » Then, tell us your plans for turning over task design to your students: i. How would you help them come up with ideas? ii. What are some examples of tasks that you would approve? iii. What are some examples of tasks that you would not allow? iv. How would you manage the classroom during the time that they’re all working on their own tasks? » Finally, explain to us how student-designed tasks would help your students practice or deepen their understanding.

SEED 300: Secondary Curriculum and Effective Teaching Marzano’s The Art and Science of Teaching (2007)

Chapter 4: What will I do to help students generate and test hypotheses about new knowledge?

Action Step 7 – Consider the extent to which cooperative learning structures will be used. 16. Present to the class an example of your using cooperative learning (p. 97) with your students during their work generating and testing hypotheses. » First, explain to us what content you would be teaching your students. » Then, show us what you would hand out to your students, or read aloud to us the instructions that you would give your students. » Finally, explain to us how your group task would help your students practice or deepen their understanding.