Designing and Teaching Learning Goals and Objectives is the first in a series of books collectively referred to as the Classroom Strategies That Work library. The purpose of this series is to provide classroom teachers with practical, research-based instructional strategies that have been proven to enhance student achievement. Each book includes a short summary of the key research before showing how to apply it in step-by-step, hands-on strategies. Short quizzes help readers assess their understanding of the instructional best practices explained in each section.  Designing and Teaching Learning Goals and Objectives can be used as a self-study, how-to text to effectively understand, design, and teach classroom goals and objectives. At the onset, this text turns the strongest research and theory on goal setting into easy-to-follow instructional strategies and shows the effect of well-taught, well-designed goals and objectives on student learning. Packed with Reproducibles, practical exercises, and engaging quizzes, it can be used for independent study, team learning, or facultywide. Following the useful instructional strategies and specific classroom applications, with Designing and Teaching Learning Goals and Objectives all teachers will be able to create clear and focused instructional activities to ensure learning for all students.

Designing & Teaching Learning Goals & Objectives

Education & Teaching

Robert J. Marzano

Schools & Teaching

Marzano Research Laboratory

Formative Assessment and Standards-Based Grading offers teachers everything they need to know to implement an integrated system of assessment and grading that will enhance both their own teaching and their students¿ learning. Much has been written about the benefits of formative assessment¿that is, assessment that is used while instruction is occurring rather than at the end of a course or unit¿but most descriptions of the practice have been general. Dr. Robert Marzano provides the specifics. He explains how to design and interpret three different types of formative assessments, how to track student progress, and how to assign meaningful grades, even if a school or district continues to use a traditional grading system. He brings each concept to life with detailed examples of teachers from different subject areas applying it in their classrooms. 
The second book in the Classroom Strategies That Work library, this clear, highly practical guide follows the series format, first summarizing key research and then translating it into recommendations for classroom practice. In addition to the explanations and examples of assessment and grading strategies, each chapter includes helpful exercises to reinforce the reader¿s understanding of the content.

Formative Assessment & Standards-Based Grading (Classroom Strategies That Work)

Politics & Social Sciences

Social Sciences

If students are not engaged, there is little, if any, chance that they will learn what is being addressed in class. A basic premise of The Highly Engaged Classroom is that student engagement happens as a result of a teacher s careful planning and execution of specific strategies. In other words, student engagement is not serendipitous. This book was designed as a self-study text that provides an in-depth understanding of how to generate high levels of attention and engagement. Engagement is obviously a central aspect of effective teaching. Using the suggestions presented in this book, every teacher can create a classroom environment in which engagement is the norm instead of the exception. Part of the Classroom Strategies That Work library, this clear, highly practical guide follows the series format, first summarizing key research and then translating it into recommendations for classroom practice. In addition to the explanations and examples of engagement strategies, each chapter includes helpful exercises to reinforce the reader's understanding of the content. Because research and theory can provide only a general direction for classroom practice, The Highly Engaged Classroom (and each book in the series) goes one step further to translate that research into applications for the classroom. Specifically, it addresses four emblematic questions students ask themselves, the answers to which determine how involved students are in classroom activities: How do I feel?, Am I interested?, Is this important?, and Can I do this? For each of these four emblematic questions, specific classroom strategies are provided in chapters 2 through 5.

The Highly Engaged Classroom: The Classroom Strategies Series (Generating High Levels of Student Attention and Engagement)

Debra J. Pickering

with Tammy Heflebower

Reference

If students are not engaged, there is little, if any, chance that they will learn what is being addressed in class. A basic premise of The Highly Engaged Classroom is that student engagement happens as a result of a teacher s careful planning and execution of specific strategies. In other words, student engagement is not serendipitous. This book was designed as a self-study text that provides an in-depth understanding of how to generate high levels of attention and engagement. Engagement is obviously a central aspect of effective teaching. Using the suggestions presented in this book, every teacher can create a classroom environment in which engagement is the norm instead of the exception. Part of the Classroom Strategies That Work library, this clear, highly practical guide follows the series format, first summarizing key research and then translating it into recommendations for classroom practice. In addition to the explanations and examples of engagement strategies, each chapter includes helpful exercises to reinforce the reader's understanding of the content. Because research and theory can provide only a general direction for classroom practice, The Highly Engaged Classroom (and each book in the series) goes one step further to translate that research into applications for the classroom. Specifically, it addresses four emblematic questions students ask themselves, the answers to which determine how involved students are in classroom activities: How do I feel?, Am I interested?, Is this important?, and Can I do this? For each of these four emblematic questions, specific classroom strategies are provided in chapters 2 through 5.

The Highly Engaged Classroom (The Classroom Strategies Series)

Marzano, Robert J.

Pickering, Debra J.

Strong vocabulary is a vital foundation needed all academic subject areas. Unfortunately, learning vocabulary is not always enjoyable or easy for students. With Vocabulary Games for the Classroom, however, Lindsay Carleton and Robert J. Marzano have devised a way to make this important instruction something both students and teachers look forward to. Vocabulary Games for the Classroom provides K 12 teachers with thirteen games designed to build academic vocabulary. While these games are certainly fun, and teachers should capitalize on the energy and excitement they generate, they should also be seen as one part of a systematic approach to direct vocabulary instruction. This resource includes hundreds of hand-picked vocabulary terms compiled from Marzano s work with schools, districts, and states. These vocabulary lists include terms for four different content areas language arts, math, science, and social studies across all grade levels. If a teacher s school or district has already established lists of academic terms for core content areas at each grade level, they can use the lists provided here as a supplement. Teachers should also feel free to make adaptations and additions to both the games and the provided vocabulary lists in order to enhance students knowledge of new terminology. The structure of Vocabulary Games for the Classroom is simple, straightforward, and easy to use. Each game begins with a brief description that includes details about which grade levels it was designed for, which subject areas it works best with, and whether the students should already be familiar with the vocabulary used or not. Next, the necessary materials are listed to help teachers prepare for the game ahead of time. Instructions to set up the game are then provided; this section includes any preparation that would need to be completed in advance. Following the set up, the game s directions are explained clearly and concisely so that the reader can visualize the game in his or her classroom. Finally, the vocabulary terms used for the game are discussed; in some cases vocabulary lists are provided, in others, the vocabulary list would be tailored to the classroom or pulled from the extensive appendix. Many games also include sample questions and exercises that can be used straight from the book. With this resource, readers will be able to make vocabulary instruction in their classroom not only fun, but also successful.

Vocabulary Games for the Classroom

Lindsay Carleton

Words, Language & Grammar

Make direct vocabulary instruction fun and successful with this simple, straightforward, and easy-to-use book. Hundreds of critical vocabulary terms handpicked by Dr. Marzano cover four content areas and all grade levels. Each game identifies the appropriate grade level and subject area, as well as whether or not the students should already be familiar with the vocabulary.

Carleton, Lindsay

As the 21st century unfolds, the pace of change in the world is accelerating while education in the United States remains stagnant or, at best, progresses in isolated pockets. Concern over the effects of an inadequate education system on the nation s economy and innovative potential is growing, and it seems a crisis point is near when the negative aspects of the education system will outweigh the benefits. The consequences of a poorly educated population would be dire, and in order to correct this trajectory, every level of the education system will have to undergo massive changes. Teachers and administrators must lead this cultural shift, which is perhaps as important and massive as the industrial revolution. 
In Teaching and Assessing 21st Century Skills the authors present a model of instruction and assessment based on a combination of cognitive skills (skills students will need to succeed academically) and conative skills (skills students will need to succeed interpersonally) necessary for the 21st century. Specifically, this book addresses three cognitive skills (analyzing and utilizing information, addressing complex problems and issues, and creating patterns and mental models) and two conative skills (understanding and controlling oneself and understanding and interacting with others). The authors believe both cognitive and conative skills will be vital to the success of all citizens living and working in the highly varied and quickly changing knowledge economy of the 21st century. 
Part of The Classroom Strategies Series, this clear, highly practical guide follows the series format, first summarizing key research and then translating it into recommendations for classroom practice. In addition to the explanations and examples of strategies, each chapter includes helpful comprehension questions to reinforce the reader s understanding of the content to create both short- and long-term strategies for teaching and assessing 21st century skills.

Teaching and Assessing 21st Century Skills: The Classroom Strategies Series

Tammy Heflebower

Silver Award Winner 2013 Independent Book Publishers Association Benjamin Franklin Award Just as successful athletes must identify personal strengths and weaknesses, set goals, and engage in focused practice to meet their goals, so must teachers. Coaching colleagues can help one another build their teaching practices by working together. Learn how to combine a model of effective instruction with goal setting, focused practice, focused feedback, and observations to improve your instructional practices. Included are 280 ready-to-use strategies related to the 41 elements of effective teaching shown to enhance student achievement, as well as a list of ways to incorporate technology into the element.
 Benefits
 - Find the reflection strategies that work best for you in the comprehensive at-a-glance compendium, complete with its own table of contents. - Use end-of-chapter comprehension questions to assess and reinforce your understanding of the framework, featuring three categories of lesson segments, the related design questions, and the 41 elements of effective teaching. - Conduct a self-audit to determine your level of competence for each of the 41 elements of effective teaching. - Learn how to use video data, student survey data, and student achievement data to improve your practice. - Continue to develop your instructional practices with an appendix of teacher scales for each reflective practice. - Relate to and draw from classroom vignettes that depict and explore the presented reflective strategies, including (1) videos of other teachers, (2) coaching colleagues, and (3) instructional rounds. Contents 1. Research and Theory 2. Having a Model of Effective Teaching 3. Setting Growth Goals 4. Engaging in Focused Practice 5. Receiving Focused Feedback 6. Observing and Discussing Teaching Compendium: Strategies for Reflective Practice Appendix A: Answers to Comprehension Questions Appendix B: Teacher Scales for Reflective Practice

Becoming a Reflective Teacher (Identifying Instructional Strengths and Weaknesses to Improve Teaching) (Classroom Strategies)

Jessica Kanold-McIntyre

With Tina Boogren

Debra Pickering

Just as successful athletes must identify strengths and weaknesses, set goals, and engage in focused practice to meet their goals, so must teachers. Learn how to combine a model of effective instruction with goal setting, focused practice, focused feedback, and observations to improve your instructional practices. Included are 280 strategies related to the 41 elements of effective teaching shown to enhance student achievement.

Becoming a Reflective Teacher (Classroom Strategies)

Boogren, Tina

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.
 Benefits
 - Gain a clear understanding of what the CCSS are, how they are organized, and how they can be used in the classroom. - Learn how to integrate 21st century thinking and reasoning into instruction. - Design learning goals and proficiency standards geared toward individual students.

Using Common Core Standards to Enhance Classroom Instruction & Assessment

Business & Money

Jan K. Hoegh

Julia A. Simms

David C. Yanoski

Education & Reference

See the best price to sell, buy or rent books by the Marzano Research Laboratory publisher. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Marzano Research Laboratory

See the best price to sell, buy or rent books by the Marzano Research Laboratory publisher. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Designing & Teaching Learning Goals & Objectives

Formative Assessment & Standards-Based Grading (Classroom Strategies That Work)

The Highly Engaged Classroom: The Classroom Strategies Series (Generating High Levels of Student Attention and Engagement)

The Highly Engaged Classroom (The Classroom Strategies Series)

Vocabulary Games for the Classroom

Vocabulary Games for the Classroom

Teaching and Assessing 21st Century Skills: The Classroom Strategies Series

Becoming a Reflective Teacher (Identifying Instructional Strengths and Weaknesses to Improve Teaching) (Classroom Strategies)

Becoming a Reflective Teacher (Classroom Strategies)

Using Common Core Standards to Enhance Classroom Instruction & Assessment