Download Effective Supervision: Supporting the Art and Science of by Robert J. Marzano, Visit Amazon's Tony Frontier Page, search PDF

By Robert J. Marzano, Visit Amazon's Tony Frontier Page, search results, Learn about Author Central, Tony Frontier, , David Livingston

Powerful Supervision indicates tuition and district-level directors the way to set the priorities and aid the practices that would aid all lecturers turn into specialist academics. the focal point is on constructing a collegial surroundings within which lecturers can freely proportion powerful practices with one another, discover one another's study rooms, and obtain centred suggestions on their educating concepts.

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Indd 33 4/11/11 1:32 PM 34 Effective Supervision or unit. 2 while preparing for an upcoming lesson, a teacher might decide that she will focus on Design Questions 2, 5, and 8. That is, the teacher realizes that the ensuing lesson will include new knowledge—content that students have not been exposed to previously. Consequently, she will use some of the strategies from The Art and Science of Teaching that are most useful when new content is being introduced (Design Question 2). Additionally, the teacher decides that she will use some engagement strategies (Design Question 5) because she has recently noticed that her students seem to be bored frequently.

The other two students in each group ask questions that are posed to the teacher if they are not satisfactorily answered in the triad. Next, the teacher plays another minute of the video and repeats the same process, beginning by having one student in each triad summarize the content. In all, she stops the video four times. Next the teacher asks some questions of the entire class that require students to make inferences about dictatorships. Each triad then develops a summary of the content in the video along with a graphic or pictographic representation of their summaries.

1996; Ross, 1988). , the teacher makes resources available that are specific to cognitively complex tasks and helps students execute such tasks) To illustrate how these strategies and behaviors might manifest in the classroom, consider a mathematics teacher who has previously introduced an algorithm for performing three-column addition. As a way of extending students’ knowledge, the teacher asks them to experiment with different ways to add three-digit numbers. ” Students would first predict how the proposed process of adding three-digit numbers might be affected by the change and then try out this alternative strategy to see if their predictions were accurate.

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