Cooking up delicious teaching and learning experiences with the Marzano model
In my previous post on the power of the Marzano Teacher Evaluation Model, we examined ways to look at the model holistically. Now I want to share a few more “wholes” of the Marzano Model, to sharpen your perspective and help you get your hands around the entire model, so you’ll have a deeper understanding of how the parts of the model work together.
Teach Like a Gourmet Chef
A teacher who understands Domain 1, Classroom Strategies and Behaviors, uses it the way a gourmet chef understands how to prepare a gourmet meal. Lesson Segment, Addressing Content is the main course; Lesson Segment, Involving Routine Events contains the spices; and Lesson Segment, Enacted on the Spot, the sauces. A skilled teacher expertly adds spices and sauces to make the main course come to life!
A less skillful teacher provides students with the lesson (Design Question 2, “Helping students interact with new knowledge”), but plows through without monitoring how students are doing. The teacher is not fluent enough with the strategies to both teach and monitor student engagement; instead, the teacher is simply trying to make it through the day. It’s not surprising if students turn up their noses at the meal offered.
As teachers better learn the model, they implement the elements within Design Questions 2, 3 and maybe 4. They learn how to organize students into groups to process information, elaborate and record knowledge. They strengthen the links between the previous lesson and the new one. Students practice using procedural knowledge, examining similarities and differences, or errors in reasoning to further deepen knowledge. Finally, teachers design an inquiry activity so students can generate and test hypotheses and utilize new knowledge. The “art” in the Art and Science of Teaching comes into play as teachers creatively use strategies best suited to specific types of lessons and learning goals. No chef would think of cooking every meal with the same ingredients. So it is with teachers using the Marzano model.
Building Expertise and Building Community
As knowledge of the model increases, teachers understand how to help students personalize their learning goals, feel challenged to increase their progression on the scale, and celebrate when they do. In addition, they monitor and check when engagement wanes, and implement an academic game, use physical movement, provide unusual information, or some other element within Design Question 5, Engaging Students.
In addition, classroom rules are clarified. Teachers and students spend time practicing the procedures. When students don’t adhere to the rules, they know that they will face objective, consistent consequences. Teachers examine every student relationship and develops strategies to ensure that every student feels part of the learning community. The teacher calls on all students, probes their answers, and students know there are high expectations for each of them. Teachers understand how to use the tools of “Lesson Segments enacted on the spot” to re-engage students and make them hungry for learning.
Shared Goals for Steady Improvement
The Marzano model is organized to help teachers at every level to become better teachers. Domains 2, 3 and 4 provide opportunities to discuss their growth on various elements and develop a specific growth plan. In their planning conference, teacher and administrator discuss what they are going to do in their formal evaluation. In the reflective post-conference, they process how the lesson went. The teacher will be even better equipped to use Domain 1 after this reflection.
By using all the lesson segments and domains together and gaining a deeper understanding of the Marzano Teacher model, we can turn average cooks into gourmet chefs!
Join us and your colleagues across the world to share your expertise at the Marzano Conference 2013! Go here for registration and information details on this summer’s Marzano conference in Orlando.