Webinar

The New Art and Science of Teaching

On April 13, I attended a webinar titled "The New Art and Science of Teaching". It was presented by Robert J. Marzano.

He talked about the categories of instruction, how to design questions, and how to develop expertise.
If we apply effective application of instructions and strategies, it will have and effect on the students and it will enhance them.
The 10 big categories of instruction: providing clear learning goals, assessment, direct instruction lessons, practicing and deepening lessons, knowledge application lessons, strategies for all types of lessons, engagement, rules and procedures, relationships, and high expectations.
Students must understand the progression, know the important content, so they can deepen their understanding and develop fluency. After that, the students generate claims and integrate new knowledge with the old one.
Students need to feel welcomed and comfort in order to engage, pay attention, and interact with the teacher.
Now, we will talk about designing questions, which are presented in the following pictures.







Questions must be based on the learning goals and students knowledge, and help the students know how the scores are divided.
Clear learning goals can be provided by:
  • rubric
  • students assessment
  • celebrating success

Students can be assessed informally (whole class) and formally (individual assessment).

The point presented after designing the questions is: how to develop expertise?


We can start from 0 to 4 to develop expertise.
(0) is the not using
(1) is beginning
(2) is developing
(3) is applying
(4) is innovating
Teachers can move from 0 to 4. 
Example: In the (not using) the teacher doesn't ask the students to classify or describe similarities and differences of a concept.
In the (beginning), students are asked to use a venn diagram to compare something.
In the (developing), they'll compare in a matrix and discuss what they've found.
In the (applying), students work in groups to complete a chart and present it.
Finally, in the (innovation), students create a visual analogy illustrating a relationship between something. If some students face struggles, they can work in groups.

After all of this, I got my attendance certificate. 😉





I am Rasha Drawish, teacher and student at the same time. I love teaching and it's an honor to me. Actually, I'll never regret choosing this continuous domain. I am an optimistic person and everyday I look for something new :). If you want to know more about me, just visit my blog where you'll read some of my thoughts and see a bit of my life experience.

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