Do your students know which content is most important to learn? Academic standards call for increased rigor, but simply raising complexity is not enough. Students must also take responsibility for their own learning. They need to be able to determine which content is critical, why it is important, how it connects to their existing knowledge, and when it will inform their future learning.Based on the earlier work of Dr. Robert J. Marzano, Identifying Critical Content: Classroom Strategies to Help Students Know What is Important explores explicit techniques for mastering a crucial strategy of instructional practice: teaching students the skill of identifying critical content. It includes: ·Explicit steps for implementation ·Recommendations for monitoring if students are able to identify critical content ·Adaptations for students who struggle, have special needs, or excel in learning ·Examples and non-examples from classroom practice ·Common mistakes and ways to avoid them The Essentials for Achieving Rigor series of instructional guides helps educators become highly skilled at implementing, monitoring, and adapting instruction. Put it to practical use immediately, adopting day-to-day examples as models for application in your own classroom.
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Commended for Independent Publisher Book Awards (Education 1) 2015.
| Acknowledgments |
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vii | |
| About the Authors |
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xi | |
| Introduction |
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1 | (4) |
| Identifying Critical Content |
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5 | (8) |
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Instructional Technique 1 Verbally Cue Critical Content |
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13 | (8) |
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Instructional Technique 2 Use Explicit Instruction to Convey Critical Content |
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21 | (8) |
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Instructional Technique 3 Use Dramatic Instruction to Convey Critical Content |
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29 | (8) |
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Instructional Technique 4 Provide Advance Organizers to Cue Critical Content |
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37 | (10) |
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Instructional Technique 5 Visually Cue Critical Content |
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47 | (10) |
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Instructional Technique 6 Use Storytelling to Cue Critical Content |
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57 | (8) |
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Instructional Technique 7 Use What Students Already Know to Cue Critical Content |
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65 | (10) |
| Conclusion |
|
75 | (2) |
| References |
|
77 | (2) |
| Index |
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79 | |
With more than 15 years of education experience, Deana Senn, MS, is an expert in instructional strategies and classroom assessments. Her curriculum and instruction experience span the United States and Canada, in both rural and urban districts, from the school level to regional level. She actively develops content with the Marzano Center team and trains nationwide. She is a graduate of Texas A&M University and received her masters degree from Montana State University.
Amber Rutherford, MSEd, works closely with Dr. Robert Marzano in designing content for professional development for an international audience with a particular focus on Common Core State Standards and teacher evaluation. She is a notable speaker and leads professional development throughout the nation in districts that are implementing Marzano evaluation models. Ms. Rutherford received her Master of Science in Education from Fitchburg State College and has been a successful teacher, coach, public school administrator, and certified observer in the Marzano models. As a PLC consultant, she developed PLC implementation plans that significantly raised student achievement. Her experience and commitment as a practitioner and leader in public schools guides her research in educator development for diverse populations.
Robert J. Marzano, PhD, is a nationally recognized education researcher, speaker, trainer, and author of more than 30 books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His practical translations of the most current research and theory into classroom strategies are widely practiced internationally by both teachers and administrators.
