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

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9780983351238: Becoming a Reflective Teacher (Identifying Instructional Strengths and Weaknesses to Improve Teaching) (Classroom Strategies)

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

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About the Author:

Robert J. Marzano, PhD, is the cofounder and CEO of Marzano Research Laboratory in Denver, Colorado. Throughout his forty years in the field of education, he has become a speaker, trainer, and author of more than thirty books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention His books include Designing & Teaching Learning Goals & Objectives, District Leadership That Works, Formative Assessment & Standards-Based Grading, On Excellence in Teaching, The Art and Science of Teaching, The Highly Engaged Classroom, Effective Supervision, and Teaching and Assessing 21st Century Skills. His practical translations of the most current research and theory into classroom strategies are internationally known and widely practiced by both teachers and administrators. He received a bachelor s degree from Iona College in New York, a master s degree from Seattle University, and a doctorate from the University of Washington.

Tina Boogren, MA, is a former classroom teacher, English department chair, instructional coach, digital educator, professional developer, and building-level leader. She is a fellow with the Denver Writing Project and has published numerous articles through the National Writing Project and International Reading Association. Tina has presented at the school, district, state, and national levels and has been a featured speaker at the International Reading Association National Conference and Barnes and Noble Educators Nights. Tina was a finalist for Colorado Teacher of the Year, and she received the Outstanding Teacher Award seven years in a row. In addition to numerous articles, Tina is author of In the First Few Years: Reflections of a Beginning Teacher, published by the International Reading Association. She holds a bachelor s degree from the University of Iowa and a master s degree with an administrative endorsement from the University of Colorado Denver. She is pursuing a doctorate from the University of Denver in educational administration and policy studies.

Tammy Heflebower, EdD, is vice president of Marzano Research Laboratory in Denver, Colorado. She is a consultant with experience in urban, rural, and suburban districts throughout North America. Dr. Heflebower has served as a classroom teacher, building-level leader, district leader, regional professional development director, and national trainer. She has also been an adjunct professor of curriculum, instruction, and assessment courses at several universities.

Jessica Kanold-McIntyre, MA, currently serves as a junior high principal in Buffalo Grove, Illinois. She is a proven leader in fostering learning environments where technology is used to enhance current teaching practices. She has experience and expertise in mathematics instruction, technology use tied to sound teaching practices, and district, school, and teacher implementation of technology. Specifically, she is able to train on Promethean and SMART software and the use of learner response systems. Her training style is practical and relevant to the needs of teachers. Jessica holds a bachelor of arts in elementary education from Wheaton College and a master of arts in educational administration from Northern Illinois University.

Debra Pickering, PhD, consults with schools and districts nationally and internationally as a senior scholar for Marzano Research Laboratory. Throughout her educational career, Dr. Pickering has gained practical experience as a classroom teacher, building leader, and district administrator. For many years, she has used this experience to provide training and support to K 12 teachers and administrators as they seek to continually improve student learning.

Review:

It is with the greatest enthusiasm that I share my endorsement of the cannot-be-published-soon-enough text, Becoming a Reflective Teacher. The content integrates and reflects the depth, breadth and longevity of research on teaching and learning. Truly, it is both research-based and grounded in and for practice.

Firmly grounded in both research and practice, Becoming a Reflective Teacher offers an enormous volume of specific strategies and tools for addressing reflective questions aligned with specific dimensions of effective lesson design and teaching practice. This book is an invaluable resource for all teachers in their quest to continuously advance teaching practice and student learning. It will serve well as the focus of study with immediate application by individual teachers, collaborative instructional teacher teams, and administrators who understand the centrality of reflective practice for continuous instructional improvement.

Timely, accessible, and immediately applicable, Becoming a Reflective Teacher is sure to invigorate the passion, persistence, and practice of teachers everywhere! --Jennifer York-Barr, Professor of Organizational Leadership, Policy, and Development, University of Minnesota, Minneapolis

Reflection is at the core of professional practice; at the core of deepening instruction. Becoming a Reflective Teacher is a valuable and practical resource for linking reflection with effective instruction and student learning. Packed with strategies, tools and examples for focusing reflection and self-assessing the outcomes, I see teachers and teams routinely accessing its wealth of information. --Gail Ghere, Assistant Administrator, Office of Leadership Development, Saint Paul Public Schools, Saint Paul, Minnesota

Reflection is at the core of professional practice; at the core of deepening instruction. Becoming a Reflective Teacher is a valuable and practical resource for linking reflection with effective instruction and student learning. Packed with strategies, tools and examples for focusing reflection and self-assessing the outcomes, I see teachers and teams routinely accessing its wealth of information. --Gail Ghere, Assistant Administrator, Office of Leadership Development, Saint Paul Public Schools, Saint Paul, Minnesota

"Sobre este título" puede pertenecer a otra edición de este libro.

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Descripción Marzano Research Laboratory, United Kingdom, 2012. Paperback. Estado de conservación: New. Language: English . Brand New Book. Becoming a Reflective Teacher is a practical guide for educators who wish to hone their teaching strategies. Just as successful athletes must identify personal strengths and weaknesses, set goals, and engage in focused practice to meet their goals, author and educator Robert Marzano asserts that teachers must also examine their practices, set growth goals, and use focused practice and feedback to successfully educate students and equip them with the tools to thrive academically. In the latest edition to the Classroom Strategies Series, Marzano continues to present the most useful instructional research and theory-based strategies to help educators enhance student achievement. Specifically, Becoming a Reflective Teacher addresses how teachers can combine a model of effective instruction with goal setting, focused practice, focused feedback, and observations and discussions of teaching to improve their instructional practices. This book is based around the framework featured in The Art and Science of Teaching and includes a detailed compendium of over 270 strategies organized under forty-one elements of effective teaching. It also features comprehension questions at the end of each chapter, with answers in appendix A. As with all books in the series, chapter 1 details the research and theory behind the book s topic. It includes a brief history of reflective practice and uses historical figures to show how such practice is critical to gaining expertise. This chapter also lays out the organization of the framework, featuring three categories of lesson segments, the related design questions, and the forty-one elements of effective teaching. Chapter 2 breaks down these three categories of lesson segments (involving routine events, addressing content, and enacted on the spot) into the related design questions for each. For each question, the authors include a vignette showing how to apply the discussed elements in the classroom. Chapter 3 discusses setting growth goals. This chapter shows readers how to conduct a self-audit to determine their level of competence for each of the forty-one elements of effective teaching. This chapter relates to appendix B, which includes measuring scales for each element. Chapter 3 also details how to create a personal profile using the framework so teachers can set clear goals each year. Chapter 4 discusses engaging in focused practice. The authors show readers how to focus on specific steps of a strategy, develop fluency with a strategy, make adaptations to a strategy, and create a macrostrategy. The compendium, which details strategies for all forty-one elements of effective teaching, is a great resource for ideas. Chapter 5 discusses receiving focused feedback. This chapter details how to create a reflection log in order to keep track of growth related to goals. It also shows teachers how to use video data, student survey data, and student achievement data to improve practice. Chapter 6 breaks down the final element of reflective teaching: observing and discussing teaching. The authors briefly discuss three ways teachers might interact: (1) videos of other teachers, (2) coaching colleagues, and (3) instructional rounds. Coaching colleagues can help one another build their teaching practices by working together. The compendium is a comprehensive list of strategies for reflective practice. It is meant to be used as an at-a-glance resource to build reflective teaching. For each of the forty-one elements, the authors include several ready-to-use strategies as well as a list of ways to incorporate technology into the element. The compendium includes its own table of contents to help readers easily find the strategy they wish to incorporate into their practice. There are also tabs throughout to designate which lesson segment the strategies are under. Nº de ref. de la librería AAS9780983351238

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