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 August 8  Note Catcher The New Art and Science of Teaching

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Designing Assessments Based on Priority Standards

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A Practical Guide for Teachers

By: Jeff Flygare, Tammy Heflebower, Jan K. Hoegh, Philip B. Warrick

Whether you are well versed in writing proficiency scales or are seeking practical guidance on classroom assessment that best supports student learning, this book will help you design standards-based assessments that provide meaningful data to inform your next steps in the instructional cycle.

Successfully integrate assessment practices that inform effective instruction for every student

What do successful assessments look like? According to this team of authors, they provide meaningful assessment data that inform your instruction to help your students reach proficiency in priority standards. With the help of this practical guide, learn how to successfully integrate assessment with the standards-based teaching and learning process to improve student performance and evaluate instructional efficacy.

This book will help K-12 teachers and assessment coordinators:

Gain clarity on the different roles of assessment throughout the instructional cycle

Determine the timing and format of assessments to best support student learning

Address test validity, reliability, and fairness

Understand collaborative techniques for assessment consistency

Access numerous sample assessments from the field

"The authors provide valuable insights into how teachers and collaborative teams can use assessment to improve learning and teaching. This book is packed with helpful ideas, clear examples, and actionable steps for improving the use of assessment in a standards-based learning environment. It's an important resource that will help in shifting educators' thoughts and philosophies about the role of assessment in today's classrooms."

Jenni Donohoo, director, Donohoo Center for Collective Efficacy

"In this book, Jan Hoegh and colleagues provide classroom teachers with a step-by-step approach to designing high-quality classroom assessments that can be employed in traditional classrooms, standards-referenced classrooms, and competency-based classrooms. Using proficiency scales as their foundation, the authors clearly exemplify how teachers can render assessment, student feedback, and instructional design with a unified, seamless system."

Robert J. Marzano, chief academic officer, Marzano Resources

"Hoegh, Flygare, Heflebower, and Warrick provide a valuable resource for educators in developing an understanding of the principles of sound assessment in the classroom. Teachers, administrators, higher education faculty, and professional developers can all benefit from the research-based yet practical guidance supported by examples of how to implement these principles and practices. This is a book that I would strongly recommend to any educator wanting to strengthen their assessment literacy and support effective communication of assessment to students, parents, and the public."

Chad Buckendahl, partner, ACS Ventures, LCC

Share your thoughts, write a review

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Assessing Learning in the Standards-Based Classroom

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Whether you are well versed in writing proficiency scales or are seeking practical guidance on classroom assessment that best supports student learning, this book will help you design standards-based assessments that provide meaningful data to inform your next steps in the instructional cycle.

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Assessing Learning in the Standards-Based Classroom

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Whether you are well versed in writing proficiency scales or are seeking practical guidance on classroom assessment that best supports student learning, this book will help you design standards-based assessments that provide meaningful data to inform your next steps in the instructional cycle.

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Enter names, spin wheel to pick a random winner. Customize look and feel, save and share wheels.

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Movement breaks are brief intervals that enable all students to move their bodies and help teachers to engage learners in physical ways. Chants, poems, even Morning Meeting greetings, and activities can be used as movement breaks throughout the day.

Activities

1. 5-4-3-2-1 In this simple game, students stand up and the teacher (or leader) has them do five different movements in descending order. For example the teacher would say: "Do five jumping jacks, spin around four times, hop on one foot three times, walk all the way around the classroom two times, give your neighbor one high-five (pausing in between each task for students to do it).

2. Trading Places Have students stand behind their pushed-in chairs. Call out a trait, and everyone who has that trait must change places with someone else (students who do not have the trait stay where they are). Examples: "Everyone with curly hair." "Everyone who ate cereal for breakfast." "Everyone who is wearing stripes."

3. Six Spots Number six spots around your room from 1-6. Have students each go to a spot of their choice. Choose a student to roll a die (if you can make a big one out of foam, it adds to the fun). All the students at the number rolled must go back to their seats. Students that are left go to a new spot, and the die is rolled again. Continue until only a few students are left.

4. Mingle, Mingle, Group! In this game students mill about the classroom saying, "mingle, mingle, mingle" in soft voices until the teacher says, "Groups of 5," at which point the students must quickly group themselves into groups with the correct number of people. Students who are left over must do three jumping jacks before the next round starts. The teacher can call out any number for the group size. You can also add rules such as: as soon as a group is complete, all members must sit down in a line.

5. Dance Party! Put on some rockin' music and dance! If you can make the room semi-dark and have a black light or other special effect, your kids will love it!

6. Freeze Dance! Similar to Dance Party, except that every so often the music stops, and students must freeze and hold the position they are in until the music begins again.

7. Name Moves Students stand behind their chairs. In turn, each student says his or her name accompanied by a special movement. For example a student might say, "Kayla!" while dramatically dropping to one knee and doing Jazz Hands. After the student does his or her move, the rest of the class says the student's name in unison and imitates the move. Then it is the next student's turn.

8. Keep It Up Students must keep a beach ball from hitting the ground. Add two or three balls to make it even more fun.

9. Simon Says An oldie but a goody!

10. Movement Songs Sing a song with whole-body movements, such as, "Head, Shoulders, Knees, and Toes," "Father Abraham," "Toe-Knee Chest-Nut," "Shake Your Sillies Out (Raffie)," "Grand Old Duke of York," "My Bonnie Lies over the Ocean," etc.

11. Recorded Movement Songs Older students might enjoy a simple Zumba routine, YMCA, or the Macarena. Littler ones will love Sesame Street's A Very Simple Dance to Do.

12. Animal Pretend Younger children will enjoy pretending to be various animals (or even objects such as lawn mowers or airplanes). Call out a few in sequence.

13. Would You Rather Ask a "would you rather" question and have students show their choice by moving to one end of the room or the other. Have a few kids share why. Here are 20 free "Would You Rather" Questions to get you started.

14. Find It Fast Call out a color or other trait (e.g. something round, something made of wood), and students must find an object in the room that fits the trait and get to it quickly.

15. Physical Challenges Challenge students to do something physically difficult, such as standing on one foot with arms extended, or this one: Grab your nose with left hand, and grab your left earlobe with your right hand, and then quickly switch so that your right hand is on your nose and your left hand is grabbing your right earlobe. Yoga poses could also be a good variation.

16. Plates Give each student a paper plate. Students must walk around the room balancing the plates on their heads. If a student drops his or her plate, the student must freeze until another student picks it up and places it back on the student's head (while keeping his or her own plate in place, of course).

17. Line Up! Have students line up using a specific criteria, such as age (use day and month, not just year), height, alphabetically by middle name, hair length, etc.

18. Limbo All you need is a long stick and a pair of kids to hold it. Music is nice, too.

19. Human Knot Divide students into groups of about eight students. Have students each grab right hands with someone who is not directly next to them. Then do the same with left hands. The challenge is to untangle and become a circle without releasing hands.

20. Jump Skip Counting Have students count by twos, fives, tens etc. while jumping with each count. You could also practice spelling words this way.

Videos from GoNoodle are great!

GoNoodle videos get kids moving to be their strongest, bravest, silliest, smartest, bestest selves. Over 14 million kids each month are dancing, stretching, running, jumping, deep breathing, and wiggling with GoNoodle.

For Teachers: 3 out of 4 elementary schools in the US use GoNoodle to: - Give students the brain breaks they need - Host indoor recess - Make subject transitions seamless - Energize or calm their class

Create a free account on GoNoodle.com now and find hundreds of ways to move! - https://goo.gl/fA6qK3

BURPEE

Articles
Teaching with the Brain in Mind, 2nd Edition by Eric Jensen Chapter 4. Movement and Learning Research-Tested Benefits of Breaks Students are easily distracted, but regular, short breaks can help them focus, increase their productivity, and reduce their stress The Cognitive Benefits of Physical Activity in the Classroom Movement Breaks to the Rescue! Classroom-Based Movement Breaks Sensory and Movement Break Ideas | Getting Classrooms Moving! Teacher Toolbox Physical Activity Breaks in the Secondary Classroom Middle School Activity Breaks Movement Breaks OT Tips

Tips

Keep physical activity breaks short and manageable. Shoot for 1 - 5 minute breaks at least 2-3 times per day.

Participate with your students in the activity. Students will be more likely to join in and have fun if they see their school community moving with them.

Ask teachers and school administrators to share and demonstrate their favorite activities, games, and movement ideas during staff meetings throughout the school year.

Create a classroom atmosphere that embraces movement! Consider playing age and culturally appropriate music. Be patient - it may take some time for kids to embrace and be comfortable with the physical activity.

Integrate physical activity into academic concepts when possible. For example, a social studies unit on the Olympics can include student participation in classroom energizers fitting into an Olympic theme.

Encourage your physical education teacher to be a movement leader and advocate. Ask if he or she can share some simple motor skills and games for classroom teachers and guidance for creating safe movement spaces.

Empower students by asking them to share their own physical activity break ideas. Provide opportunities for students to lead and demonstrate activities.

Add physical activity breaks right into your daily schedule. Try creating a classroom physical activity calendar of events that includes a variety of ideas throughout the month. Use a classroom physical activity tracker to help your students reach 10 minutes daily! Check out these brain break for testing ideas.

Add in fun equipment items such as beanbags, spot markers, yoga mats, and balance boards. Consider applying for a Game On grant!

Integrate health and fitness concepts while moving with students to emphasize the importance of daily physical activity and good nutrition.

Books
Energizers! 88 Quick Movement Activities That Refresh and Refocus- Susan Roser
Action-Packed Classrooms, K-5: Using Movement to Educate and Invigorate Learners (2009)

Brain Breaks for the Classroom: Quick and Easy Breathing and Movement Activities That Help Students Reenergize, Refocus, and Boost Brain Power-Anytime of the Day! (2009)

Brain Gym: Teacher's Edition (2010)

Energizing Brain Breaks (2009)

Energizing Brain Breaks 2 (2011)

The Kinesthetic Classroom: Teaching and Learning Through Movement (2010)

Learning on Your Feet: Incorporating Physical Activity into the K-8 Classroom (2016)

Moving INTO the Classroom (2018)

Perceptual-Motor Activities for Children with Web Resource: An Evidence-Based Guide to Building Physical and Cognitive Skills (2011)

Physical Activity and Educational Achievement: Insights from Exercise Neuroscience (2018)

Physical Activity and Health Promotion in the Early Years (2018)

Spark: the Revolutionary New Science of Exercise and the Brain (2008)

Teaching with the Brain in Mind (2005) - chap. 9: Movement and Learning

The Third Teacher: 79 Ways You Can Use Design to Transform Teaching and Learning (2010)

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Movement breaks are brief intervals that enable all students to move their bodies and help teachers to engage learners in physical ways. Chants, poems, even Morning Meeting greetings, and activities can be used as movement breaks throughout the day. Activities 5-4-3-2-1 In this simple game, students stand up and the teacher (or leader) has them do five different movements...

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One investment to support long-term school improvement-Learn more

This practical handbook will guide you through implementing competency-based education that improves student learning outcomes and academic achievement. Better understand and utilize the research-based instructional strategies and teaching methods of the Marzano framework in your classroom, school, or district.
Benefits

Learn the history of Robert J. Marzano's framework of teaching methods first laid out in his best-selling The Art and Science of Teaching.

Thoroughly examine the updated The New Art and Science of Teaching framework for competency-based education.

Explore numerous instructional strategies that correspond to each of the 43 elements of The New Art and Science of Teaching.

Acquire examples that will assist in the realization of the instructional strategies discussed throughout the book.

Discover strategies that will improve both the mental and physical environment of the classroom to better support student success.

Reimagine how to develop relationships with students and generate student engagement.

Access free reproducibles that will assist in implementing The New Art and Science of Teaching framework in classrooms.

TABLE OF CONTENTS

Part I: Feedback
Chapter 1: Providing and Communicating Clear Learning Goals
Chapter 2: Using Assessments

Part II: Content
Chapter 3: Conducting Direct Instruction Lessons
Chapter 4: Conducting Practicing and Deepening Lessons
Chapter 5: Conducting Knowledge Application Lessons
Chapter 6: Using Strategies That Appear in All Types of Lessons

Part III: Context
Chapter 7: Using Engagement Strategies
Chapter 8: Implementing Rules and Procedures
Chapter 9: Building Relationships
Chapter 10: Communicating High Expectations

Appendix: Reproducibles

STUDY GUIDE

PRINTABLE REPRODUCIBLES

Chapter 1

Chapter 2

Chapter 3

Chapter 4

Chapter 5

Chapter 6

Chapter 7

Chapter 8

Chapter 9

Chapter 10

Appendix

SUGGESTED RESOURCES

BOOKS

Carleton, L., & Marzano, R. J. (2010). Vocabulary Games for the Classroom. Bloomington, IN: Marzano Research.

Marzano, R. J. (2010). Formative Assessment and Standards-Based Grading. Bloomington, IN: Marzano Research.

Marzano, R. J. (2017). The New Art and Science of Teaching. Bloomington, IN: Solution Tree Press.

Marzano, R. J., & Heflebower, T. (2012). Teaching & Assessing 21st Century Skills. Bloomington, IN: Marzano Research.

Marzano, R. J., & Marzano, J. S. (2015). Managing the Inner World of Teaching: Emotions, Interpretations, and Actions. Bloomington, IN: Marzano Research.

Marzano, R. J., & Simms, J. A. (2014). Questioning Sequences in the Classroom. Bloomington, IN: Marzano Research.

Marzano Research. (2016). Marzano Compendium of Instructional Strategies. Centennial, CO: Author.

Scott, D., & Marzano, R. J. (2014). Awaken the Learner: Finding the Source of Effective Education. Bloomington, IN: Marzano Research.

WEBSITES

Chapter 2

Chapter 7

Chapter 8

Chapter 9

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The Handbook for the New Art and Science of Teaching

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Russel Tarr, International School of Toulouse

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ClassTools.net: Create your own interactive learning resources

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Dozens of templates, quiz generators and learning tools for use in the classroom

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Every kid needs a champion | Rita Pierson | TED

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Promoting relationships and a positive mindset toward learning has a bigger impact on students' long-term success than raising test scores, new research shows.

Allison Shelly/The Verbatim Agency for American Education: Images of Teachers and Students in Action

Test scores are often touted as an objective way to measure how good a school is. And while this is true to a degree, they don't tell the whole story. For students who come from disadvantaged or minority backgrounds, schools that emphasize the social and emotional dimensions of learning-relationship-building, a sense of belonging, and grit, for example-may do a better job of improving long-term outcomes than schools that focus solely on high test scores.

In a new study released by the National Bureau of Economic Research, C. Kirabo Jackson, a professor of education and social policy at Northwestern University, and his colleagues found that schools with robust impacts on student well-being may be helping students in ways that aren't picked up by standardized tests. These schools may not have the highest test scores, but they're the most likely to motivate students to graduate and attend college, especially those students who are less likely to do so in the first place.

"Test scores aren't everything, and schools that promote socio-emotional development actually have a really big positive impact on kids," Jackson told me. "And these impacts are particularly large for vulnerable student populations who don't tend to do very well in the education system."

Working to See the Bigger Picture

This is the latest in a series of studies examining the broad impact that teachers and schools have on students. Jackson's previous research looked at the impact that teachers had on noncognitive skills such as self-regulation, and found that teachers who improved these skills improved their students' long-term outcomes, boosting not only grades, but also attendance and high school graduation rates. The skills that are valuable for future success aren't usually measured on tests, Jackson points out. So while teachers and schools are often evaluated by their ability to improve students' test scores, broader measures should be used.

In the current study, Jackson and his colleagues looked at over 150,000 ninth-grade students who attended Chicago public schools between 2011 and 2017, analyzing test scores and administrative records. They also examined responses on an annual survey students completed on social and emotional development and school climate. The survey covered a range of topics, including peer relationships, students' sense of belonging, how hard they studied for tests, and how interested they were in the topics they were studying. The data were then combined into a three-part index: one that included test scores and other academic outcomes, a "social well-being" index, and a "work habits" index.

Jackson's team found that schools that scored high on the latter two indices-those that promoted social and emotional development-were also the most effective at supporting long-term student success. In these schools, there were fewer absences, and more students graduated and went on to college. And perhaps more importantly, the benefits were greatest for student populations who struggled the most in school.

"These results are broadly consistent with studies that have found that psychological interventions, specifically things like belonging interventions, tend to have the largest impacts for lower-income students or underrepresented minorities," Jackson told me. "So the data that we're finding are consistent with the idea that these particularly vulnerable populations are the ones that benefit the most from the socio-emotional interventions."

Why Noncognitive Skills Matter

Although all students benefit from attending high-performing schools, it's the schools that provide a well-rounded education that drove the differences that Jackson and his colleagues observed. They discovered that a school's impact on the noncognitive dimensions of learning-healthy relationships and a growth mindset, for example-were much more predictive of long-term success than a school's impact on test scores.

For example, Jackson found that high schools that were effective at improving students' feelings of connectedness and belonging had the biggest impact for disadvantaged students, improving their graduation rates by 3.1 percentage points. In contrast, graduation rates for advantaged students at these high schools increased by 0.6 percentage points.

Schools that were effective at raising test scores had a much smaller impact on graduation rates, improving them by 1.8 points for disadvantaged students and 0.2 for advantaged ones.

Disadvantaged students, Jackson told me, "were likely to be relatively lower on the socio-emotional measures" when they started high school. "They were less likely to have strong feelings of belonging in their schools, less likely to have the persistence or academic engagement that students from more affluent homes may have had. So these are the students who would have benefited the most from schools that improve these things."

So what's the big takeaway? Some high schools are better than others at fostering healthy relationships and the skills and mindsets-like grit and good study habits-that promote long-term success. So for Jackson, success shouldn't be measured in terms of test scores alone.

"If you look at people who are successful in life, oftentimes they have attributes that are really positive, in addition to being really smart," Jackson told me. "They're very smart, very knowledgeable, but they also seem to be well-adjusted, for the most part. They tend to be engaged, highly motivated. So there are a lot of other traits that aren't measured by test scores, but if you look at successful individuals, you see that they have those things."

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A Fuller Picture of What a 'Good' School Is

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Promoting relationships and a positive mindset toward learning has a bigger impact on students' long-term success than raising test scores, new research shows.

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How to Master Anything: PEAK by Anders Ericsson | Core Message

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In some circles, Ben Hogan is credited with "inventing practice."

Hogan was one of the greatest golfers of the 20th century, an accomplishment he achieved through tireless repetition. He simply loved to practice. Hogan said, "I couldn't wait to get up in the morning so I could hit balls. I'd be at the practice tee at the crack of dawn, hit balls for a few hours, then take a break and get right back to it." 1

For Hogan, every practice session had a purpose. He reportedly spent years breaking down each phase of the golf swing and testing new methods for each segment. The result was near perfection. He developed one of the most finely-tuned golf swings in the history of the game.

His precision made him more like a surgeon than a golfer. During the 1953 Masters, for example, Hogan hit the flagstick on back-to-back holes. A few days later, he broke the tournament scoring record. 2

Hogan methodically broke the game of golf down into chunks and figured out how he could master each section. For example, he was one of the first golfers to assign specific yardages to each golf club. Then, he studied each course carefully and used trees and sand bunkers as reference points to inform him about the distance of each shot. 3

Hogan finished his career with nine major championships-ranking fourth all-time. During his prime, other golfers simply attributed his remarkable success to "Hogan's secret." Today, experts have a new term for his rigorous style of improvement: deliberate practice.

What is Deliberate Practice?

Deliberate practice refers to a special type of practice that is purposeful and systematic. While regular practice might include mindless repetitions, deliberate practice requires focused attention and is conducted with the specific goal of improving performance. When Ben Hogan carefully reconstructed each step of his golf swing, he was engaging in deliberate practice. He wasn't just taking cuts. He was finely tuning his technique.

While regular practice might include mindless repetitions, deliberate practice requires focused attention and is conducted with the specific goal of improving performance.

The greatest challenge of deliberate practice is to remain focused. In the beginning, showing up and putting in your reps is the most important thing. But after a while we begin to carelessly overlook small errors and miss daily opportunities for improvement.

This is because the natural tendency of the human brain is to transform repeated behaviors into automatic habits. For example, when you first learned to tie your shoes you had to think carefully about each step of the process. Today, after many repetitions, your brain can perform this sequence automatically. The more we repeat a task the more mindless it becomes.

Mindless activity is the enemy of deliberate practice. The danger of practicing the same thing again and again is that progress becomes assumed. Too often, we assume we are getting better simply because we are gaining experience. In reality, we are merely reinforcing our current habits-not improving them.

Claiming that improvement requires attention and effort sounds logical enough. But what does deliberate practice actually look like in the real world? Let's talk about that now.

Examples of Deliberate Practice

One of my favorite examples of deliberate practice is discussed in Talent is Overrated by Geoff Colvin. In the book, Colvin describes how Benjamin Franklin used deliberate practice to improve his writing skills.

When he was a teenager, Benjamin Franklin was criticized by his father for his poor writing abilities. Unlike most teenagers, young Ben took his father's advice seriously and vowed to improve his writing skills.

He began by finding a publication written by some of the best authors of his day. Then, Franklin went through each article line by line and wrote down the meaning of every sentence. Next, he rewrote each article in his own words and then compared his version to the original. Each time, "I discovered some of my faults, and corrected them." Eventually, Franklin realized his vocabulary held him back from better writing, and so he focused intensely on that area.

Deliberate practice always follows the same pattern: break the overall process down into parts, identify your weaknesses, test new strategies for each section, and then integrate your learning into the overall process.

Here are some more examples.

Cooking: Jiro Ono, the subject of the documentary Jiro Dreams of Sushi, is a chef and owner of an award-winning sushi restaurant in Tokyo. Jiro has dedicated his life to perfecting the art of making sushi and he expects the same of his apprentices. Each apprentice must master one tiny part of the sushi-making process at a time-how to wring a towel, how to use a knife, how to cut the fish, and so on. One apprentice trained under Jiro for ten years before being allowed to cook the eggs. Each step of the process is taught with the utmost care.

Martial arts: Josh Waitzkin, author of The Art of Learning, is a martial artist who holds several US national medals and a 2004 world championship. In the finals of one competition, he noticed a weakness: When an opponent illegally head-butted him in the nose, Waitzkin flew into a rage. His emotion caused him to lose control and forget his strategy. Afterward, he specifically sought out training partners who would fight dirty so he could practice remaining calm and principled in the face of chaos. "They were giving me a valuable opportunity to expand my threshold for turbulence," Waitzkin wrote. "Dirty players were my best teachers."

Chess: Magnus Carlsen is a chess grandmaster and one of the highest-rated players in history. One distinguishing feature of great chess players is their ability to recognize "chunks," which are specific arrangements of pieces on the board. Some experts estimate that grandmasters can identify around 300,000 different chunks. Interestingly, Carlsen learned the game by playing computer chess, which allowed him to play multiple games at once. Not only did this strategy allow him to learn chunks much faster than someone playing in-person games, but also gave him a chance to make more mistakes and correct his weaknesses at an accelerated pace.

Music: Many great musicians recommend repeating the most challenging sections of a song until you master them. Virtuoso violinist Nathan Milstein says, "Practice as much as you feel you can accomplish with concentration. Once when I became concerned because others around me practiced all day long, I asked [my professor] how many hours I should practice, and he said, 'It really doesn't matter how long. If you practice with your fingers, no amount is enough. If you practice with your head, two hours is plenty.'" 4

Basketball: Consider the following example from Aubrey Daniels, "Player A shoots 200 practice shots, Player B shoots 50. The Player B retrieves his own shots, dribbles leisurely and takes several breaks to talk to friends. Player A has a colleague who retrieves the ball after each attempt. The colleague keeps a record of shots made. If the shot is missed the colleague records whether the miss was short, long, left or right and the shooter reviews the results after every 10 minutes of practice. To characterize their hour of practice as equal would hardly be accurate. Assuming this is typical of their practice routine and they are equally skilled at the start, which would you predict would be the better shooter after only 100 hours of practice?"

The Unsung Hero of Deliberate Practice

Perhaps the greatest difference between deliberate practice and simple repetition is this: feedback. Anyone who has mastered the art of deliberate practice-whether they are an athlete like Ben Hogan or a writer like Ben Franklin-has developed methods for receiving continual feedback on their performance.

There are many ways to receive feedback. Let's discuss two.

The first effective feedback system is measurement. The things we measure are the things we improve. This holds true for the number of pages we read, the number of pushups we do, the number of sales calls we make, and any other task that is important to us. It is only through measurement that we have any proof of whether we are getting better or worse.

The second effective feedback system is coaching. One consistent finding across disciplines is that coaches are often essential for sustaining deliberate practice. In many cases, it is nearly impossible to both perform a task and measure your progress at the same time. Good coaches can track your progress, find small ways to improve, and hold you accountable to delivering your best effort each day.

The Promise of Deliberate Practice

Humans have a remarkable capacity to improve their performance in nearly any area of life if they train in the correct way. This is easier said than done.

Deliberate practice is not a comfortable activity. It requires sustained effort and concentration. The people who master the art of deliberate practice are committed to being lifelong learners-always exploring and experimenting and refining.

Deliberate practice is not a magic pill, but if you can manage to maintain your focus and commitment, then the promise of deliberate practice is quite alluring: to get the most out of what you've got.

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The Beginner's Guide to Deliberate Practice

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You can improve your performance in nearly any area of life, but you must train in the correct way. Read this article to learn about deliberate practice.

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A Guide for Leaders, Coaches, and Teachers

By: Robert J. Marzano, Cameron L. Rains, Philip B. Warrick

Written for teachers, coaches, and educational leaders, this resource offers a paradigm-shifting approach to teacher development and evaluation. Readers can further their professional growth through self-reflection strategies.

Improving Teacher Development and Evaluation

Teachers cannot become great unless they are given the time, support, and tools to grow in their professional practice. Written for teachers, coaches, and educational leaders, this resource offers a paradigm-shifting approach to teacher development and evaluation. The authors share research-backed steps for improvement, outline the principles for successful observation, and offer extensive protocols designed to help readers fully implement the book's recommendations.

Recognize the failure of past teacher evaluation efforts and its relationship with stagnant teacher development.

Understand why the professional growth of teachers is vital to the well-being of the educational system.

Discover the beneficial influence of teacher self-reflection and self-rating on elements of effective instruction.

Restructure systems of classroom observation and evaluation to improve their effectiveness and encourage teacher development.

Learn new, more reliable methods of scoring teachers' classroom practices and students' academic growth.

"Once again, Marzano and colleagues offer teachers and educational leaders a clear, concise, research-informed, translatable, and subsequently usable guide to not only help develop good teachers but also evaluate teachers in support of their continuous development and genuine growth. Given the new paradigm for teacher evaluation Marzano and colleagues offer, this is a must-read, particularly in light of the liberties granted back to schools by the Every Student Succeeds Act (ESSA). It is this set of freedoms educators should now exercise, and exercise wisely in terms of actually improving teacher development and evaluation, in order to help improve America's schools."

Audrey Amrein-Beardsley, professor and lead editor of Education Policy Analysis Archives, Mary Lou Fulton Teachers College, Arizona State University

"At last, a comprehensive and practical guide to leverage the teacher appraisal process and impact professional growth. Marzano, Rains, Warrick, and Simms build on research to provide practical and straightforward strategies for teacher growth. This is a must-read for anyone charged with supporting teachers on their professional growth journeys. Improving Teacher Development and Evaluation thoroughly discusses almost every aspect of the teacher growth and appraisal process clearly and completely. It will become your go-to book as you're working to help teachers grow!"

John and Sheila Eller, authors of Score to Soar: Moving Teachers from Evaluation to Professional Growth

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Improving Teacher Development and Evaluation

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Teachers cannot become great unless they are given the time, support, and tools to grow in their professional practice. Written for teachers, coaches, and educational leaders, this resource offers a paradigm-shifting approach to teacher development and evaluation. The authors share research-backed steps for improvement, outline the principles for successful observation, and offer extensive protocols designed to help readers fully implement the book's recommendations.

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Strategies to Awaken the Learner

By: Robert J. Marzano, Darrell Scott, Tina H. Boogren, Ming Lee Newcomb

Discover a results-driven framework-based on a six-level hierarchy of student needs and goals-that you can use to provide engaging instruction to students.

Motivating and Inspiring Students

Bringing motivation and inspiration to the classroom is not easy. With this practical resource, you'll discover a results-driven framework-based on a six-level hierarchy of student needs and goals-that you can use to provide engaging instruction to students. The authors share comprehensive understandings of the nature of motivation and inspiration and detail-specific strategies to connect with your students.

Gain specific chapter-ending guidance on how to use the book's strategies.

Consider scenarios that portray how the book's suggestions might play out in the classroom.

Review mindsets, dispositions, and behaviors that result in negative, unhelpful thinking and in positive, productive thinking.

Study step-by-step processes that ensure students' needs get met in individual classrooms.

Use the Awaken the Learner Snapshot Student Survey to assess students' levels of engagement, attention, motivation, and inspiration in school.

"This book takes the reader from research to application, providing information to help create an environment where students can connect to something beyond just self and be inspired. Using this book, you can change the learning environment in schools to be more fruitful and sustaining."

Gail Pletnick, superintendent of Dysart Unified School District, and AASA president-elect, Arizona

"You may have heard it said that the fastest way to find out who the best teachers are in a school is to ask the students. The problem with this method of discovery is that the reasons why some teachers are able to reach the minds and hearts of students while others miss the mark is not as easily articulated. Marzano, Scott, Boogren, and Newcomb go beyond Maslow's hierarchy of needs in Motivating and Inspiring Students. This new work addresses the role of long-neglected concepts such as altruism, empathy, forgiveness, gratitude, and mindfulness (to name a few). Beginning with understanding every person's need to make connections with something greater than self, this book provides theory supported with activities and worksheets that make Motivating and Inspiring Students a must for every teacher and administrator who wishes to reach the heart of our students. Together with the inspiring work done by Darrell Scott through Rachel's Challenge, this book provides every educator with the 'why' and 'how' to implement the most critical elements of motivation and inspiration for learners in our care. Our students become lifelong learners when skilled educators make the right connections with them. Motivating and Inspiring Students helps you get there."

Arturo Delgado, former county superintendent of Los Angeles Schools, California

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Bringing motivation and inspiration to the classroom is not easy. With this practical resource, you'll discover a results-driven framework-based on a six-level hierarchy of student needs and goals-that you can use to provide engaging instruction to students. The authors share comprehensive understandings of the nature of motivation and inspiration and detail-specific strategies to connect with your students.