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.
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