Element 32
Motivating and Inspiring Students
Elements 1 -3 have a focus on Providing and Communicating Clear Learning Goals
Where do I start?
Your primary resource is your book The New Art and Science of Teaching by Robert J Marzano. This site will take you further into each element.
Click this link to view the folio. For Copyright reasons, this link will only work if you are logged into your D49 account.
Dive Deeper
The Marzano Compendium of Instructional Strategies is a great place to begin. This folio is designed to help teachers increase their effectiveness by focusing on professional growth. It includes numerous strategies and reproducibles.
Self Assess
This scale will help you assess and monitor your progress with this element.
4
Innovating
I adapt behaviors and create new strategies for unique student needs and situations.
A teacher combines multiple strategies that encourage both personal growth and a connection to something greater than self. She asks students to complete altruism projects, but several students display a lack of self-efficacy, saying that they are “too young to make a difference.” Before starting the projects, the teacher uses inspirational media that show other students of their age making an impact on their community. Throughout the project, the teacher has students write weekly entries in their gratitude journal that relate to their progress on their altruism projects, focusing particularly on the impacts they have made in others’ lives.
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3
Applying
I use activities designed to motivate and inspire students, and I monitor the extent to which my actions affect students.
A teacher engages students in long-term projects of their own design. He helps students set personally relevant long-term goals and create plans for achieving those goals. He monitors students’ progress toward their goals and helps them re-evaluate their short-term goals as necessary to complete their long-term goals.
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2
Developing
I use activities designed to motivate and inspire students, but I do not monitor the effect on students.
A teacher conducts lessons in which he teaches students strategies for mindful- ness as they relate to their efforts in class. However, he does not monitor students’ behavior afterward to see if they continue to use the strategies successfully.
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1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher engages students in motivating and inspiring activities, but provides little guidance. She asks students to complete personal projects but does not support students in setting short-term goals, nor does she provide time for students to work on their projects. As a result, students feel lost and overwhelmed.
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0
Not Using
I am unaware of strategies and behaviors associated with this element.
A teacher does not engage students in personally relevant goal-setting activities or reflective practices. He occasionally creates long-term projects, but students have no input in designing the projects or setting goals.
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What does it look like?
Here is an example video from one of our D49 teachers!
Watch Example: Providing and Communicating Clear Learning Goals Classroom: Kindergarten
Teacher: Jaci Reed (RVES)
iObservation Videos
More videos can be found in the Resource Library in iObservation.
Expert Commentary, Using Engagement Strategies
Description:
In this video, expert Drs. Robert Marzano and Beverly Carbaugh introduce the element, Using Engagement Strategies of the Focused Teacher Evaluation Model.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.
Strategies In Action - Video 22: Engagement Using Physical Movement Grade: 5
Description:
View the Strategies in Action video for using physical movement to engage students. As an enhancement, access the debrief tool titled, Strategies In Action - Video 22: Engagement Using Physical Movement (Grade 5) Debrief.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.