Element 9
Structured Practice Sessions
Elements 9 - 11 have a focus on Practicing and Deepening Lessons
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 uses varied practice to challenge his students. He creates a series of word problems and asks students to work in groups of two to complete the set of problems. The teacher monitors how quickly each group seems to be moving forward and reminds groups who appear to be struggling of an important step or procedure they could use to solve the problem. There are two sets of students who finish their word problems quickly, so he asks them to write out a step-by-step guide of what they did and why to share with the class later.
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3
Applying
I use structured practice sessions, and I monitor the extent to which my actions affect students.
A teacher schedules practice sessions before assessments to help students succeed. She creates a scale and asks students to rate their level of comfort and certainty for various processes from recent lessons. She then conducts special practice sessions to go over the procedures that students are unsure about. After the practice sessions, she asks students to rate their comfort levels again. The teacher is careful to stagger the practice sessions so that there is enough time for students to become fluent in the processes before test day.
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2
Developing
I use structured practice sessions, but I do not monitor the effect on students.
The teacher models the long division procedure for his students. He describes each step of the procedure as he performs it on the whiteboard and explains when students will need to use this procedure. Afterwards, he asks students to solve the same problem using the methods he has described. The teacher then presents additional examples and asks students to solve them with increasing levels of independence. Over the next few days, he provides similar practice sessions. However, he does not have a way of monitoring whether this strategy has helped students understand the procedure better or develop their fluency with the procedure.
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1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher engages her students in fluency practice of summarizing short texts. Before asking the students to summarize, the teacher demonstrates the skill but does not engage the students in trying the skill. During the fluency practice, the teacher creates strict time limits for the students to generate and write down their summaries, and some of the students are not able to complete the fluency activities in the allotted time.
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0
Not Using
I am unaware of strategies and behaviors associated with this element.
A teacher often assigns homework that asks his students to perform new skills, strategies, or processes after they are introduced. The teacher does not model procedures before students perform them and does not set aside additional time in class to practice processes and skills.
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What does it look like?
Here is an example video from one of our D49 teachers!
Watch Example: Modeling Math
Classroom: Fourth
Teacher: Catherine Watson
iObservation Videos
More videos can be found in the Resource Library in iObservation.
Expert Commentary, Helping Students Practice Skills, Strategies and Processes
Description:
In this video Expert Drs. Robert Marzano and Beverly Carbaugh introduce the element, Helping Students Practice Skills, Strategies, and Processes of the Focused Teacher Evaluation Model.
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Practice Video 8
Grade: 7
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Practice Video 7
Grade: 6
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