From the Book - Regular Print - [Revised and expanded edition].
Research Supporting the Model --
Major Features of The New Art and Science of Teaching --
Old and New Art and Science of Teaching --
A Framework for Change --
1. Providing and Communicating Clear Learning Goals --
Element 1 Providing Scales and Rubrics --
Element 2 Tracking Student Progress --
Element 3 Celebrating Success --
Implications for Change --
Element 4 Using Informal Assessments of the Whole Class --
Element 5 Using Formal Assessments of Individual Students --
Implications for Change --
3. Conducting Direct Instruction Lessons --
Element 6 Chunking Content --
Element 7 Processing Content --
Element 8 Recording and Representing Content --
Implications for Change --
4. Conducting Practicing and Deepening Lessons --
Element 9 Using Structured Practice Sessions --
Element 10 Examining Similarities and Differences --
Element 11 Examining Errors in Reasoning --
Implications for Change --
5. Conducting Knowledge Application Lessons --
Element 12 Engaging Students in Cognitively Complex Tasks --
Element 13 Providing Resources and Guidance --
Element 14 Generating and Defending Claims --
Implications for Change --
6. Using Strategies That Appear in All Types of Lessons --
Element 15 Previewing Strategies --
Element 16 Highlighting Critical Information --
Element 17 Reviewing Content --
Element 18 Revising Knowledge --
Element 19 Reflecting on Learning --
Element 20 Assigning Purposeful Homework --
Element 21 Elaborating on Information --
Element 22 Organizing Students to Interact --
Implications for Change --
7. Using Engagement Strategies --
Element 23 Noticing and Reacting When Students Are Not Engaged --
Element 24 Increasing Response Rates --
Element 25 Using Physical Movement --
Element 26 Maintaining a Lively Pace --
Element 27 Demonstrating Intensity and Enthusiasm --
Element 28 Presenting Unusual Information --
Element 29 Using Friendly Controversy --
Element 30 Using Academic Games --
Element 31 Providing Opportunities for Students to Talk About Themselves --
Element 32 Motivating and Inspiring Students --
Implications for Change --
8. Implementing Rules and Procedures --
Element 33 Establishing Rules and Procedures --
Element 34 Organizing the Physical Layout of the Classroom --
Element 35 Demonstrating Withitness --
Element 36 Acknowledging Adherence to Rules and Procedures --
Element 37 Acknowledging Lack of Adherence to Rules and Procedures --
Implications for Change --
9. Building Relationships --
Element 38 Using Verbal and Nonverbal Behaviors That Indicate Affection for Students --
Element 39 Understanding Students' Backgrounds and Interests --
Element 40 Displaying Objectivity and Control --
Implications for Change --
10. Communicating High Expectations --
Element 41 Demonstrating Value and Respect for Reluctant Learners --
Element 42 Asking In-Depth Questions of Reluctant Learners --
Element 43 Probing Incorrect Answers With Reluctant Learners --
Implications for Change --
11. Making System Changes --
Recommendation 1 Create a System That Ensures Teacher Development --
Recommendation 2 Focus on Unit Planning as Opposed to Lesson Planning --
Recommendation 3 Use Blended Instruction --
Recommendation 4 Ensure a Guaranteed and Viable Curriculum Involving Cognitive and Metacognitive Skills --
Recommendation 5 Rely on Classroom Measurement --
Recommendation 6 Change Report Cards --
Recommendation 7 Adjust Scheduling to Address the Differential Effectiveness of Teachers --
Recommendation 8 Gradually Move to a Competency-Based System --
