The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction

By Robert J. Marzano | Go to book overview
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3 What will I do to help students practice and
deepen their understanding of new knowledge?

The last chapter emphasized the importance of having students actively process information during well-structured critical-input experiences. If a teacher uses the techniques presented in that chapter, the chances are good that students will walk away from those experiences with an understanding of the content presented. However, this initial understanding, albeit a good one, does not suffice for learning that is aimed at long-term retention and use of knowledge. Rather, students must have opportunities to practice new skills and deepen their understanding of new information. Without this type of extended processing, knowledge that students initially understand might fade and be lost over time.


In the Classroom

Remember, in our classroom example Mr. Hutchins presents a video on Hiroshima and Nagasaki. The next day he briefly summarizes the content from the video. He then introduces students to a metaphor activity regarding Hiroshima and Nagasaki. Previously he has discussed metaphors with students, so they understand that a metaphor links two things that do not seem related on the surface but are related at a more abstract level. In a whole-class discussion, Mr. Hutchins and his students identify some general characteristics of the events at Hiroshima and Nagasaki that students can use in their metaphors. He explains that they will begin the activity in class and finish it as homework.

The next day Mr. Hutchins begins by reviewing the homework with students. He organizes students into groups of five. Each student presents his or her

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The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction
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