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

By Robert J. Marzano | Go to book overview

1 What will I do to establish and communicate
learning goals, track student progress,
and celebrate success?
Arguably the most basic issue a teacher can consider is what he or she will do to establish and communicate learning goals, track student progress, and celebrate success. In effect, this design question includes three distinct but highly related elements: (1) setting and communicating learning goals, (2) tracking student progress, and (3) celebrating success. These elements have a fairly straightforward relationship. Establishing and communicating learning goals are the starting place. After all, for learning to be effective, clear targets in terms of information and skill must be established. But establishing and communicating learning goals alone do not suffice to enhance student learning. Rather, once goals have been set it is natural and necessary to track progress. This assessment does not occur at the end of a unit only but throughout the unit. Finally, given that each student has made progress in one or more learning goals, the teacher and students can celebrate those successes.
In the Classroom
Let's start by looking at a classroom scenario as an example. Mr. Hutchins begins his unit on Hiroshima and Nagasaki by passing out a sheet of paper with the three learning goals for the unit:
Goal 1. Students will understand the major events leading up to the development of the atomic bomb, starting with Einstein's publication of the theory of special relativity in 1905 and ending with the development of the two bombs Little Boy and Fat Man in 1945

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