Organizing for Learning: Classroom Techniques to Help Students Interact Within Small Groups - Marzano Center Essentials for Achieving Rigor

Publisher Marketing: Academic standards call for increased rigor, but simply raising complexity is not enough. Students need to be able to interact productively within a small-group setting. As teachers become better at planning and providing practice sessions that build these skills, students become more adept at participating in structured grouping, peer response groups, paired practice, partner discussions, and reflecting on learning as part of a group. Organizing for Learning: Classroom Techniques to Help Students Interact Within Small Groups explores explicit techniques for mastering this crucial strategy of instructional practice. It includes: Explicit steps for implementation Recommendations for monitoring students' ability to process content in groups Adaptations for students who struggle, have special needs, or excel in learning Examples and nonexamples from classroom practice Common mistakes and ways to avoid them The Essentials for Achieving Rigor series of instructional guides helps educators become highly skilled at implementing, monitoring, and adapting instruction. Put it to practical use immediately, adopting day-to-day examples as models for application in your own classroom.

Contributor Bio:  Senn, Deana Deana Senn, MSSE, is an expert in instructional strategies and classroom assessments. She is the Lead Content Developer and a Senior Staff Developer for Learning Sciences Marzano Center. Ms. Senn's curriculum, instruction and assessment experience spans the United States and Canada. Ms. Senn has been a teacher and a leader in school, district, regional, and provincial roles in both rural and urban settings. She is a graduate of Texas A&M University and received her master's degree from Montana State University. With her extensive experience focusing on teaching and learning, Ms. Senn offers a unique perspective for improving instructional practice. Contributor Bio:  Marzano, Robert J Robert J. Marzano is senior scholar at Mid-continent Research for Education and Learning (McREL) in Aurora, Colorado, associate professor at Cardinal Stritch University in Milwaukee, Wisconsin, and president of Marzano & Associates in Centennial, Colorado. He is the author of 25 books, 150 articles and chapters in books, and 100 sets of curriculum materials for teachers and students in Grades K 12. His works include What Works in Schools: Translating Research Into Action, School Leadership That Works, Building Background Knowledge for Academic Achievement, Classroom Management That Works, Classroom Instruction That Works, Classroom Assessment and Grading That Work, and A Different Kind of Classroom: Teaching With Dimensions of Learning. During his 35 years in public education, Marzano has worked in every state multiple times as well as in a host of countries in Europe and Asia. The central theme in his work has been translating research and theory into practical programs and tools for K 12 teachers and administrators. Contributor Bio:  Bryant, Gwendolyn L Gwendolyn L. Bryant, MSEd, has taught learning disability, preschool, elementary, middle school and college levels. Before becoming a staff developer with Learning Sciences, Gwendolyn designed content, served as a district level lead teacher, middle school improvement and literacy coach. Contributor Bio:  Sahadeo-Turner, Tzeporaw Tzeporaw Sahadeo-Turner, MSEd (Educational Leadership), MS (Public Health), has made effective pedagogy and student achievement the primary focuses of her career. Her history as a high school science teacher, an 8th grade comprehensive science teacher, and an administrator with both Florida's Hillsborough County and Florida Virtual School has allowed her to experience and evaluate effective curricula and pedagogy from nearly every angle. She earned both of her master's degrees from the University of South Florida. Her dynamic style has her in high demand across the country.