Revising Knowledge: Classroom Techniques to Help Students Examine Their Deeper Understanding - Marzano Center Essentials for Achieving Rigor

Publisher Marketing: Academic standards call for increased rigor, but simply raising complexity is not enough. Students must also be able to deliberately revise their own knowledge. They need to know how to use visual tools, written work, and academic notebooks to make revisions that help to deepen their understanding of the content. Based on the earlier work of Dr. Robert J. Marzano, Revising Knowledge: Classroom Techniques to Help Students Examine Their Deeper Understanding explores explicit techniques for mastering a crucial strategy of instructional practice: teaching students to revise their knowledge. It includes: Explicit steps for implementation Recommendations for monitoring if students are able to revise their knowledge Adaptations for students who struggle, have special needs, or excel in learning Examples and non-examples 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:  Schmidt, Ria A Ria A. Schmidt, Ph. D. is an educational professional with 15+ years of experience as a teacher, principal, central office administrator, and staff developer. Dr. Schmidt's experience in curriculum and instruction includes: creating and presenting professional development sessions for teachers and administrators on differentiation, rubrics, assessment (formative/summative), proficiency scoring, standards and benchmarks, standards-based education, standards-based reporting; successfully guiding a school system transition from traditional grading/report cards to a standards-based reporting system; and, coordinating standardized assessments and data usage in schools for the purpose of state reporting and informing instruction. In addition, Dr. Schmidt has experience in observing and evaluating both teachers and school administrators. Contributor Bio:  Halter, Laurine Laurine Halter holds a B. A. in biology and a M. Ed. in School Leadership with an emphasis in Curriculum and Instruction. As the first director and developer of a national program to improve instruction in elementary science funded by the National Science Foundation and the National Institutes of Health, Laurine received the South Dakota Division of Workforce and Career Preparation's award for special educational programming in science. Experience as a K-8 Principal, national staff developer and a Director of Curriculum and Instruction has given her the opportunity to serve public, charter, and private schools in rural and urban settings. She was selected to serve as a staff developer for six years with a Rural Systemic Initiative Grant on Turtle Mountain Reservation near the Canadian border. She implemented research based instructional practices based on Dr. Marzano's work with a team that produced an award winning school in Phoenix, Arizona serving a population of over 90% minorityContributor Bio:  Marzano, Robert J Dr. Robert J. Marzano is CEO and co-founder of Marzano Research Laboratory, which specializes in school reform efforts to enhance student academic achievement. Over his 40 years in education, the central theme of his work has been translating research and theory into practical programs and tools for teachers and administrators. He is the author of more than 30 books, 150 articles, and more than 100 curriculum guides and related materials for teachers and students.