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Becoming a Reflective Teacher

By: Robert J. Marzano

With: Tina H. Boogren, Tammy Heflebower, Jessica Kanold-McIntyre, Debra J. Pickering

Just as successful athletes must identify strengths and weaknesses, set goals, and engage in focused practice to meet their goals, so must teachers. Learn how to combine a model of effective instruction with goal setting, focused practice, focused feedback, and observations to improve your instructional practices. Included are 280 strategies related to the 41 elements of effective teaching shown to enhance student achievement.

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Becoming a Reflective Teacher

Just as successful athletes must identify strengths and weaknesses, set goals, and engage in focused practice to meet their goals, so must teachers. Learn how to combine a model of effective instruction with goal setting, focused practice, focused feedback, and observations to improve your instructional practices. Included are 280 strategies related to the 41 elements of effective teaching shown to enhance student achievement.

Silver Award Winner — 2013 Independent Book Publishers Association Benjamin Franklin Award in Education

  • Find the reflection strategies that work best for you in the comprehensive at-a-glance compendium, complete with its own table of contents.
  • Use end-of-chapter comprehension questions to assess and reinforce your understanding of each chapter's topic.
  • Conduct a self-audit to determine your level of competence for each of the 41 elements of effective teaching.
  • Learn how to use video data, student survey data, and student achievement data to improve your practice.
  • Continue to develop your instructional practices with an appendix of teacher scales for each reflective practice.
  • Relate to and draw from classroom vignettes that depict and explore the presented reflective strategies.

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Additional Information

Product Code: BKL011

ISBN: 9780983351238

Page Count: 256

“It is with the greatest enthusiasm that I share my endorsement of the ‘cannot-be-published-soon-enough’ text, Becoming a Reflective Teacher. The content integrates and reflects the depth, breadth, and longevity of research on teaching and learning. Truly, it is both research-based and grounded in and for practice.

“Firmly grounded in both research and practice, Becoming a Reflective Teacher offers an enormous volume of specific strategies and tools for addressing reflective questions aligned with specific dimensions of effective lesson design and teaching practice. This book is an invaluable resource for all teachers in their quest to continuously advance teaching practice and student learning. It will serve well as the focus of study with immediate application by individual teachers, collaborative instructional teacher teams, and administrators who understand the centrality of reflective practice for continuous instructional improvement.

“Timely, accessible, and immediately applicable, Becoming a Reflective Teacher is sure to invigorate the passion, persistence, and practice of teachers everywhere!”

Jennifer York-Barr, professor of organizational leadership, policy, and development, University of Minnesota

“Reflection is at the core of professional practice, at the core of deepening instruction. Becoming a Reflective Teacher is a valuable and practical resource for linking reflection with effective instruction and student learning. Packed with strategies, tools, and examples for focusing reflection and self-assessing the outcomes, I see teachers and teams routinely accessing its wealth of information.”

Gail Ghere, assistant administrator, Office of Leadership Development, Saint Paul Public Schools, Minnesota

Reproducibles

These reproducibles include handouts to copy and share, as well as forms you can fill in electronically.

  Click here for reproducibles

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