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June 28-30, 2013
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Washington, D.C.

Conference on Teaching Excellence

June 28–30
Washington, D.C.

Get up-to-date on recent revelations about best practices in the classroom, how to make them routine in every grade and subject, and how to scale them systemwide. 

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Handbook for the Art and Science of Teaching

by Robert J. Marzano and John L. Brown

Table of Contents

Module 5: Using Cooperative Learning, Curriculum Chunking, and Descriptions, Discussions, and Predictions

In this module we continue to explore techniques for helping students interact with new knowledge. All three of the modules in this section address Design Question 2: What will I do to help students effectively interact with new knowledge? As we saw, this design question involves a number of components. In this module we address the need to present new information and skills in small chunks so that students have time to process it and explore with other students their evolving reactions and perspectives. We also consider the need to engage students in a variety of small-group tasks to help them interact during critical-input experiences.

Reflecting on Your Current Beliefs and Practices

Before examining the strategies in this module, take some time to examine your current beliefs and practices by answering the following questions:

  1. To what extent do you use cooperative learning and related small-group activities to help students process new information, skills, and procedures?
    _____________________________________________________________
    _____________________________________________________________
    _____________________________________________________________
    _____________________________________________________________
  2. To what extent do you chunk new knowledge in small increments?
    _____________________________________________________________
    _____________________________________________________________
    _____________________________________________________________
    _____________________________________________________________
  3. How do you use students' descriptions, discussions, and predictions to reinforce their processing of new information, skills, and procedures?
    _____________________________________________________________
    _____________________________________________________________
    _____________________________________________________________
    _____________________________________________________________

Recommendations for Classroom Practice

 

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