Revising Knowledge: Classroom Techniques to Help Students Examine Their Deeper Understanding (Marzano Center Essentials for Achieving Rigor), by Robert J. Marzano Ria A. Schmidt
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Revising Knowledge: Classroom Techniques to Help Students Examine Their Deeper Understanding (Marzano Center Essentials for Achieving Rigor), by Robert J. Marzano Ria A. Schmidt
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Can your students effectively revise their knowledge? To meet rigorous academic standards, students need to know how to deliberately revise their own knowledge. They need to be able to use visual tools, written work, and academic notebooks to deepen their understanding of the content. Based on the earlier work of Dr. Robert J. Marzano, Examining Reasoning: Classroom Techniques to Help Students Produce and Defend Claims provides explicit steps for teaching students how to revise their knowledge. It includes adaptations for various student populations, examples and nonexamples from classroom practice, and strategies to avoid making common mistakes.
Revising Knowledge: Classroom Techniques to Help Students Examine Their Deeper Understanding (Marzano Center Essentials for Achieving Rigor), by Robert J. Marzano Ria A. Schmidt- Amazon Sales Rank: #859925 in Books
- Published on: 2015-03-10
- Original language: English
- Number of items: 1
- Dimensions: 9.80" h x .40" w x 6.90" l, .0 pounds
- Binding: Paperback
- 136 pages
- Education
- Marzano
- Knowledge
- Rigor
Review "Revising Knowledge provides practical techniques for implementation and for monitoring student use of revision strategies. In addition, having both elementary and secondary examples provides teachers at all levels the opportunity to 'see' their own classrooms." -- Rebecca Snyder "2009 Pennsylvania Teacher of the Year""I have been teaching for 30 years and I still found new techniques in Revising Knowledge that I will try in my classroom. The Common Core techniques, which really work in the classroom, are a great addition." -- Wanda Lacy "2013 Tennessee Teacher of the Year""This book is an excellent resource for those teachers who are struggling with the shift from the more objective, isolated principles of the past to the more subjective, integrated methods that require students to revise knowledge before they can move on to hypothesizing and other higher-order skills." -- Amy I. Weems "2013 Louisiana Teacher of the Year"
About the Author 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.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.
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