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Translating General Statements Into Learning Goals

       Exercise 2.4: Designing Assessment Tasks for Learning Goals

       CHAPTER 3 DEVELOPING LEARNING GOALS AT DIFFERENT LEVELS OF DIFFICULTY IN THE SERVICE OF DIFFERENTIATION

       Level 1: Retrieval

       Level 2: Comprehension

       Level 3: Analysis

       Level 4: Knowledge Utilization

       Summary

       Exercise 3.1: Identifying Different Types of Retrieval Goals

       Exercise 3.2: Identifying Different Types of Comprehension Goals

       Exercise 3.3: Identifying Different Types of Analysis Goals

       Exercise 3.4: Identifying Different Types of Knowledge Utilization Goals

       CHAPTER 4 ORGANIZING LEARNING GOALS INTO A SCALE

       Identify a Target Goal for the Class

       Organize Learning Goals Into a Scale

       Consider Noncognitive Goals

       Summary

       Exercise 4.1: Ordering Goals by Level of Difficulty

       Exercise 4.2: Designing a Scale

       Exercise 4.3: Designing Noncognitive Scales

       CHAPTER 5 TEACHING IN ASYSTEM OF LEARNING GOALS

       Learning Goals Over the Course of a Year

       Learning Goals Within a Unit of Instruction

       The Issue of Grading

       Summary

       Student Progress Chart

       EPILOGUE

       APPENDIX A: ANSWERS TO EXERCISES

       Answers to Exercise 2.1: Learning Goals vs Activities and Assignments

       Answers to Exercise 2.2: Declarative vs Procedural Knowledge

       Answers to Exercise 2.3: Translating General Statements Into Learning Goals

       Answers to Exercise 2.4: Designing Assessment Tasks for Learning Goals

       Answers to Exercise 3.1: Identifying Different Types of Retrieval Goals

       Answers to Exercise 3.2: Identifying Different Types of Comprehension Goals

       Answers to Exercise 3.3: Identifying Different Types of Analysis Goals

       Answers to Exercise 3.4: Identifying Different Types of Knowledge Utilization Goals

       Answers to Exercise 4.1: Ordering Goals by Level of Difficulty

       Answers to Exercise 4.2: Designing a Scale

       Answers to Exercise 4.3: Designing Noncognitive Scales

       APPENDIX B: WHAT IS AN EFFECT SIZE?

       APPENDIX C: TERMS AND PHRASES FROM THENEW TAXONOMY

       REFERENCES

       INDEX

      ABOUT THE AUTHOR

      Dr. Robert J. Marzano is the cofounder and CEO of Marzano Research Laboratory in Denver, Colorado. Throughout his forty years in the field of education, he has become a speaker, trainer, and author of more than thirty books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include: Designing and Assessing Educational Objectives, Making Standards Useful in the Classroom, and The Art and Science of Teaching. His practical translations of the most current research and theory into classroom strategies are internationally known and widely practiced by both teachers and administrators. He received a bachelor's degree from Iona College in New York, a master's degree from Seattle University, and a doctorate from the University of Washington.

      ABOUT MARZANO RESEARCH LABORATORY

      Marzano Research Laboratory (MRL) is a joint venture between Solution Tree and Dr. Robert J. Marzano. MRL combines Dr. Marzano's forty years of educational research with continuous action research in all major areas of schooling in order to provide effective and accessible instructional strategies, leadership strategies, and classroom assessment strategies that are always at the forefront of best practice. By providing such an all-inclusive research-into-practice resource center, MRL provides teachers and principals the tools they need to effect profound and immediate improvement in student achievement.

      INTRODUCTION

      Designing and Teaching Learning Goals and Objectives is the first in a series of books collectively referred to as The Classroom Strategies Series. The purpose of this series is to provide classroom teachers and building and district administrators with an in-depth treatment of research-based instructional strategies that can be used in the classroom to enhance student achievement. Many of the strategies addressed in this series have been covered in other works such as The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (Marzano, 2007), Classroom Management That Works (Marzano, Marzano, & Pickering, 2003), and Classroom Instruction That Works (Marzano, Pickering, & Pollock, 2001). Although those works devoted a chapter or a part of a chapter to particular strategies, The Classroom Strategies Series devotes an entire book to an instructional strategy or set of related strategies.

      Designing clear learning goals and objectives is a staple of effective teaching. We might even say that goal setting is a necessary condition for effective teaching. If teachers aren't sure of instructional goals, their instructional activities will not be focused, and unfocused instructional activities do not engender student learning. As straightforward as this might sound, designing and teaching goals and objectives takes insight into the nature of content and the nature of learning. Designing and Teaching Learning Goals and Objectives addresses the research, theory, and practice regarding the design and use of effective goals.

      We begin with a brief but inclusive chapter that reviews the research and theory on goal setting. Although you might skip this chapter and move right into those that provide recommendations for classroom practice, you are strongly encouraged to examine the research and theory because it is the foundation for the entire book. Indeed, a basic purpose of Designing and Teaching Learning Goals

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