Redeemer has adopted The Art and Science of Teaching to be the pedagogical framework that supports the college’s Vision for Learning. Our teaching and learning is also informed by the research of John Hattie’s regarding Visible Learning. Central to all we do are our college Values.
Marzano’s Art and Science of Teaching is practically applied through a research-based framework of instruction for teachers. This framework deconstructs the three segments of an effective lesson. It establishes that effective class routines and the delivery of key content can only exist in an environment where high expectations, strong teacher/student relationships, student engagement and adherence to rules and procedures are clearly present.
This pedagogical model is articulated in the form of 10 design questions.
- What will I do to establish and communicate learning goals, track student progress and celebrate success?
- What will I do to help students effectively interact with new knowledge?
- What will I do to help students practice and deepen their understanding of new knowledge?
- What will I do to help students generate and test hypotheses about new knowledge?
- What will I do to engage students?
- What will I do to establish or maintain classroom rules and procedures?
- What will I do to recognise and acknowledge adherence and lack of adherence to classroom rules and procedures?
- What will I do to establish and maintain effective relationships with students?
- What will I do to communicate high expectations for all students?
- What will I do to develop effective lessons organised into a cohesive unit?
To assist with answering these questions we consider to research beyond Marzano. One such source is that of John Hattie.
Hattie’s research into learning compared the effect size of many aspects that influence learning outcomes in schools and points out that in education most things work, but some have a much greater effect than others. In our teaching we look to utilise those practices that have proven to have the greatest effect and be aware of the ineffectiveness of some practices that we may believe to useful and or may be using regularly in our classrooms. E.g. providing formative evaluation, micro-teaching, classroom discussions and providing feedback.