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Robert J. Marzano is an educational researcher in the United States. He has done educational research and theory on the topics of standards-based assessment, cognition, high-yield teaching strategies, and school leadership, including the development of practical programs and tools for teachers and administrators in K–12 schools.
The rationale of response to intervention is to provide all students the additional time and support necessary to learn and perform at high levels. [8] The RTI process within MTSS can help to identify students who are at-risk, inform any adjustments needed to the instruction, monitor students' progress, and inform other necessary interventions.v
The zone of proximal development can be applied as an umbrella over the entire GRR model. Students are given support in the form of scaffolding and differentiate instruction throughout all four phases of the process. Teachers may offer more challenging material to high-achieving students, and assist lower-achieving students in needs-based groups.
Robert J. Marzano (2011) describes enhanced discovery learning as a process that involves preparing the learner for the discovery learning task by providing the necessary knowledge needed to successfully complete said task. In this approach, the teacher not only provides the necessary knowledge required to complete the task, but also provides ...
Positive behavior interventions and supports (PBIS) is a set of ideas and tools used in schools to improve students' behavior.PBIS uses evidence and data-based programs, practices, and strategies to frame behavioral improvement relating to student growth in academic performance, safety, behavior, and establishing and maintaining positive school culture.
These structural strategies include hugging and bridging. [24] Hugging uses the technique of simulating an activity to encourage reflexive learning. An example of the hugging strategy is when a student practices teaching a lesson or when a student role plays with another student.
Establishing procedures, like having children raise their hands when they want to speak, is a type of classroom management technique. Classroom management is the process teachers use to ensure that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction.
Formative vs summative assessments. Formative assessment, formative evaluation, formative feedback, or assessment for learning, [1] including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.