Processing New Information: Classroom Techniques to Help Students Engage With Content - Marzano Center Essentials for Achieving Rigor

Publisher Marketing: Can your students encode critical information into their long-term memories? Academic standards call for increased rigor, but simply raising complexity is not enough. Students must also know how to retrieve critical information and comprehend key features of the content. Teachers must strategically impart the skills students need to authentically engage with content so they can effectively process the learning and store it for future use. Processing New Information: Classroom Techniques to Help Students Engage With Content explores explicit techniques for mastering a crucial strategy of instructional practice: processing new information. It includes: Explicit steps for implementation Recommendations for monitoring if students are able to process new information Adaptations for students who struggle, have special needs, or excel in learning Examples and nonexamples from classroom practice Common mistakes and ways to avoid them The Essentials for Achieving Rigor series of instruction

Contributor Bio:  Sahadeo-Turner, Tzeporaw Tzeporaw Sahadeo-Turner, MSEd (Educational Leadership), MS (Public Health), has made effective pedagogy and student achievement the primary focuses of her career. Her history as a high school science teacher, an 8th grade comprehensive science teacher, and an administrator with both Florida's Hillsborough County and Florida Virtual School has allowed her to experience and evaluate effective curricula and pedagogy from nearly every angle. She earned both of her master's degrees from the University of South Florida. Her dynamic style has her in high demand across the country. Contributor Bio:  Marzano, Robert J Dr. Robert J. Marzano is CEO and co-founder of Marzano Research Laboratory, which specializes in school reform efforts to enhance student academic achievement. Over his 40 years in education, the central theme of his work has been translating research and theory into practical programs and tools for teachers and administrators. He is the author of more than 30 books, 150 articles, and more than 100 curriculum guides and related materials for teachers and students. Contributor Bio:  Bryant, Gwendolyn L Gwendolyn L. Bryant, MSEd, has taught learning disability, preschool, elementary, middle school and college levels. Before becoming a staff developer with Learning Sciences, Gwendolyn designed content, served as a district level lead teacher, middle school improvement and literacy coach. Contributor Bio:  Harmon, Kelly Reaching learners with diverse needs is a passion for Kelly Harmon. For the past 20+ years, Kelly has worked with at-risk learners and their teachers as a classroom teacher, instructional coach, and staff developer. She has presented seminars, institutes, and conferences to more than 10,000 educators during the last 14 years. Kelly helps educators connect with their learners' natural learning modalities, curiosities, and strengths. She assists schools in designing effective curriculum and instruction that matches the standards to best practices. She is married and has six children (three by birth and three by marriage), two grandsons, and three poodles. She loves traveling and learning about interesting places and people.