The New Art and Science of Teaching is a well-researched instructional framework that comprehensively addresses the most alterable effect on student achievement—quality instruction. The New Art and Science of Teaching focuses on student outcomes obtained by teachers’ instructional actions. The premise is that teachers who implement instructional strategies will, in turn, help students use mental processes that successively enhance the learning. In other words, it’s not enough to merely use an instructional strategy, but more important to ensure it has the desired learning effect for students.
Workshops and In-School Support Services
Hawker Brownlow Education and our team of professional learning associates work closely with Dr Robert Marzano and Marzano Resources. Our associates are endorsed to represent and contextualise his work for Australian schools.
Suggested formats: Two consecutive days for a thorough overview of all session outcomes. | Multiple one-day sessions to go deeper with individual session outcomes. | One or two-day sessions for a comparison training for teachers or leaders previously trained in The Art and Science of Teaching.
Workshop
Gain an awareness of the research related to the elements of The New Art and Science of Teaching.
Learn the instructional framework components, which include: 3 categories, 10 design questions, and 43 elements.
Experience many of the 43 elements through hundreds of modelled instructional strategies.
Use reflective guides as a means of enhancing instructional practices.
Examine how eight systems changes support the implementation of The New Art and Science of Teaching.
Interactive webinars – Tailored sessions to focus on specific aspects of the framework to meet the needs of the school
In-school Coaching Support – Our experts can work with teams of educators to clarify, analyse, explore and plan the range of possibilities available to achieve the school’s NASOT implementation goals and priorities.
Teacher Development Network Program – Work as a network of schools (minimum of five schools) to develop reflective practices amongst teacher collaborative teams to improve classroom instruction and explore a common language to share and evaluate evidence about what has been effective in improving student learning.
Who should attend?
All educators, including (but not limited to) classroom teachers, principals/assistant principals, and instructional coaches
