Running Head: LITERATURE REVIEW 1

Literature Review

Lauren Gilster

25 May 2018

Dr. Pengilly

In partial fulfillment of TED 690

LITERATURE REVIEW 2

Abstract

This paper reviews the book A Different Kind of Classroom: Teaching with Dimensions of

Learning, by Robert J. Marzano. This book supports Domain D of the California Teaching

Performance Expectations. Domain D requires teachers to plan instruction and design learning

experiences for students.

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Literature Review

The CTC has stated that Domain D of the Teacher Performance Expectations should be

focused on planning instruction and designing learning experiences for students. This needs to

be done by learning about the students and then planning instruction based on that information.

The book, A Different Kind of Classroom: Teaching with Dimensions of Learning, written by

Robert J. Marzano in 1992, is an older book, but it is just as relevant now as it was the day it was

written. This book looks at the importance of getting to know the students in the classroom and

planning instruction to the best fit the needs of the students so they feel confident enough in their

abilities to be engaged with the lesson.

In order to be engaged with a lesson, students need to feel accepted by both their peers

and their teacher. “Intuitively, we know that learning is inhibited if students do not feel accepted

by the teachers and by their peers” (Marzano, 1992, p. 20). Feeling accepted can decrease the

amount of distraction that takes place during a class period. When students do not feel accepted,

they are worrying about what people are thinking about them and they may not feel confident

enough to participate in the interactive portions of a lesson. Marzano (1992) talks about the

emotions a person has, whether the you were in grade school or college or anywhere in between.

When you do not feel accepted, then you are constantly worried about what others’ perceptions

are of you. Then, as you are in your classroom learning, “these perceptions probably distracted

you more than a little from learning” (p. 20). Teachers can help their students feel accepted “by

making eye contact with each student in the class, being sure to pay attention to all quadrants of

the classroom. By calling all students by their first or preferred name. By deliberately moving

toward and staying close to learners” (Marzano, 1992, p. 20). These are all very simple and
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practical methods that teachers can use to help promote a positive and accepting environment in

a classroom. Thus, the students will be more engaged in the lesson.

Other ways of promoting student engagement and involvement include the following

strategies, which have been identified by Marzano (1992):

Providing wait time- pausing to allow a student more time to answer instead of moving

on to another student when you don’t get an immediate response. Dignifying responses-

giving credit for the correct aspects of an incorrect answer. Restating the question-

asking the question a second time. Rephrasing the question- using different words that

might increase the probability of a correct response. Providing guidance- giving enough

hints and clues so that the student will eventually determine the correct answer. (p. 21)

Once again, these are all simple steps that teacher can take to promote a positive environment,

and engage students in the learning process. When students are actively involved, and they do

not have to worry about whether they are accepted or not, it takes the burden of worry and

distraction away from the students. Now, the students can simple pay attention to whatever

lesson they are being taught.

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References

Marzano, R. J. (1992). A Different Kind of Classroom: Teaching with Dimensions of Learning.

Alexandria, VA: Association for Supervision and Curriculum Development.