I used Marzano's 41 Classroom Strategies & Behaviors to create a teaching framework related to Health and Well-being.

1. Marzano’s 41 Strategies & Behaviors
Marissa Jarrett
EDU602

2. DQ1
DQ1 Communicating Learning Goals & Feedback

3. 1
Providing Clear Learning Goals & Scales

4. 2
Tracking Progress

5. 3
Celebrating Success

6. DQ6
DQ6 Establishing Rules & Procedures

7. 4
Establishing Routines

8. 5
Organizing Physical Layout

9. DQ2
DQ2 Helping Students Interact with New Knowledge

10. 6
Identify Critical Information

11. 7
Organizing Students to Interact with New Knowledge

12. 8
Previewing New Content

13. 9
Chunking Content into “Digestible Bites”

14. 10
Processing New Information

15. 11
Elaborating on New Information

16. 12
Recording and Representing Knowledge

17. 13
Reflecting on Learning

18. 13
DQ3 Helping Students Practice & Deepen New Knowledge

19. DQ3
Burgner Warm Up
Reviewing Content

20. 15
Organizing Students to Practice & Deepen Knowledge

21. 16
Using Homework

22. 17Examining Similarities & Differences

23. 18Examining Similarities & Differences

24. 18Examining Errors in Reasoning

25. 19
Practicing Skills , Strategies & Processes

26. 20
Revising Knowledge

27. DQ4
DQ4 Helping Students Generate and Test Hypothesis

28. 21
Organizing Students for Cognitively Complex Tasks

29. 21
Organizing Students for Cognitively Complex Tasks

30. 22
Engaging Students in Cognitively Complex Tasks
Involving Hypothesis Generation and Testing

31. 22Engaging Students in Cognitively Complex Tasks
Involving Hypothesis Generation and Testing

32. 23
Providing Resources and Guidance

33. DQ5
DQ5 Engaging Students

34. 24
Noticing When Students are Not Engaged

35. 25
Using Academic Games

36. 26
Managing Response Rates

37. 26
Managing Response Rates

38. 27
Using Physical Movement

39. 28
Maintaining a Lively Pace

40. 28
Maintaining a Lively Pace

41. 28
Maintaining a Lively Pace

42. 29
Demonstrating Intensity & Enthusiasm

43. 29
Demonstrating Intensity & Enthusiasm

44. 29
Demonstrating Intensity & Enthusiasm

45. 29
Demonstrating Intensity & Enthusiasm

46. 30
Using Friendly Controversy

47. 30
Using Friendly Controversy

48. 31
Providing Opportunities for Students to Talk about Themselves

49. 31
Providing Opportunities for Students to Talk about Themselves

50. 32
Presenting Unusual or Intriguing Information

51. DQ7
DQ7 Recognizing Adherence to Rules & Procedures

52. 33
Demonstrating “Withitness”

53. 33
Demonstrating “Withitness”

54. 33
Demonstrating “Withitness”

55. 34
Applying Consequences for Lack of Adherence to Rules & Procedures

56. 35Acknowledging Adherence to Rules & Procedures

57. DQ8
DQ8 Establishing & Maintaining Effective
Relationships with Students

58. 36Understanding Students’ Interests & Backgrounds

59. 36
Understanding Students’ Interests & Backgrounds

60. 37
Using Verbal & Non Verbal Behaviors that Indicate Affection

61. 38
Displaying Objectivity & Control

62. 38
Displaying Objectivity & Control

63. 38
Displaying Objectivity & Control

64. DQ9
DQ9 Communicating High Expectations for All
Students

65. 39
Demonstrating Value & Respect for Low Expectancy Students

66. 39
Demonstrating Value & Respect for Low Expectancy Students

67. 39
Demonstrating Value & Respect for Low Expectancy Students

68. 39
Demonstrating Value & Respect for Low Expectancy Students

69. 40
Asking Questions of Low Expectancy Students

70. 40
Asking Questions of Low Expectancy Students

71. 41
Probing Incorrect Answers with Low Expectancy Students

72. 41

73. Thank you for taking the time to view this presentation.
I applied Marzano’s strategies & behaviors to my
profession in the health and fitness industry working with
clients of various ages and in various settings.
Marissa Jarrett
EDU602
The Art & Science of Teaching