Most people recognise that education is highly complex, but we sometimes fail to recognise that it is also a highly interconnected system. We need to acknowledge that although we have extensive research about effective strategies and interventions these approaches do not work in isolation.
As teachers employ evidence informed strategies (the Science) they must also choreograph the various other aspects that create the conditions for the strategy to have the greatest impact – this is the ART. Rather than 'cherry picking' a range of strategies from various instructional frameworks it is important to consider how all of the elements interact and the conditions that are needed for each strategy to be successful.
The following 4 considerations are crucial as we combine both the art and the science of teaching:
Considerations –
1. The impact of the self-system
The self-system, as first described by Robert Marzano and John Kendall in 2007, is a set of inter-related beliefs formed by previous experience that we draw upon to make judgements about given situations. It determines whether we will engage in a task and the level of energy we will put into that task. If we feel that the task is important, we are likely to be successful in completing the task. If we have positive feelings about the process we are more likely to be motivated to engage with the task. As educators we need to beware of the self-system and craft classroom conditions so that these basic needs are met. This is foundational to the success of other strategies and interventions.
2. The importance of the metacognitive system
Once the self-system has decided to engage in a task it is the metacognitive system that ensures that the task is done (Simms, 2024). It helps a person to plan and execute tasks successfully – identifying what needs to be done and breaking it down into achievable steps. It also helps to monitor progress – determining if the strategies being used are effective, and making adjustments as needed.
Explicitly teaching and modelling metacognitive skills and behaviours is essential. The artful teacher will not only use a range of evidence-based strategies but also ask students to reflect on how these strategies impact their learning and consider adjustments that may be required. For examples, asking 'This is a strategy that I'm using. How does it help you as you learn?' or 'As you engaged in this lesson today, what could you have done to improve your understanding?' Most importantly, rather than simply communicating a clear learning, a highly effective teacher will support students to reflect upon their progress toward that learning goal.
3. Context matters
Robert Marzano emphasised this point in the original version of the Art and Science of Teaching (2007, p. 5) in which he stated, "Research will never be able to identify instructional strategies that work with every student in every class". The best that the research can offer is an indication of the strategies that have a high probability of being effective.
Effective teachers consider the research, the needs of their students and context, and then craft meaningful learning sequences based on reflective questions such as those outlined in the New Art and Science of Teaching. Underpinning the New Art and Science of Teaching are the conditions necessary for the self-system and metacognitive systems to be supported and developed.
4. It's not a Contiki tour
Over the past decades of working in schools to support student achievement I have often heard statements such as 'We did __ now we're doing __.' or 'We don't use ___ now because now we are doing ___'. As someone once commented it sounds like someone on a Contiki tour – 'We did Germany, France and now we're off to London.' Unfortunately, like the whirlwind experience of the Contiki tour, the time spent to fully understand the implementation, to make adjustments and to ensure that strategies are contextualised and embedded in practice is sacrificed as we move at a frantic pace from one thing to another. Too often the experience becomes a distant and faded memory as we fail to revisit key concepts and the WHY behind the original implementation. Slow down … revisit, reflect, revise and revitalise.
The New Art and Science of Teaching 2-Day Masterclass
Transform your Australian classroom with high-impact, research-backed strategies from The New Art and Science of Teaching. Gain practical approaches to enhance student engagement and achieve measurable improvements in learning outcomes. See the details below.
Learn from a Global Education Leader Beyond Theory to Practice Evidence-Based Strategies for Australian Classrooms
Dr. Janelle Wills
Dr. Janelle Wills is a leading expert in educational practice with extensive experience working alongside Dr. Robert J. Marzano. She has helped countless Australian schools implement effective teaching frameworks to enhance student outcomes.
Her practical approach bridges research and classroom application, providing educators with strategies they can implement immediately for measurable results.
Registration Details
Limited places available — don't miss out!
