I wish I could say that this blog entry will be packed with the kind of science entertainment that you would see on Discovery Channel's "MythBusters." Alas, I am neither as talented nor as bright as Jamie and Adam. But, if you want to know more about Domain 2 of Dr. Robert Marzano's Instructional Framework (and let's be honest -- who doesn't?), read on.
As we enter year two of our three-year implementation of the Instructional Framework, the focus is on intentional planning.* Domain 2 poses the tenth and final design question: "What will I do to develop effective lessons organized into a cohesive unit?" Simply put, intentional planning is the "what, how, when, and why" that good teachers do to support student learning. Relying upon the research of Marzano and others, Bryan Goodwin writes in his book Simply Better: Doing What Matters Most To Change The Odds For Student Success (ASCD 2011) that intentional planning requires teachers to pose questions to themselves, such as: "Why am I giving a pop quiz? What am I hoping to learn about my students? Why am I breaking students into small groups? What am I hoping students will learn? Why am I giving a particular writing prompt? What am I hoping to have students demonstrate?" When we begin to be intentional in all that we do, we become more effective teachers and our students benefit.
To help us dip our collective toe into the water of intentional planning before the school year begins, on with the myth-busting:
Myth: It sounds great, but with everything else I have to do there is no time for intentional planning.
Reality: It does take time. But instead of viewing it as "more" time, think of it as "repurposed" time. Reflect upon how much time you currently spend planning, and repurpose that into intentional planning. Even if intentional planning results in additional time as you begin, your time will be more effectively and efficiently used.
Myth: I already intentionally plan -- take a look at my planner. I am being asked to start all over.
Reality: No. Just like you don't teach the same lessons in exactly the same way year in and year out, intentional planning helps you take what you already have and adjust it for the unique, new learners you have in front of you each day. Take what you already have -- it's a great start -- and look at it with the "what-how-when-why" mindset. Keep all that you can, tweak what must change, and create what you still need.
Myth: I can't do it alone.
Reality: You could, but you shouldn't. Intentional planing is best done through collaboration. What colleague(s) do you share a common planning period with? How might an instructional coach be of assistance? How might the instructional leaders in your school (e.g., principal, assistant principal, department chair, etc.) be of assistance? You don't have to go it alone.
Myth: I was just getting the hang of Domain 1. Moving to Domain 2 will confuse me and my students.
Reality: Domains 1 and 2 are interdependent. If you look at the eight (yes, eight -- not forty-one) elements of Domain 2, you will see that they infuse Domain 1. As an example, the first step of any intentional unit plan is to identify your learning goals for the unit, which relates to Domain 1, Element 1 (provide rigorous learning goals) and Domain 2, Element 44 (attention to established content standards). For a more in-depth look, read Chapter 10 of The Art and Science of Teaching (ASCD 2007), where Marzano provides examples of how Domains 1 and 2 seamlessly interact.
Remember, everyone is on this learning journey -- district staff, principals, teachers, and students. Not one of us is an expert, but collectively we will achieve our goal: all learners achieving individual potential.
J. Walton
*Intentional planning also supports the backward design process promoted by Jay McTighe and Grant Wiggins (also embedded within Marzano's Instructional Framework), and that process will be the subject of the next blog entry.
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