Educators educating Educators

May 26

5 Steps to Understanding

Do you want to dramatically increase students' understanding of new information across content areas and at every grade level? Then read Robert J. Marzano’s article in the October 2009 issue of Educational Leadership titled Helping Student Process Information as he describes his “five avenues to understanding.”

"Teachers must continually read student engagement levels and adjust the pace accordingly."

"Teachers can increase the response note to questions by having students respond to the answers of other students."


“To help students process information that is essential to understanding specific content, teachers can use an effective strategy that involves the following five elements.”

Read on to discover Marzano’s "five avenues to understanding.”


Robert J. Marzano, PhD, is cofounder and CEO of Marzano Research Laboratory in Englewood, Colorado. A leading researcher in education, he is a speaker, trainer, and author of more than 30 books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His books include Designing & Teaching Learning Goals & Objectives, District Leadership That Works, Formative Assessment & Standards-Based Grading, On Excellence in Teaching, and The Art and Science of Teaching. His practical translations of the most current research and theory into classroom strategies are internationally known and widely practiced by both teachers and administrators.


For more pedagogical insights, refer to Helpful Insights & Strategies for Educators





Read April's Ed Tip to understand how using video game design principles will improve instruction.  Moreover, educators should not view video games as the enemy of education, but rather a model for best teaching practices. When educators design instructional strategies, they must keep in mind the principles of video games, namely achievable challenge, and the role of dopamine in education.