The Research Supporting the Model -- The Major Features of The New Art and Science of Teaching -- The Old and New Art and Science of Teaching -- A Framework for Change -- Providing and Communicating Clear Learning Goals -- Providing Scales and Rubrics -- Tracking Student Progress -- Celebrating Success -- Planning -- Implications for Change -- Using Assessments -- Using Informal Assessments of the Whole Class -- Using Formal Assessments of Individual Students -- Planning -- Implications for Change -- Conducting Direct Instruction Lessons -- Chunking Content -- Processing Content -- Recording and Representing Content -- Planning -- Implications for Change -- Conducting Practicing and Deepening Lessons -- Using Structured Practice Sessions -- Examining Similarities and Differences -- Examining Errors in Reasoning -- Planning -- Implications for Change -- Conducting Knowledge Application Lessons -- Engaging Students in Cognitively Complex Tasks -- Providing Resources and Guidance -- Generating and Defending Claims -- Planning -- Implications for Change -- Using Strategies That Appear in All Types of Lessons -- Previewing Strategies -- Highlighting Critical Information -- Reviewing Content -- Revising Knowledge -- Reflecting on Learning -- Assigning Purposeful Homework -- Elaborating on Information -- Organizing Students to Interact -- Planning -- Implications for Change -- Using Engagement Strategies -- Noticing and Reacting When Students Are Not Engaged -- Increasing Response Rates -- Using Physical Movement -- Maintaining a Lively Pace -- Demonstrating Intensity and Enthusiasm -- Presenting Unusual Information -- Using Friendly Controversy -- Using Academic Games -- Providing Opportunities for Students to Talk About Themselves -- Motivating and Inspiring Students -- Planning -- Implications for Change -- Implementing Rules and Procedures -- Establishing Rules and Procedures -- Organizing the Physical Layout of the Classroom -- Demonstrating Withitness -- Acknowledging Adherence to Rules and Procedures -- Acknowledging Lack of Adherence to Rules and Procedures -- Planning -- Implications for Change -- Building Relationships -- Using Verbal and Nonverbal Behaviors That Indicate Affection for Students -- Understanding Students' Backgrounds and Interests -- Displaying Objectivity and Control -- Planning -- Implications for Change -- Communicating High Expectations -- Demonstrating Value and Respect for Reluctant Learners -- Asking In-Depth Questions of Reluctant Learners -- Probing Incorrect Answers With Reluctant Learners -- Planning -- Implications for Change -- Making System Changes -- Create a System That Ensures Teacher Development -- Focus on Unit Planning as Opposed to Lesson Planning -- Use Blended Instruction -- Ensure a Guaranteed and Viable Curriculum Involving Cognitive and Metacognitive Skills -- Rely on Classroom Measurement -- Change Report Cards -- Adjust Scheduling to Address the Differential Effectiveness of Teachers -- Gradually Move to a Competency-Based System -- Conclusion.