MARCH 21, 2013
Photo credit: iStockPhoto
I used to like Robert Marzano’s ideas. Now, I couldn’t possibly disagree with him more.
His obsession with data is appealing to administrators and central district staff who use his name (along with Mike Schmoker, Charlotte Danielson and the whole list of educational pedagogy specialists) as justification for every plan they have. But Marzano’s way of enumerating things often makes us data rich and information poor. Much of his data relies heavily upon putting a number to something that’s often arbitrary to the casual observer. For instance, no matter how often someone tries to put a number 1 through 4 on something within a rubric and give it dimensions, teachers might still want to rely on a 3.5 or a 1.5 to describe what’s happening in that dimension. Nor does putting a number to something let us see things more holistically