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Helping Students Process New Information

Helping Students Process New Information. Design Question 2 – Element 10. Helping Students Process New Information. How will you systemically engage student groups in processing new information to generate conclusions about new content?. Before we begin….

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Helping Students Process New Information

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  1. Helping Students Process New Information Design Question 2 – Element 10

  2. Helping Students Process New Information How will you systemically engage student groups in processing new information to generate conclusions about new content?

  3. Before we begin… Before we begin talking about element ten, let’s be sure that there is an understanding about how the elements in Design Question 2 are related. This is important as you plan your lessons. Watch the video on the next slide. Please take notes, documenting how the elements in Design Question 2 are related.

  4. How do the elements in DQ2 relate to each other? Introduction to Design Question 2 DSBPCProDevelopment. "Intro to Design Question #2 Interacting with New Knowledge." YouTube. YouTube, 24 Oct. 2013. Web. 9 Mar. 2016.

  5. How are the elements related to each other? You should have noticed: • Intentional planning is required for all elements in DQ2 • Elements 6-9 (in red in the diagram to the right) the teacher directs the student learning. • In elements 10-13 (in black) the teacher guides the students so that they may work through the information independently. (Gradual Release) Now let’s talk about element ten, specifically. Gradual Release DSBPCProDevelopment. "Introduction to Design Question 3." YouTube. YouTube, 17 Jan. 2014. Web. 6 June 2016.

  6. Review Teacher and Student EvidenceNOTE: This list of evidence is not all inclusive but is instead a list of possible examples.

  7. Review Scale for Element 10

  8. Desired Effect in the Students Strategies will only produce desired effect when implemented accurately and in the right context. The desired effect is “Students are cognitively engaged with new content during interactions with other students.” To receive an Innovating rating, the teacher must adapt and create new strategies for unique student needs and situations in order for the desired effect to be evident in ALL students.

  9. Before watching the videos, think about… • What activities do your students engage in to process new information? • What questions can you ask students that guide them to engage with each other to process new content? • How do you help your students to think about new information so that it enhances their learning of content?

  10. Example of Element 10: Helping Students Process New Information Element 10 Video: Processing New Information in Student Groups https://www.youtube.com/watch?v=ZtmB8uF8KiU DSBPCProDevelopment. "Element 10: Processing New Information." YouTube. YouTube, 21 Nov. 2013. Web. 22 June 2016.

  11. Example of Element 10: Helping Students Process New Information Beginning Developing Applying Innovating Http://www.youtube.com/channel/UClQ-An0ikW5vuuByQ07AqQA. "Marzano DQ:2;E:10." YouTube. YouTube, 20 Oct. 2015. Web. 22 June 2016.

  12. Now that you have watched the videos, reflect… • In addition to engaging students in processing new information, and to achieve an Applying rating, how could you monitor the extent to which the processing enhances student understanding? Need monitoring ideas? Click Here • To achieve an Innovating rating, what are some ways you can adapt and create new strategies for processing new content that addresses ALL unique student needs and situations? Need adaptation ideas? Click Here

  13. Remember… • This element requires a student-centered classroom in order for students to summarize, associate, predict, and clarify the content they are learning. • Students will be engaged in discussion and interactions while the teacher is monitoring and providing feedback when needed. • Clear assignment of roles and group learning expectations must be established for effective learning.

  14. It’s Your Evaluation, Make the Most of It! Your evaluator will only rate you on what he/she sees which is OK because it is not necessary for you to have everything checked in the teacher and/or student evidence to receive a good rating. Also, remember you can invite your evaluator to your classroom to see you using this element. You have control of what your evaluator sees.

  15. Is This Element in Your PGP? • Sign into www.effectiveeducators.com. • Click on the Growth tab • Click on the Plans option. • Open your current plan and fill out a new Reflection Log, answering the appropriate questions. • Decide how you will change your teaching as a result of viewing this module. • Execute your change, reflect on its impact, and complete another Reflection Log in iObservation.

  16. How Are You Supported? Here are resources in case you have further questions: • Your evaluator • Another evaluator on your campus • Your school’s Classroom Practice Mentors (CPMs) • For more examples and resources visit the All About Marzano website • Everything you ever wanted to know (and more) about Students Processing New Information – Pasco County Schools

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