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Marzano Design Questions 2, 3, and 5

Marzano Design Questions 2, 3, and 5. 2 nd Quarter Observations. See TLE Guidelines page 6. 2 nd Quarter Observations- Teacher Framework. 2 nd Quarter Observations- Non-Classroom Framework. The 2 nd q uarter o bservation will be a formal observation.

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Marzano Design Questions 2, 3, and 5

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  1. Marzano Design Questions 2, 3, and 5

  2. 2nd Quarter Observations See TLE Guidelines page 6

  3. 2nd Quarter Observations- Teacher Framework

  4. 2nd Quarter Observations- Non-Classroom Framework

  5. The 2ndquarter observation will be a formal observation. • Formal observations include the following: • Minimum 30 minutes in length • Pre-Conference • Post-Conference • Results used in final evaluation scores • Written, actionable, and timely feedback provided to the teacher See TLE Guidelines Page 12 2nd Quarter Observations

  6. Steps to a Formal Observation • Pre-Conference • The teacher completes the short version of the Pre-Conference form A in iObservation • Meet with observer to discuss the lesson • Formal Observation • Post-Conference • The teacher completes the short version of the Post-Conference form A in iObservation • Meet with observer to reflect on the observed lesson See TLE Guidelines page 13 2nd Quarter Observations

  7. Educators will understand the meaning of Design Questions 2,3, and 5. • Educators will recognize various elements found in Design Questions 2,3, and 5. Learning Goals

  8. Design Question 2Helping Students Interact with New Knowledge

  9. The first exposure to new knowledge sets the tone for how well a student will understand the knowledge. • Teachers should ask the following questions: • What is important? • What medium will I use? • How will I preview? • How will I help my students reflect? Design Question 2Helping Students Interact with New Knowledge

  10. Desired Effect Remember! • The Desired Effect is the intended result of the teacher’s strategy. • What you want to happen as a result of that element. Design Question 2Helping Students Interact with New Knowledge

  11. Design Question 2Helping Students Interact with New Knowledge

  12. Activities for helping students record and interact with new knowledge (12) • Combination Notes- In a table format, students will make written notes in the left column and pictorial representatives in the right column. Design Question 2Helping Students Interact with New Knowledge

  13. Activities for helping students record and interact with new knowledge (12) • Academic Notebooks- Students will record initial understandings of a topic, and then make corrections and update their thinking as they review previous entries. Design Question 2Helping Students Interact with New Knowledge

  14. Activities for helping students record and interact with new knowledge (12) • Dramatic Enactments- students can use role-play to act out scenes, processes, or events. Students can also use their bodies to create symbols for concepts such as radius, diameter, and circumference. Design Question 2Helping Students Interact with New Knowledge

  15. It’s Video Time! www.effectiveeducators.com Design Question 2Helping Students Interact with New Knowledge

  16. After watching the video, discuss how your teaching is similar to the teacher in the video(s). Design Question 2Helping Students Interact with New Knowledge

  17. Design Question 3Helping Students Practice and Deepen New Knowledge

  18. Lessons designed to practice and deepen knowledge begin with a review of the previously introduced content. • Research shows that students need a minimum of three to four exposures with no more than a two-day gap between exposures before knowledge becomes integrated. Design Question 3Helping Students Practice and Deepen New Knowledge

  19. Design Question 3Helping Students Practice and Deepen New Knowledge

  20. Activities for Examining Similarities and Differences (17) • Venn diagrams- compare and contract two or three people, places, events, concepts, or processes • Sentence Stem comparisons- • ________ is like _______ because ________________. • __________ is not like __________ because ____________. Design Question 3Helping Students Practice and Deepen New Knowledge

  21. Activity for Examining Errors in Reasoning (18) • Finding errors in the media- watch footage of political debates, commercials or interviews and ask students to find and analyze errors in reasoning in the message. Design Question 3Helping Students Practice and Deepen New Knowledge

  22. Activities for Revising Knowledge (20) • Peer Feedback- students trade academic notebooks and respond in writing to each other’s entries. • Assignment Revision- after completion of an assignment, the teacher provides comments and suggestions. The student uses this information to revise their assignment and resubmit. Design Question 3Helping Students Practice and Deepen New Knowledge

  23. It’s Video Time! www.effectiveeducators.com Design Question 3Helping Students Practice and Deepen New Knowledge

  24. After watching the video, discuss one activity or process that you will take back to your classroom. Design Question 3Helping Students Practice and Deepen New Knowledge

  25. Design Question 5Engaging Students

  26. To stimulate and maintain student engagement, a teacher must constantly evaluate the extent of the student’s attention. • If students are engaged, the teacher continues with the lesson. • If students are not engaged, the teacher uses one of the other elements in Design Question 5 to re-engage students. Design Question 5Engaging Students

  27. Design Question 5Engaging Students

  28. Activities for Using Academic Games (25) • Name That Category- Similar to “The $100,000 Pyramid.” Each team will have a “clue giver” and one or more guessers. The teacher reveals the category and the “clue giver” must list words that fit in the category until teammates identify the category. • What is the Question?- Similar to Jeopardy. Design Question 5Engaging Students

  29. Activity for Using Physical Movement (27) • Give One Get One- Using Academic Notebooks, students are placed in pairs. Students will compare each notebook. Then each student will share at least one piece of information they recorded that the other did not. Design Question 5Engaging Students

  30. Activity for Using Physical Movement (27) • Vote With Your Feet- the teacher posts a sign in each corner of the room with answers to questions. The teacher asks the question and the students go to the corner that has what they think is the right answer. Before the answer is revealed, the teacher asks students in each group why they think their answer is correct. Design Question 5Engaging Students

  31. Activity for Demonstrating Intensity and Enthusiasm (29) • Personal Stories- The teacher (or student) shares a personal story about the content. • Example: On my trip to Brazil, I was able to visit “O Cristo Retendor” (“Christ the Redeemer.”). Provide artifacts from the trip. Design Question 5Engaging Students

  32. It’s Video Time! www.effectiveeducators.com Design Question 5

  33. After watching the video, what do you do to engage students? How does it align with the elements of Design Question 5? Design Question 5

  34. Questions? Alicia Currin-Moore Director, Performance Management and Accountability Aqcurrin-moore@okcps.org 405.587.0817 (work) 405.306.7129 (cell)

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