Focus Element Identifying Critical Content Design Question 2 – Element 6

Focus Elements Arizona College and Career Ready Standards requires more clarity in the progressions of knowledge being addressed in class, more application of knowledge by students along with more and deeper inferential thinking, and the creation of sound evidence for conclusions and claims. Seven elements are instrumental to these ends. The teachers should disclose a clear sequence or progression of facts, details, and lower-order skills to more robust generalizations, principles, and processes. At the end of a lesson, students should be able to describe how the details of the lesson build to support bigger ideas and processes. Element 6, identifying critical information, is one of the focus elements. It articulates the responsibility of the teacher to continually highlight the important information that is being addressed in class. http://www.marzanocenter.com/files/Robert_Marzano_Common_Core_handout_20130604.pdf

Identifying Critical Content How will you continuously identify accurate critical content during a lesson or part of a lesson that portrays a clear progression of information that leads to deeper understanding of the content?

Before we begin… Before we begin talking about element six, 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.

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.

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 six, specifically. Gradual Release DSBPCProDevelopment. "Intro to Design Question #2 Interacting with New Knowledge." YouTube. YouTube, 24 Oct. 2013. Web. 9 Mar. 2016.

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

Review Scale for Element 6

Desired Effect for Student Learning Strategies will only produce desired effect when implemented accurately and in the right context. The desired effect for element six is “Students know what content is important and what is not important.” 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.

Before watching the video, think about… How do you identify critical content in your instruction? How do you signal to students which content is critical vs. non- critical?

Examples of Element 6: Identifying Critical Information Beginning Developing Applying Innovating Sheard, Jack. "Marzano DQ:2;E:6." YouTube. YouTube, 08 Oct. 2015. Web. 9 Mar. 2016.

Now that you have watched the video, reflect… To achieve an Applying rating, how could you monitor the extent to which students attend to critical content? Need monitoring ideas? Click here To achieve an Innovating rating, what are some ways you can adapt and create new strategies for identifying critical content that addresses ALL unique student needs and situations? Need adaptation ideas? Click here

Remember… You may have taught this content many, many times in the past, but it is the students’ first exposure with this content. Not everything in the lesson is of equal importance; however, some students inherently understand that, but most do not. Signaling to students what is important information is key to implementing an effective lesson. Monitoring students understanding of what is important and not-important is also key. "FRAMEWORK FOCUS." 6. Identifying Critical Content: Marzano Instructional Framework Resources. Ed. LESLIE FRICK. Pasco County Schools, 25 Aug. 2015. Web. 24 Mar. 2016.

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.

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.

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 Identifying Critical Content – Pasco County Schools