Focus Element Helping Students Elaborate on New Content Design Question 2 – Element 11

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 11, helping students elaborate on new information, describes the requirement that students are continually asked to make inferences about the information addressed in class. Equally important, students are asked to provide evidence and support for their inferences. http://www.marzanocenter.com/files/Robert_Marzano_Common_Core_handout_20130604.pdf

Helping Students Elaborate on New Content How will you ask questions that require inferences about the new content but also requires students to provide evidence for their inferences?

Before we begin… Before we begin talking about element eleven, 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 eleven, 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 11

Desired Effect in the Students Strategies will only produce desired effect when implemented accurately and in the right context. The desired effect is “Students draw conclusions that were not explicitly taught within the chunk.” 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 incorporate elaboration strategies into your instruction to help students support their inferences or conclusions? How do you question students so that inferences are needed and elaboration is required?

Examples of Element 11: Helping Students Elaborate on New Content Element 11 Elaborating on New Information High School Social Studies example Note: you must be logged into iObservation to view the following videos. Once you have logged into iObservation, click resource library and type the following into the search bar: Elaborating on New Information (Kindergarten) Elaborating on New Information (Seventh Grade) DSBPCProDevelopment. "Element 11: Elaborating on New Information." YouTube. YouTube, 05 Dec. 2013. Web. 22 June 2016.

Now that you have watched the videos, reflect… In addition to engaging students in answering inferential questions, and to achieve an Applying rating, how can you help students elaborate on and provide evidence on what was explicitly taught? Need monitoring ideas? Click Here To achieve an Innovating rating, what are some ways you can adapt and create new strategies for helping students elaborate on new information that addresses ALL unique student needs and situations? Need adaptation ideas? Click Here

Remember… Your students may not know what an inference is and you will need to teach and model it. Avoid “closed” questions that do not allow for students to elaborate. Use “open” questions that allow students to make inferences and/or conclusions while providing evidence. Provide opportunities for students to discuss their ideas. "FRAMEWORK FOCUS." 11. Helping Students Elaborate on New Content: Marzano Instructional Framework Resources. Ed. Joel DiVincent. Pasco County Schools, 16 Feb. 2016. Web. 10 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 (CPM) For more examples and resources visit the All About Marzano website Everything you ever wanted to know (and more) Helping Students Elaborate on New Content – Pasco County Schools