Presenting Unusual or Intriguing Information Design Question 5 – Element 32

Presenting Unusual or Intriguing Information How will you use unusual or intriguing and relevant information about the content to enhance cognitive engagement?

Before we begin… Before we begin talking about element 32, let’s be sure there is an understanding about how the elements in Design Question 5 are related. This is important as you plan your lessons. While watching the below video, please take notes about how the elements in Design Question 5 are related.

How do the elements in DQ 5 relate to each other? Introduction to Design Question 5

How are the elements related to each other? You should have noticed: Elements in DQ5 can be used simultaneously within a lesson. They need to be intentionally planned for and are teacher directed. Now let’s talk about element 32 specifically.

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 32

Desired Effect for Student Learning Strategies will only produce desired effect when implemented accurately and in the right context. The desired effect for element 32 is “Students cognitively engage or re-engage as a result of presentation of unusual or intriguing information.” 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 videos, think about… How do you use unusual or intriguing and relevant information about content to enhance engagement?

Examples of Element 32: Presenting Unusual or Intriguing Information 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: Protocol Video: Presenting Unusual or Intriguing Information Protocol Video: Presenting Unusual or Intriguing Information (Third Grade)

Now that you have watched the videos, reflect… In addition to using unusual or intriguing and relevant information about the content, and to achieve an Applying rating, how can you monitor the extent to which this information enhances student interest in the content? Need monitoring ideas? Click here To achieve an Innovating rating, how can you adapt and create new strategies that addresses ALL unique student needs and situations? Need adaptation ideas? Click here

Remember… The most important part of a lesson occurs during the first five minutes. Keep in mind that hooking students is more than just getting them interested in a lesson. An effective hook prepares students for learning and aligns with the lesson's objective. Therefore, when designing your hook, determine the key ideas, concepts, and skills in the lesson and then design your hook around them.

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. 1. Click on the Growth tab 2. Click on the Plans option. 3. Open your current plan and fill out a new Reflection Log, answering the appropriate questions. 2. Decide how you will change your teaching as a result of viewing this module. 3. Execute your change, reflect on its impact, and fill out 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 Mentor (CPM) For more examples and resources visit the All About Marzano website Everything you ever wanted to know (and more) About Student Engagement – Pasco County Schools