Processing New Information Design Question 2 – Element 10: How do teachers help their students think about new information so they are learning it?

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. Directions: watch the video on the next slide. Please take notes, documenting how the elements in Design Question 2 are related.

Video – how do the elements in DQ2 relate to each other? Please click on the link to view the video from Pasco County Schools that provides an introduction to the elements in Design Question 2.

How were do the DQ2 elements relate to each other? You should have noticed that the elements in DQ2 can be taught at the same time, need to be intentionally planned for, and are directed by the teacher or the student. elements 6-9 are teacher directed but elements 10-13 are more student directed. it requires adults to be exposed to new information 7 different times in 7 different ways to learn something so it makes sense that students require more than 7. Now let’s talk about element ten, 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 10

Desired Effect in the Students The desired effect is, “Students are cognitively engaged with new content during interactions with other students.” To receive an Innovating rating, the teacher must monitor and make accommodations so that every student in their classroom achieves this desired effect. In other words, every student needs the opportunity to work with other students (small groups or class discussions) so that they have the time to think about and interact with new information.

Task Sign into iObservation Go to the Resource Library and search for the video Group Processing of New Information (Fifth Grade 2). While watching the video think about what activity the students are performing in order to process new information.

Video Question and Answer Q: What activity do the students perform to process the new information? A: After learning about the definition of ‘force’ the students were asked to interview for their partners and record what their partner’s understanding of ‘force’ was.

What teacher and student evidence did you see?

What teacher and student evidence did we see?

How to Rate Teacher and Student Evidence You can only give credit for what you see. We checked the Teacher Evidence, “Teacher has students summarize new information” because the students were suppose to share their understanding (a summarization) of their new vocabulary word: force. We checked the Student Evidence, “Group members ask each other and answer questions about the information” because some students had to ask their partners, “what is your understanding of force?”

How would you rate the teacher?

How we rated the teacher We rated the teacher as Applying because he did monitor many of the students in his classroom. As the camera was focusing on a group of students discussing force, you can hear him in the background helping other students. Then the camera shows him working one-on-one with a boy and finally he calls on three more students during the classroom discussion. If he hadn’t made the effort to interact with the majority of his students he would have received a Developing rating and if he had a process that monitors every student then he would have received an Innovating rating.

Task There are several activities you can do with your students, some of which are traditional such as a jigsaw or reciprocal teaching but others that have been created more recently. For solid ideas of activities, go to iObservation and review these resources: Read this document that gives you six activities including the three that Dr. Marzano mentioned in the video you watched previously. Watch this video for another activity (post-it/annotation reading activity). Watch this video for one more activity (students write thin/thick questions).

What is next? Choose one of the activities that you read about or watched from the previous slide. Determine how you can incorporate this activity in your classroom in the next week. Determine what you need to do to achieve your desired rating (Developing, Applying, or Innovating) by using the Teacher and Student Evidence checklist and Scale.

Is this element in your PGP? Then you need to… Open your current plan in iObservation and fill out a new Reflection Log, answering the appropriate questions. How you will change your teaching as a result of viewing this module? Execute your change, reflect on its impact, and fill out another Reflection Log in iObservation.

Further questions? Here are resources in case you have further questions: Your evaluator Another evaluator on your campus Your school’s classroom practice mentor (CPM)