1. Design Question 3 – Element 20:
Revising Knowledge
Design Question 3 – Element 20:
How do teachers engage students in revision of previous knowledge about content addressed in previous lessons?

2. Before we begin…
Before we begin talking about element 20, let’s be sure that there is an understanding about how the elements in Design Question 3 are related. This is important as you plan your lessons. Directions: watch the video on the next slide. Please identify the difference between the purpose of Design Question 2 and Design Question 3.

3. Video – how does the purpose of Design Question 3 differ with Design Question 2?
Click on the link to view a video from Pasco County Schools that introduces Design Question 3.

4. How does the purpose of Design Question 3 differ from Design Question 2?
You should have noticed that:
The purpose of Design Question 2 is to introduce new material to students while
The purpose of Design Question 3 is to give the students an opportunity to practice using material that was previously taught so that they deepen their understanding; therefore,
Teachers have to perform Design Question 2 before Design Question 3.
Now let’s talk about element 20, specifically.

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

6. Review Scale for Element 20

7. Desired Effect in the Students
The desired effect is, students make additions and deletions to previous knowledge that deepen their understanding. To receive an Innovating rating, the teacher must monitor and make accommodations so that every student in their classroom achieves this desired effect.

8. Task
While watching the video, which is linked below, please two reasons why it’s important that a teacher have students revise their knowledge.
Click here for the You Tube video. Our suggestion is that you watch the video in its entirety because the teacher demonstrates many additional Marzano’s elements well.

9. Video Question
Q: What are two reasons why it’s important that a teacher have students revise their knowledge?
A: First, it’s important that students gain a deeper knowledge. To simply memorize facts isn’t good enough for true understanding. Students need to analyze new information in order to truly learn it. Second, students need the opportunity to correct previous information that was wrong. This is true learning!

10. Task
While watching the below video, document how the see-wonder-think strategy helps students to revise their knowledge, specifically with the Aphrodite statue. Also, after watching the video you will be asked to identify the teacher and student evidence to rate the teacher on this element.
Click here for the video on the Teaching Channel.

11. Video Question
Q: How did the see-wonder-think strategy help students to revise their knowledge?
A: Students use the see-wonder-think strategy to observe an object (a piece of art, a rock, a chapter in a book, a video), ask questions about the object, and then think of a hypothesis about the questions’ answers. They revise their knowledge when they realize that their hypotheses are incorrect.
The students in this video saw a statue, observing that she wore a crown and carried a pomegranate, which lead them to wonder who it was and hypothesize that it was the goddess Demeter. The teacher explained that it wasn’t a pomegranate so they had to see- wonder-think again. When they realized the goddess was carrying an apple, they revised their knowledge to determine that the statue represented Aphrodite.

12. Task
On the next slide is the teacher and student evidence. What evidence did you see and were able to document? Use this to rate the teacher as you walk through the next few slides.

13. Review Teacher and Student Evidence What did you see?

14. Review Teacher and Student Evidence What did we see?

15. How to Rate Teacher and Student Evidence
You can only give credit for what you see.
The teacher asks students to examine previous entries in their academic notebooks or notes.
The two students had seen the Aphrodite statue in their classroom previously and had been told it wasn’t Demeter. They used that experience to help them correctly identify the statue today at the museum.
The teacher has students explain how their understanding has changed.
The students originally thought the statue represented Demeter but using their new information about the apple, found out that the statue was indeed Aphrodite.

16. How to Rate Teacher and Student Evidence
Students make connections to information previously recorded about content.
The two students had seen the Aphrodite statue in their classroom previously and had been told it wasn’t Demeter. They used that experience to help them correctly identify the statue today at the museum.
When asked, students can explain previous errors or misconceptions they had about content.
The students used their new information about the apple to determine that the statue was indeed Aphrodite.

17. Review Scale for Element 20 to Rate the Teacher

18. How we Rated the Teacher
We rated the teacher as Developing. We can only give him credit for what we saw and we only saw him monitor the two students with the Aphrodite statue revise their knowledge. If he had monitored the majority of his students revise their knowledge then he would have received an Applying rating and if he had monitored every student to ensure they were revising their knowledge, then he would have received an Innovating rating.

19. What is next?
To learn more about the see-wonder-think strategy, click here. To read about more strategies that Dr. Marzano suggests, click here but if the link isn’t working, log into iObservation and research for “DQ3: Helping Students Practice and Deepen New Knowledge” in the Resource Library. Click here for more information about how to manage peer reviews in your classroom.

20. Is this element in your PGP? Then you need to…
Sign into Click on the Growth tab and then 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 fill out another Reflection Log in iObservation.

21. 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)