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MARZANO BULLETIN

Desired Effects for Design Questions 2 & 3

6. Students recognize why the information is important for the learning goal. They know what content is important.
7. Students interact in small groups for the purpose of understanding new knowledge. The group facilitates the interaction for gaining new knowledge.
8. Students have made a link from what they know to what they are going to learn because teacher activates prior knowledge.
9. The students easily process the information in small chunks; small chunks are appropriate for the students.
(Teacher determines the size of the chunk based on students’ needs and the complexity of the content.)
10. Students are cognitively engaged with the content in the chunk. (Reciprocal Teaching, Concept Attainment, Jigsaw)
An APPLYING score requires less teacher talk and more student talk.
11. Students are able go beyond what was explicitly taught based on the elaborative inferences and questions that the teachers pose.
12. Students are able to record and represent their knowledge in linguistic and non-linguistic ways based on the teacher designed activity.
13. Students are able to articulate their understanding of the learning and the learning process; they can tell you what they learned and what they are unclear about.
DQ3
14. Students can recall or produce their understanding of critical information.
15. Students interact in small groups for the purpose of deepening or practicing new knowledge. The group facilitates the interaction for deepening or practicing new knowledge.
16. Students deepen their understanding of knowledge/content or practice skills for automaticity.
17. Students can describe the similarities and differences and how they relate to the critical information/content.
18. Students can identify and articulate errors in their logic and reasoning to deepen their understanding of the content.
19. Students actively engage in the practice activity to assist them to develop fluency.
20. Students reflect on learning by explaining previous errors and misconceptions in their understanding.

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