participant notebook teaching foundations · 2015 ear scienc international a igh eserved eproduc...

TEACHING FOUNDATIONSPARTICIPANT NOTEBOOK

Teaching Foundations

Participant Notebook

Contributing Editor:

Robert J. Marzano, Ph.D.

Learning Sciences International175 Cornell Road, Suite 18

Blairsville, PA 157171.877.411.7114

©2015 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.


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A Scale for Your LearningLevel4.0 Participants will be able to:

• select and implement appropriate strategies based on the criteria for success• monitor and adapt for learning so students achieve the criteria for success

No major errors or omissions regarding 4.0 content3.0 Participants will be able to:

• plan instructional strategies targeted to the criteria for success• plan for the desired result of instructional strategies • develop a plan to monitor for learning while implementing instructional strategies

No major errors or omissions regarding 3.0 content2.0 Participants will be able to recognize and recall specific vocabulary, including:

• criteria for success, instructional strategy, instructional technique, desired result, monitor, adapt, rigor

Participants will be able to:• explain the desired result of strategies• summarize the purpose of monitoring • describe the relationship between criteria for success and instruction

No major errors or omissions regarding 2.0 content1.0 With help, partial success at 2.0 content and 3.0 content0.0 Even with help, no success

Notes

- 5 -




1. What is going well in this lesson?

2. How is the teacher helping students demonstrate rigorous standards?

3. How does the teacher know the students are learning?

Classroom Video - Foundations


- 6 -

Focus Strategy: _______________________________________________________________________

Give One Get One

Supportive Accountability Check-In


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- 8 -

Taxonomy Level Mental Process

Retrieval:Activation and transfer of knowledge from permanent memory to working memory

Recognizing Validating the accuracy of information

Recalling Producing accurate information

Executing Carrying out a procedure

Comprehension:Identification of the critical or defining attributes of knowledge

Integrating Articulating the critical versus non-critical elements of information

Symbolizing Depicting critical elements in nonlinguistic or abstract form

Analysis:Reasoned extensions of knowledge and generation of new information not already processed

Matching Identifying similarities and differences

Classifying Identifying the superordinate and subordinate categories

Analyzing Errors Identifying logical or processing errors

Generalizing Inferring new generalizations and principles from known information

Specifying Making and defending predictions about what might or will happen in a given situation

Knowledge Utilization:Application or use of knowledge to accomplish a specific task

Decision Making Selecting between two or more alternatives that initially appear equal

Problem Solving Overcoming an obstacle to a goal

ExperimentingGenerating and testing hypotheses to understand physical or psychological phenomenon

Investigating Examining a past, present, or future situation

- 9 -




THINK - Brainstorm BIG Ideas you heard today. Narrow those down to THREE.

PAIR - Find a partner and compare BIG IDEAS.

SQUARE - Find another pair. Each person share ONE idea.

Think-Pair-Square

BIG IDEAS FROM THE INTRODUCTION

TOP 3 BIG IDEAS

SHARED IDEAS


- 10 -

1. What technique did the teacher use to identify the critical content?

2. Do the students know what content is important? (Desired Result)

3. How does the teacher monitor to know that the desired result was achieved?

1. What technique did the teacher use to preview new content?

2. Do the students make a link from what they know to what is about to be learned? (Desired Result)


Inside the Classroom – Identifying Critical Content

Inside the Classroom – Helping Students Preview New Content

- 11 -




1. What specific questions is the teacher asking?

2. How is the teacher asking the students to infer or elaborate? (Desired Result)


Inside the Classroom – Helping Students Elaborate on Content


- 12 -

• Write a word that begins with the letter on the line and relates to Organizing Students (e.g., T_________)– Think Pair Share- grouping technique– Time- set a time limit

• Compare with your group and circle acceptable answers– Matching answers get eliminated– Vote on questionable responses

• Total your circled answers to determine the winner

Review each strategy in your learning summary and create a nonlinguistic representation of the key ideas.

O ___________________________

C ____________________________

R ____________________________

P ____________________________

S ____________________________

E ____________________________

G ____________________________

H ____________________________

D ____________________________

M ____________________________

Organizing Students: Modified Scattergories

Let’s Practice: Record and Represent

- 13 -




DESIRED RESULT - write it in your own wordsKEY IDEAS - summarize your learning for each strategy• Aha! moments• Things you want to try• Lingering questions

Summarize Your Learning

STRATEGY DESIRED RESULT KEY IDEAS

Identify Critical Content

Preview New Content

Organize to Interact

Process Content

Elaborate on Content

Record and Represent


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Making Connections

List programs/initiatives currently in place that affect your instructional practice.

How can you use foundational learning strategies to enhance the implementation of the programs/initiatives listed above?

• Identifying Critical Content• Previewing New Content• Organizing Students to Interact with Content• Helping Students Process Content• Helping Students Elaborate on Content• Helping Students Record and Represent Knowledge

- 15 -




Supportive Accountability

1. What strategy will you focus on to strengthen?

2. What steps will you take to implement this strategy?

3. Who (colleague) will you share your plan with?

Before You Go …

Next …

4. What date will you meet with your colleague to share your reflection of the implementation?

5. After implementation: Did you reach the desired result with all your students? Reflect on the implementation of your strategy.

- A1 -



APPENDIX A:SAMPLE SCALES


- A2 -

Elementary - Mathematics Grade: Fourth

Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

4.0Students will be able to:• Determine the best way to classify two-dimensional figures into groups when comparing more than

one attribute at a time

3.0

Students will be able to:• Classify two-dimensional figures based on the presence or absence of:

o Parallel or perpendicular lineso Angles of a specified size

2.0

Students will recognize or recall specific vocabulary, including:• Absence, angle, parallel lines, perpendicular lines, presence, right triangleStudents will be able to: • Describe the key parts of two-dimensional figures, including:

o Quadrilaterals (square, rectangle, trapezoid, parallelograms, rhombus)o Triangles (right, acute, obtuse),o Presence or absence of:

- Parallel or perpendicular lines- Angles of a specified size

• Identify that right triangles • Recognize right triangles as a category of two-dimensional figures

1.0 With help, partial success at level 2.0 content and level 3.0 content0.0 Even with help, no success

Middle – English/Language Arts Grade: Seventh

ELA (RL.7.6): Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. ELA (RI.7.6): Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

4.0 Students will be able to:• Modify a text so it is written through a different character’s point of view

3.0

Students will be able to:• Analyze how an author develops and contrasts the points of view of different characters or in a text• Analyze how an author distinguishes his or her point of view or purpose in a text from that

of others

2.0

Students will recognize or recall specific vocabulary, including:• Position, perspective, persuadeStudents will be able to: • Identify the point of view of characters in a given text• Describe the point of view of characters ina given text• Determine an author’s point of view or purpose in a text

1.0 With help, partial success at level 2.0 content and level 3.0 content0.0 Even with help, no success

- A3 -




Elementary - English/Language Arts Grade: Kindergarten

Reading: Literature (RL.K.7): With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).Reading: Informational Text (RI.K.7): With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

4.0Independently, students will be able to:• Describe the relationship between illustrations and a story in which they appear• Describe the relationship between illustrations and text in which they appear

3.0With prompting and support, students will be able to:• Describe the relationship between illustrations and a story in which they appear• Describe the relationship between illustrations and text in which they appear

2.0

Students will recognize or recall specific vocabulary, including:• illustration, relationship, story, textWith prompting and support, students will be able to: • Recognize and identify the relationship between illustrations in stories or texts in which

they appearIndependently students will be able to:• Match illustrations with the appropriate person, place, thing, or idea in a text • Match illustrations with the appropriate moment or event in a story

1.0 With help, partial success at 2.0 content and 3.0 content0.0 Even with help, no success

Elementary – Social Studies Grade: Third

Social Studies (SS.3.H.CL1.3): Compare and contrast the cultures of the different Native American groups (e.g., sources of food, clothing, shelter and products used).

4.0Students will be able to:• Investigate to determine ways Native Americans groups could overcome various

challenges that threatened their food sources, clothing, shelter, and products

3.0

Students will be able to:• Compare and contrast the cultures of the different Native American groups, including:

o Sources of foodo Clothingo Sheltero Products used

2.0

Students will recognize or recall specific vocabulary, including:• Region, native, culture, resources, custom, environment, reservation, traditionStudents will be able to: • Identify and describe specific Native American groups’ food sources, clothing, shelter,

and products1.0 With help, partial success at 2.0 content and 3.0 content0.0 Even with help, no success


- A4 -

Elementary – English/Language Arts Grade: ThirdELA (RI.3.7): Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

4.0Students will be able to:• Invent an appropriate text feature that corresponds with a selected text and explain how

it contributes to an understanding of the text.

3.0

Students will be able to:• Make inferences to demonstrate understanding of the text by:

o Using information gained from illustrationso Using information gained from words in a text

2.0

Students will recognize or recall specific vocabulary, including:• Captions, charts, graphs, illustrations, font, map, map key photographs, headings, text

features, information, determine, compass, diagramStudents will perform basic processes, such as: • Identify specific text features• Describe the purpose of text features• Explain how specific images clarify a text• Explain how specific images contribute to a text


- A5 -




Middle – Mathematics Grade: SixthMath (6.EE.B.7): Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.Math (6.EE.B.8): Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.

4.0Students will be able to:• Generate real-world mathematical situations and develop and solve the equations or

inequalities that represent the situation

3.0

Students will be able to:• Solve real-world and mathematical equations of the form x + p = q and px = q when all

variables are nonnegative, rational numbers (6.EE.B.7)• Write an inequality of the form x > c or x < c to represent a constraint or condition in a

real-world or mathematical problem (6.EE.B.8)

2.0

Students will recognize or recall specific vocabulary, including:• Condition, constraint, rational number, represent, solution set, variable, coefficient, collect

like terms, combine like terms, infinitely many, linear equation, properties of equality, properties of inequality, substitution

Students will be able to: • Use substitution to determine whether a given number in a set makes an equation of

inequality true (6.EE.B.5)• Use variables to represent numbers and write expressions (6.EE.B.6):

o Understand a variable can represent an unknown number or any number in a specified set• Recognize inequalities have infinitely many solutions (6.EE.B.8)• Represent solutions of inequalities on number line diagrams (6.EE.B.8)



- A6 -

Middle – Science Grade: Sixth - EighthScience (MS-LS2-5): Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

4.0Based on known details, students will be able to:• Select the best competing design solution for maintaining biodiversity and ecosystem

services, constructing an argument with evidence to support your choice

3.0 Students will be able to:• Evaluate competing design solutions for maintaining biodiversity and ecosystem services

2.0

Students will recognize or recall specific vocabulary and/or concepts, including:• Biodiversity, ecosystem services, water purification, nutrient recycling, prevention of soil

erosion, design solution constraints (including scientific constraints, economic constraints, and social considerations of the constraints)

Students will be able to:• Identify, describe, and summarize competing design solutions for maintaining biodiversity

and ecosystem services 1.0 With help, partial success at 2.0 content and 3.0 content0.0 Even with help, no success

Secondary/Middle – Geometry Grade: EighthGeometry (8.G.A.3): Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.Geometry (8.G.A.1): Verify experimentally the properties of rotations, reflections, and translations:

a. Lines are taken to lines, and line segments to line segments of the same length.b. Angles are taken to angles of the same measure.c. Parallel lines are taken to parallel lines.

4.0Students will be able to:• Examine similarities and differences between dilations, translations, rotations, and reflec-

tions on two-dimensional figures using coordinates

3.0Students will be able to:• Describe the effect of dilations, translations, rotations, and reflections on two-dimensional

figures using coordinates

2.0

Students will recognize or recall specific vocabulary, including:• transformations (dilations, translations, reflection, rotation)Students will be able to: • Identify dilations, translations, rotations, and reflections • Demonstrate dilations, translations, rotations, and reflections on two-dimensional figures

using coordinates• Verify experimentally the properties of rotations, reflections, and translations:

o Lines to lineso Line segments to line segments of the same lengtho Angles to angles of the same measureo Parallel lines to parallel lines


- A7 -




Secondary/Middle – Social Studies/Economics Grade: By the end of Grade 8Economic Decision-Making (D2.Eco.2.6-8): Evaluate alternative approaches or solutions to current economic issues in both terms of benefit and costs for different groups and society as a whole.

4.0

Students will be able to:• Create a new alternative approach or solution to a current economic issue in both terms

of benefit and costs for different groups and society as a whole o Justify your design as a viable approach or solution

3.0Students will be able to:• Evaluate alternative approaches or solutions to current economic issues in both terms of

benefit and costs for different groups and society as a whole

2.0

Students will recognize or recall specific vocabulary, including:• Cost-benefit analysis, opportunity cost, marginal benefit, trade-off, scarcity, factors of

production (land, labor, and capital)Students will be able to:• Outline alternative approaches or solutions to current economic issues• Describe the benefits and costs of various approaches or solutions to economic issues in

terms of different groups• Describe the benefits and costs of various approaches or solutions to economic issues in

terms of society as a whole1.0 With help, partial success at 2.0 content and 3.0 content0.0 Even with help, no success

Secondary/High – Health Grade: Ninth - TwelfthHealth (1.12.1): Predict how healthy behaviors can affect health status.

4.0Students will be able to:• Use information and details about how healthy behaviors affect health status to determine

solutions for common health problems

3.0 Students will be able to:• Predict how healthy behaviors can affect health status

2.0

Students will recognize or recall specific vocabulary, including:• Guidelines for healthful eating, importance of physical activity, healthy pregnancy/child-

birth, protection from HIV, AIDS, and STIsStudents will be able to:• Describe the results of behaviors and health status



- A8 -

Secondary/Middle – Social Studies/History Grade: By the end of Grade 12Perspectives (D2.His.5.9-12): Analyze how historical contexts shaped and continue to shape people’s perspectives.

4.0Students will be able to:• Investigate and prioritize the historical context that most shaped peoples’ perspectives• Provide evidence that supports your claim

3.0 Students will be able to:• Analyze how historical contexts shaped and continue to shape people’s perspectives

2.0

Students will recognize or recall specific vocabulary, including:• Bias, primary source, secondary source, source validity, sociocultural contextStudents will be able to: • Summarize the historical contexts and perspectives from various sources • Explain how specific events shape people’s perspectives• Describe why historical context shapes people’s perspectives


Secondary/High – The Real Number System Grade: Ninth - TwelfthReal Number System (HSN.RN.A.2): Rewrite expressions involving radicals and rational exponents using the properties of exponents.

4.0Based on known details, students will be able to:• Solve equations involving radicals and rational exponents and justify the method used to

solve, citing specific properties of exponents

3.0Students will be able to:• Rewrite expressions involving radicals and rational exponents using the properties of

exponents

2.0

Students will recognize or recall specific vocabulary and/or concepts, including:• Radical, cube root, perfect cube, perfect square, rational exponent, integer exponent,

fractional exponents, exponential rules, index, radicand, negative exponent, cube root symbol, irrational number, exponential function, real number

Students will be able to:• Extend the properties of integer exponents to define and explain the meaning of rational

exponents• Recognize and recall the properties of exponents• Apply the properties of exponents• Write numbers and expressions using rational exponents• Convert expressions from radical form to exponential form and vice versa




Notes

- B1 -




APPENDIX B:STRATEGY/TECHNIQUE

EXAMPLES


- B2 -

Visual Cueing Used to highlight critical content in a visual manner.

Steps: 1. Identify the critical content.2. Use storyboards, graphic organizers, symbols,

or pictures to visually highlight critical content.3. Explain how the visual cue connects to the content. 4. Students practice visual cues by drawing the symbols

and/or creating them with their hands.5. Refer to visual cues periodically throughout

the lesson.

Identifying Critical Content (Elementary Math)Desired Result: Students know what content is important and what is not important. In this example, students are asked to explain critical content that is cued or visualized.

Learning Target (from scale)Students will recognize or recall specific vocabulary, including: absence, angle, parallel lines, perpendicular lines, presence, right triangle.

Technique Student Evidence (Outcome of Using Strategy)

Time (min) Potential Adaptations

Visual Cueing

Students are asked to create the symbols that correctly correlate to each word.

10

If students are struggling, provide a set of answers for students to choose from. For an extension, ask students how they would improve the visual cue.

- B3 -




Verbal Cueing Used to communicate that certain information is important.

Steps: 1. Identify the key points of critical content.2. Use available resources to ensure accuracy of critical

content.3. Plan how you will cue its importance by either directly

stating its importance, raising or lowering your hand as an indicator, or by pausing during the instruction.

Desired Result: Students know what content is important and what is not important. In this example, students are asked to explain critical content that is stated verbally.

Identifying Critical Content (Secondary ELA)

A character’s thoughts, dialogue, emotions, and actions contribute to their point of view.

Point of view is the

character’s attitude,

perspective, or outlook.

Learning Target (from scale)Students will be able to identify the point of view of characters in a given text.



Verbal Cueing

Through randomized questioning students are able to explain which part(s) of the instruction are critical.

10

If students are struggling, use resources such as a word wall, pictures keys, or important steps to follow. For an extension, ask students to prioritize the critical information.


- B4 -

Anticipation Guide Used to activate prior knowledge and build curiosity about a new topic.

Steps: 1. Create True/False or Agree/Disagree statements

about the upcoming content. (A Maybe column can also be added.)

2. If students are unfamiliar with anticipation guides, model the process. Emphasize that the point is to state what they already know, not to look up the correct answer.

3. Students complete the questions either independently or in a small group.

4. Discuss select student opinions about the statements.5. Revisit the anticipation guide periodically throughout

the instructional cycle or at the end of the unit to address any initial misconceptions.

Desired Result: Students make a link from what they know to what is about to be learned. In this example, students are asked to complete an anticipation guide.

Previewing New Content (Elementary Math)

Learning Target (from scale)Students will recognize or recall specific vocabulary, including: absence, angle, parallel lines, perpendicular lines, presence, right triangle.



Anticipation Guide

Students make appropriate connections between previously learned content and new content.

5

If students are struggling to link content, scaffold questions to link content. For an extension, students can represent the link in content in a graphic organizer.

- B5 -




Preview Questions Used to encourage discourse among students and stimulate prior knowledge.

Tips: 1. Questions should focus attention on specific and

significant facets of critical content.2. Questions should help connect new content to

students’ prior knowledge.3. Questions should inspire curiosity.

Desired Result: Students make a link from what they know to what is about to be learned. In this example, students are asked questions to connect new content to prior learning.

Previewing New Content (Secondary ELA)

Think of a story or text you have read that has many characters with different points of view.

Why do you think the author created different perspectives for the characters in the story?

Learning Target (from scale)Students will be able to identify the point of view of characters in a given text.



Preview Questions

Students explain the connections they have made and why they made those connections.

5

If students are struggling, allow them to discuss with fellow students. For an extension, the students might be asked to predict the purpose of the new lesson.


- B6 -

Partner Discussion Used for students to work together as they preview, introduce new content, deepen knowledge, and problem solve.

Steps: 1. Determine the critical content students are to discuss.2. Establish a meaningful task. In this instance,

determine the question you will ask students.3. Structure student interaction and organization. In

this instance, plan the organization of the think, pair, share.

4. Establish routines. In this instance, plan how long each student will have an opportunity to talk.

Desired Result: Students interact in small groups as they learn, deepen, and enhance understanding of content.In this example, students are asked to complete a Think-Pair-Share as they interact.

Organizing Students to Interact With Content (Elementary Math)



Partner Discussion

Students actively discuss multiple perspectives of the critical content, listening to each other and adding onto each other’s ideas.

10

If students are struggling, provide resources placed around the room. For an extension, have students explain a perspective not their own.

- B7 -




Grouping for Active Processing Used for students to work together as they discover the interrelationships within the topic and examine the content from different viewpoints.

Steps: 1. Identify appropriate chunks for students to discuss.2. Establish a meaningful task and purpose. In this

instance, brainstorm the questions you will ask students.

3. Structure student interaction and organization. In this instance, plan how students will take turns talking.

4. Establish routines. In this instance, plan how students will share within their group.

5. Incorporate appropriate conative skills. In this instance, model for students how to actively listen.

Desired Result: Students interact in small groups as they learn, deepen, and enhance understanding of content. In this example, students are asked to complete a Perspective Analysis as they actively process in groups.

Organizing Students to Interact With Content (Secondary ELA)



Grouping for Active Processing

Students can explain how their understanding and the understanding of their group mates are similar and different.

10

If students are struggling, provide sentence stems. For an extension, ask students to provide pros and cons of their perspective.


- B8 -

Concept Attainment A structured inquiry process used to clarify ideas and encourage critical thinking about content.

Steps: 1. Select and define a concept to be developed and

determine key attributes.2. Make a list of examples and non-examples of the

concept.3. Introduce the process to students.4. Present examples and have students determine

positive attributes to develop a concept definition.5. Ask students to apply the concept by generating

examples of their own to validate reasoning.6. Ask students to reflect on their thinking process and

record their own definition of the concept.

Desired Result: Students are cognitively engaged with new content during interactions with other students. In this example, students are given a concept attainment task to identify and describe examples and non-examples of critical content.

Helping Students Process Content (Elementary Math)

Learning Target (from scale)Students will be able to describe the key parts two-dimensional figures, including the presence or absence of parallel lines.



Concept Attainment

Students identify critical content and explain how the common attributes helped them identify it.

10

If students are struggling, model the process using familiar concepts. For an extension, use attributes that are more cognitively demanding.

- B9 -




Jigsaw Cooperative Learning Develops a depth of knowledge not possible if the students were to try to learn all of the material on their own.

Steps: 1. Select the information or text you wish to use for the

jigsaw process.2. Divide the information or text between the students. 3. Give students time to read and process their assigned

chunks.4. Regroup and direct students to share with their

groups. 5. Asks groups to summarize the big ideas of the

information they processed.

Desired Result: Students are cognitively engaged with content during interactions with other students. In this example, students use a jigsaw technique to process the content.

Helping Students Process Content (Secondary ELA)

Learning Target (from scale)Students will be able to describe the point of view of characters in a given text.



Jigsaw

Students include multiple perspectives in their own conclusions about the critical content as a result of using the jigsaw technique.

10

If students are struggling, model and think aloud how you would teach a chunk of content. For an extension, give students opportunities to determine how they wish to share their expertise.


- B10 -

Inferential Questions Questions that require students to derive by reasoning; conclude or judge from premises or evidence.

Steps: 1. Model how to infer.2. Provide guidance and identify common errors:

• considering only part of the information• relying on opinion rather than fact• misapplying generalizations

3. Ask questions that require students to generate inferences about content or make connections between existing background knowledge and content:• to predict• to make informed decisions • to draw conclusions

Desired Result: Students draw conclusions that were not explicitly taught within the chunk. In this example, the teacher poses inferential questions to the students.

Helping Students Elaborate on Content (Elementary Math)

Based on what you heard in the

introduction of the material, what

do you think a right triangle is?

What are some things you

know about quadrilaterals?

John drew a figure on the board with two acute angles and two obtuse angles. What figure(s) could John have drawn?

Learning Target (from scale)Students will be able to describe the key parts of two-dimensional figures, including:

• Quadrilaterals• Triangles• Presence or absence of angles of a specified size



Inferential Questions

Students correctly make inferences about the critical content. 10

If students are struggling, use a questioning sequence to scaffold. For an extension, ask students to extend their inference to previously taught content.

- B11 -




Elaborative Interrogations Questions that require elaboration by requiring students to provide logical support for their conclusion.

Steps: 1. Model how to elaborate then defend a conclusion.2. Ask students to share their thinking process then

justify how they arrived at their answer. • Follow up with a tag question - “Why do you think

so?”• Restate students’ thinking so they can reexamine

their logic - “It seems to me you are saying…”

• Require students provide evidence to support their conclusion or generalization.

3. Ask students to analyze the content to discover possible relationships and correlations within.

Desired Result: Students draw conclusions that were not explicitly taught within the chunk. In this example, the teacher asks questions through an elaborative interrogation.

Helping Students Elaborate on Content (Secondary ELA)

What are some typical characteristics or behaviors you would expect from someone in Tom’s situation?

Be prepared to share your reasoning when presenting your generalization.




Elaborative Interrogations

Students create generalizations and provide substantiations for conclusions

10

If students are struggling, provide visual cues to help students make connections to content. For an extension, ask students to provide answers from multiple perspectives.


- B12 -

Note Taking Student generated notes that include summaries of content.

Steps: 1. Teach method at the beginning of the school year

with many examples and daily practice to develop routine.

2. Model how to take notes and summarize:• identify main ideas• focus on key words and phrases• break down larger ideas• concise but comprehensive comments

3. Review notes and provide feedback on accuracy and completeness of student work to help develop note-taking skills.

Desired Result: Students accurately record and represent their understanding of content in linguistic and/or nonlinguistic ways. In this example, we can combine linguistic and nonlinguistic representation through note taking.

Helping Students Record and Represent Knowledge (Elementary Math)

Learning Target (from scale)Students will be able to describe the key parts of two-dimensional figures, including:

• Quadrilaterals (square, rectangle, trapezoid, parallelograms, rhombus)• Triangles (square, rectangle, trapezoid, parallelograms, rhombus)• Presence or absence of:

- Parallell or prependicular lines- Angel of a specific size



Note Taking Students accurately record and represent their understanding of content.

10

If students are struggling, provide structure and organization. For an extension, ask students to prioritize the information they have recorded.

- B13 -




Graphic Organizer Visual representation that expresses ideas, concepts, and meanings.

Steps: 1. Understand the relationship of summarizing to

graphic organizers.2. Teach students the critical attributes of graphic

organizers.3. Choose an organizer that is appropriate for grade

level and content.4. Teach students how to use each type of graphic

organizer.

Desired Result: Students accurately record and represent their understanding of content in linguistic and/or nonlinguistic ways. In this example, students use graphic organizers to record and represent their knowledge.

Helping Students Record and Represent Knowledge (Secondary ELA)




Graphic Organizers

Students accurately record and represent their understanding of content.

10

If students are struggling, pair them with stronger students so they can complete their organizers together. For an extension, have students create their own graphic organizer format.

- C1 -




APPENDIX C:NOW YOU TRY ACTIVITIES


- C2 -

Now You TryChoose a Scale Scale: ____________________________________1. Browse the scales in the appendix of the participant notebook.2. Choose a scale that you will work with for the rest of the day.3. Form a group with other people working with the same scale.

Use the Intentional Thinking Map for Each Strategy:1. Choose a learning target from the scale.2. Determine the vocabulary and critical content that is necessary for a foundational lesson.3. Plan a technique to implement the strategy.4. Plan what you expect as student evidence of desired student learning.5. Plan potential adaptations that you might use based on student evidence.

- C3 -




Iden

tifyi

ng C

ritica

l Con

tent

Lear

ning

Tar

get (

from

scal

e)

Voca

bula

ry:

Iden

tifyi

ng C

ritica

l Con

tent

/T

echn

ique

Stud

ent E

vide

nce

(O

utco

me

of U

sing

Stra

tegy

)Ti

me

(min

)Po

tenti

al

Adap

tatio

ns

Pevi

ewin

g N

ew C

onte

nt

Lear

ning

Tar

get (

from

scal

e)

Voca

bula

ry:

Prev

iew

ing

New

Con

tent

/T

echn

ique

Stud

ent E

vide

nce

(O

utco

me

of U

sing

Stra

tegy

)Ti

me

(min

)Po

tenti

al

Adap

tatio

ns


- C4 -

Org

aniz

ing

Stud

ents

to In

tera

ct w

ith C

onte

nt &

Hel

ping

Stu

dent

s Pro

cess

Con

tent

Lear

ning

Tar

get (

from

scal

e)

Voca

bula

ry:

Org

aniz

ing

Stud

ents

to In

tera

ct w

ith

Cont

ent &

Hel

ping

Stu

dent

s Pro

cess

Co

nten

t/Te

chni

que

Stud

ent E

vide

nce

(O

utco

me

of U

sing

Stra

tegy

)Ti

me

(min

)Po

tenti

al

Adap

tatio

ns

Help

ing

Stud

ents

Ela

bora

te o

n Co

nten

t

Lear

ning

Tar

get (

from

scal

e)

Voca

bula

ry:

Help

ing

Stud

ents

Ela

bora

te

on C

onte

nt/T

echn

ique

Stud

ent E

vide

nce

(O

utco

me

of U

sing

Stra

tegy

)Ti

me

(min

)Po

tenti

al

Adap

tatio

ns



Notes


- C6 -

For implementation inquiries, contact:

Learning Sciences Marzano Center

MarzanoCenter.com1.877.411.7114

©2015 Learning Sciences International2015-07-20

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