Identifying Critical Content Design Question 2 Element 6

Identifying Critical Content Design Question 2 – Element 6: How does a teacher help students identify and focus on critical content?

Before we begin… Before we begin talking about element six, 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. Watch the video on the next slide. Please take notes, documenting how the elements in Design Question 2 are related.

How do the elements in DQ 2 relate to each other? • Introduction to Design Question #2 Interacting with New Knowledge DSBPCPro. Development. "Intro to Design Question #2 Interacting with New Knowledge. " You. Tube, 24 Oct. 2013. Web. 9 Mar. 2016.

How are the elements related to each other? You should have noticed: • The elements in DQ 2 can be taught at the same time, need to be intentionally planned for, and are owned by the teacher or the student. • Elements 6 -9 are teacher directed but elements 10 -13 are more student directed. • If adults need to be exposed to new information 7 different times in 7 different ways to learn something our students require exposure more than 7 times. Now let’s talk about element six, specifically. DSBPCPro. Development. "Intro to Design Question #2 Interacting with New Knowledge. " You. Tube, 24 Oct. 2013. Web. 9 Mar. 2016.

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 6

Desired Effect in the Students The desired effect is, “Students know what content is important and what is not important. ” 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. In other words, every student needs to know what content is important and what content is not important.

Before watching the video, think about… • How do you identify critical content in your instruction? • How do you signal students which content is critical vs. non-critical?

Example of Element 6: Identifying Critical Information Beginning Developing Applying Innovating Sheard, Jack. "Marzano DQ: 2; E: 6. " You. Tube, 08 Oct. 2015. Web. 9 Mar. 2016.

Now that you have watched the video, reflect… • To achieve an applying rating, how could you monitor the extent to which students attend to critical content? • To achieve an innovating rating, what are some ways you can adapt and create new techniques for identifying critical information that addresses ALL unique student needs and situations?

Remember… • You may have taught this content many, many times in the past, but it is the students’ first exposure with this content. • Not everything in the lesson is of equal importance; however, some students inherently understand that, but most do not. • Signaling to students what is important information is key to implementing an effective lesson. • Monitoring students understanding of what is important and not-important is also key. 6. Identifying Critical Content: Marzano Instructional Framework Resources. Ed. LESLIE FRICK. Pasco County Schools, 25 Aug. 2015. Web. 24 Mar. 2016.

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.

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? 1. 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 complete another Reflection Log in i. Observation.

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 Mentors (CPMs) For more examples and resources visit the All About Marzano website • Everything you ever wanted to know (and more) about Identifying Critical Content