Probing Incorrect Answers with Low Expectancy Students Design

Probing Incorrect Answers with Low Expectancy Students Design Question 9 - Element 41

Probing Incorrect Answers with Low Expectancy Students How can you probe for incorrect answers of low expectancy students by requiring them to provide evidence for their conclusions and examine the sources of their evidence?

Before we begin… Before we begin talking about element 41, let’s be sure that there is an understanding about how the elements in Design Question 9 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 9 are related.

How do the elements in DQ 9: Communicating High Expectations for All Students relate to each other? Design Question 9 Elements 39, 40 and 41

How do the elements in Design Question 9 relate to each other? What a teacher believes about the chances of student success influences the teacher’s actions with students. Design Question 9 addresses the notion that all students should feel that the teacher has high expectations for them. At the beginning of the video, they tell us the desired effect for the design question, which sums up the relationship between the three elements very nicely. By using these three elements, students will know you have high expectations for ALL of them. Now let’s talk about element 41 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 41

Desired Effect for Student Learning Strategies will only produce desired effect when implemented accurately and in the right context. The desired effect for element 41 is “All students who respond with incorrect answers are probed in the same manner”. 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.

Examples of Element 41 Academic Conversations with ELLs: A Series Overview Classroom Look-for: Uses of Assessment in Middle School Language Arts Card-O-Matic: Increasing Student Participation Evidence-Based Academic Discussion: Getting Started Open-ended Questions to Encourage Conversations Participation Protocol for Academic Discussions

Now that you have watched the video, reflect… • To achieve an Applying rating for this element, how could you monitor for evidence of the level and quality of responses of the majority of students? Need monitoring ideas? Click here • To achieve an Innovating rating, what are some ways you can adapt and create new strategies for probing incorrect answers of low expectancy students that address unique student needs and situations for ALL students? Need adaptation ideas? Click here

Remember… It is important that teachers: • Not vary their response to incorrect answers from student to student. (this does not make sense to me (Liz) can we reword this so we tell teacher what to do as opposed to what not to do? The same amount of time should be spent questioning both high achieving and low achieving students. • Convey high behavioral and academic expectations to ALL students • Create a classroom culture that encourages and requires participation from all students. • No student should be able to “hide” from learning. • Utilize wait time to give students time to formulate answers before responding. • Support students by pointing out what is correct or incorrect about their response, restating the question or providing talk time to stimulate deeper thinking. "Probing Incorrect Answers with Low Expectancy Students. " Effective Educators. Learning Science International, 2016. Web. 14 June 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.

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 for this element, visit the All About Marzano website • Everything you ever wanted to know (and more) about Probing Incorrect Answers with Low Expectancy Students - Pasco County Schools