Marzano Protocols: DQ2 Elements 10-13

What will I do to help students effectively interact with new knowledge?

Elements 6, 7, 8, 9, 10, 11, 12, 13

Processing New Information

During breaks in the presentation of content, the teacher engages students in actively processing new information.

Teacher has group members summarize new information

Teacher employs formal group processing strategies • Jigsaw• Reciprocal Teaching• Concept attainment

When asked, students can explain what they have just learned

Students volunteer predictions

Students voluntarily ask clarification questions

Groups are actively discussing the content• Group members ask each other and answer questions about the information• Group members make predictions about what they expect next

Engages students in summarizing, predicting, and questioning activities.

Applying involves the the teacher monitoring the extent to which the activities enhance students' understanding while Developing does not..

Elaborating on New Information

The teacher asks questions or engages students in activities that require elaborative inferences that go beyond what was explicitly taught.

Teacher asks explicit questions that require students to make elaborative inferences about the content

Teacher asks students to explain and defend their inferences

Teacher presents situations or problems that require inferences

Students volunteer answers to inferential questions

Students provide explanations and "proofs" for inferences

Engages students in answering inferential questions.

Applying involves the teacher monitoring the extent to which students elaborate on what was explicitly taught while Developing does not.

Recording and Representing Knowledge

The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or represent the content in nonlinguistic ways.

Teacher asks students to summarize the information they have learned

Teacher asks students to generate notes that identify critical information in the content

Teacher asks students to create nonlinguistic representations for new content • Graphic organizers• Pictures• Pictographs• Flow charts

Teacher asks students to create mnemonics that organize the content

Students' summaries and notes include critical content

Students' nonlinguistic representations include critical content

When asked, students can explain main points of the lesson

The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or in nonlinguistic ways.

Applying involves the teacher monitoring the extent to which activities help students record their understanding of new content in linguistic ways and/or in nonlinguistic ways to enhances students' understanding while Developing does not.

Reflecting on Learning

The teacher engages students in activities that help them reflect on their learning and the learning process.

Teacher asks students to state or record what they are clear about and what they are confused about

Teacher asks students to state or record how hard they tried

Teacher asks students to state or record what they might have done to enhance their learning

When asked, students can explain what they are clear about and what they are confused about

When asked, students can describe how hard they tried

When asked, students can explain what they could have done to enhance their learning

The teacher engages students in reflecting on their own learning and the learning process.

Applying involves the teacher monitoring the extent to which students self-assess their understanding and effort, while Developing does not.