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Marzano DQ2

Overview of Marzano Helping students interact with new knowledge

Beryl Rogers

on 16 November 2012

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Transcript of Marzano DQ2

Marzano DQ 2
Helping Students Interact with New Knowledge #6 Identifying Critical Information Scale Agenda, Goals, Scale Organizing Students What: Identify important information

Why: This helps students interact with new knowledge & increase their understanding.

How: Explain WHY it is important using tone of voice, proximity, enthusiasm 4 - I understand and can create my own strategies for helping students interact with new knowledge and can apply them in new situations.

3 - I understand fully how to help students interact with new knowledge.

2 - I understand the basics of helping students.

1 - I understand a little, but I need a LOT OF HELP

0 - I'm clueless, help students do what?? Faculty will understand the what, why, and how of helping students interact with new knowledge. (DQ2)

Faculty will understand the principles of adult learning. After reading the article Principles of Adult Learning & Instructional Systems Design,
discuss with elbow partner
3 key points from the article.
The following information is important as we implement the Marzano framework of classroom behaviors and strategies.

Understanding how adults learn, will help us become more proficient, efficient educators. #8 Previewing New Content What: Engage students in activities that activate their prior knowledge relative to the new knowledge.

Why: Activating this knowledge helps students process the information and create linkages.

Use preview questions,
advanced organizers,
anticipation guides,
video clip,
word splash. What: Break content into small chunks of information

Why: Learning proceeds more efficiently if students receive information in small chunks that are processed immediately.

How: Teacher stops at strategic points. Chunk #1 Predicting, clarifying, discussing, summarizing #11 Elaborating # 12 Recording & Representing
Knowledge Chunk & Check One of our goals was to understand the what, why, and how of helping students interact with new knowledge.
Using the scale (0-4) what is your level of understanding of DQ2 #6 - 8 What: Ask questions or engage students in activities that require elaborative inferences that go beyond what was explicitly taught.

Why: Students are actively engaged in the LEARNING process.

ask questions
ask students to explain or defend their answers,
pose situations or problems that require inferences. What: Engage students in actively processing new information.

Why: Students are actively engaged in the LEARNING process

How: Students
clarify What: Engage students in activities that help them record their understanding of new content in linguistic and/or non-linguistic representations.

Why: Students are actively engaged in the LEARNING process.

Students generate notes that identify critical information,
create graphic organizers,
flow charts,
mneumonics (memory device). What: Engage students in activities that help them reflect on their learning and the learning process.

Why: All learners benefit from self-monitoring, self-regulating, and examining understanding.

ask students to record what they are clear about
what they are confused about
how hard they tried
what could they do differently next time. Reflect on Your Learning How well do you understand the what, why, and how of helping students interact with new knowledge?

1. Rate yourself on the self-assessment.

2. Post it Note: Provide feedback on today's presentation. What did you learn, what didn't you learn, suggestions for the future, comments. #13 Reflecting on Learning Take a Marzano self-assessment.

Simplify Marzano framework.

Model the classroom strategies and behaviors.

Discuss how people learn. Previewing New Content Example: Word Splash Experience

Learning Style

Responsibility #9 Chunk Content into Digestible Bites Note Taking Answering questions # 10 Process New Content What: Organize students into small groups to facilitate processing information

Provides students with multiple viewpoints,
Facilitates active processing and challenges students to articulate their thinking,
Allows students to see how others process info and allows them to respond.

How: Groups of 2 to 5 students,
establish operating rules in advance. # 7 Organizing Students to Interact with New Knowledge Read
Principles of Adult Learning pg. 1 - 2

Identify 3 key points

Discuss with elbow partner Principles of Adult Learning If you want them to hear it you talk,
If you want them to learn it they talk. 3. Chart your progress on Teacher Progression Chart. DQ2
6. Identify critical information
7. Organize students
8. Preview new content
9. Chunk content
10. Process new information
11. Elaborate on new information
12. Record and represent knowledge
13. Reflect on learning Processing New Information Choose someone from your group to share what you discussed, summarizing the information. Agenda Goals 3 Rate yourself on your understanding
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