1. Chunking Content into Digestible Bites
Design Question 2 – Element 9:
How does a teacher present new information in small chunks so that the students can learn it?

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

3. Video – how do the elements in DQ2 relate to each other?
Please click on the link to view the video from Pasco County Schools that provides an introduction to the elements in Design Question 2.

4. How were do the DQ2 elements relate to each other?
You should have noticed that
the elements in DQ2 can be taught at the same time, need to be intentionally planned for, and are directed by the teacher or the student.
elements 6-9 are teacher directed but elements are more student directed.
it requires adults to be exposed to new information 7 different times in 7 different ways to learn something so it makes sense that students require more than 7.
Now let’s talk about element nine, specifically.

5. Review Teacher and Student Evidence NOTE: This list of evidence is not all inclusive but is instead a list of possible examples.

6. Review Scale for Element 9

7. Desired Effect in the Students
The desired effect is, “Students process and learn information in appropriate chunks.” To receive an Innovating rating, the teacher must monitor and make accommodations so that every student in their classroom achieves this desired effect. In other words, all students must learn the information because the teacher is presenting information in small sections that make it easier for all of the students to learn.

8. Task
While watching the video, which is available on the next slide, identify:
as many chunks as you can as the geometry teacher goes through her lesson.
After watching the video you will be asked to identify the teacher and student evidence to rate the teacher on this element.

9. Video - How many chunks does the teacher have in her geometry lesson?
Log into
Click here for the video. If you have problems with the link, you can search for the video in the Resource Library. The video’s name is Chunking Content (Ninth Grade).

10. Video Question and Answer
Q: How many chunks did the teacher have in her geometry lesson?
A: We found these chunks:
Students rename the three coordinates
Students identify each of the three coordinates individually
Students fill in the algebraic problem with the three coordinates
Students square the three coordinates
Students add the three squares for a sum
Students find the simplified radical form

11. Task
On the next slide is the teacher and student evidence. What evidence did you see and were able to document? Use this to rate the teacher as you walk through the next few slides.

12. Review Teacher and Student Evidence What did you see?

13. Review Teacher and Student Evidence What did we see?

14. How to Rate Teacher and Student Evidence
You can only give credit for what you see. As the geometry teacher demonstrated a sample math problem, she went step by step, breaking a large problem into smaller chunks or sections. The students knew what to do as she was going through her demonstration. These two facts gave us reason to check the two pieces of evidence that we checked.

15. Review Scale for Element 9 to Rate the Teacher

16. How we Rated the Teacher
We rated the teacher Applying but there is argument that if the video continued, she may have been rated Innovating. We know that she chunked the geometry problem and then she monitored the students to ensure that her chunking strategy was effective. The video only showed her monitoring some of the students, which is why we gave her an Applying rating; however, if the video continued and showed her checking every student’s progress as it pertains to her chunking strategy, then she could be rated as Innovating. She would have been Developing if she had only talked to the one female student and did not move around the move because that is monitoring, which is required for an Applying rating.

17. Task
On the next slide is another video that highlights a music teacher. Watch the video and see if you can identify how many times he chunks the lesson for his students.

18. Video – How many times does the music teacher chunk his lesson for his students?
If you are not logged into please do so.
Click here for the video. If you have trouble pulling it up, you can search for it in the Resource Library. The video’s name is Chunking Content (Fourth Grade).

19. Video Question and Answer
Q: How many times did the music teacher chunk his lesson for his students? A: The music teacher chunked the lesson three times: - when he played the violin too fast and stopped for an assessment - when he played the violin too slowly and stopped for an assessment - when he played the violin perfectly and stopped for an assessment

20. What is next?
If you want to read more about this element, click here for a quick article that explains why it’s important to chunk information and offers three specific suggestions, including science, technology, and language. You must be signed into for the link to be successful. If it is not successful, search “How to Use Chunking: DQ2 E” in the Resource Library.
Watch the video on the next slide to determine the four questions teachers must ask themselves before they can determine how to chunk information effectively.

21. Video – What are the four questions teachers should ask themselves to help them determine how to chunk information?
Click on this link to view a video from the Pasco County Schools about Design Question 2, Element 9: Chunking Information into Digestable Bites.

22. Video Question and Answer
Q: What are the four questions that teachers need to ask themselves before determining how to chunk information? A: 1. Am I teaching declarative or procedural knowledge? 2. What does my pre-assessment tell me about my students? 3. What are the levels of my learners? 4. What prior information do my students have that I can leverage?

23. Is this element in your PGP? Then you need to…
sign into Click on the Growth tab and then click on the Plans option. Open your current plan and fill out a new Reflection Log, answering the appropriate questions.
decide how you will change your teaching as a result of viewing this module.
execute your change, reflect on its impact, and fill out another Reflection Log in iObservation.

24. Further questions?
Here are resources in case you have further questions:
Your evaluator
Another evaluator on your campus
Your school’s classroom practice mentor (CPM)