1. Asking Questions of Low Expectancy Students
Design Question 9 - Element 40

2. Asking Questions of Low Expectancy Students
How could you ask questions of low expectancy students with the same frequency and depth as with high expectancy students?

3. 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.

4. Design Question 9 Elements 39, 40 and 41
How do the elements in DQ9: Communicating High Expectations for All Students relate to each other?
Design Question 9 Elements 39, 40 and 41

5. 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 40 specifically

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

7. Review Scale for Element 40

8. Desired Effect for Student Learning
Strategies will only produce desired effect when implemented accurately and in the right context. The desired effect for element 40 is “All students are asked questions with the same frequency and depth.” 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.

9. Examples of Element 40
Asking and Answering Questions About Soil (Grade 2/ELL)
Higher Order Questions: A Path to Deeper Learning (Grades 6-8)
Designing Leveled Questions
Higher Order Learning

10. Now that you have watched the video, reflect…
To achieve an Applying rating for this element, how could you monitor for evidence of the quality of participation 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 asking questions of low expectancy students that address unique student needs and situations for ALL students? Need adaptation ideas? Click here

11. Remember…
A teacher’s beliefs about a student's’ chance of success in school can influence a teacher’s actions, which can in turn influence the student’s achievement. Conveying high behavioral and academic expectations drives and fortifies high student achievement. No matter the students’ background or ability, the level and frequency of questions should be the same from student to student. All students should receive the same opportunity to respond to high level questions to stimulate thinking. Differential treatment between high performing and low performing students should be avoided. Teachers should intentionally plan questions to ensure all students are asked questions with the same frequency and depth.
"Asking Questions of Low Expectancy Students." Effective Educators. Learning Science International, Web. 13 June 2016.

12. 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.

13. Is This Element in Your PGP?
Sign into
Click on the Growth tab
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 complete another Reflection Log in iObservation.

14. 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 Asking Questions Of Low Expectancy Students - Pasco County Schools