1. Focus Element Helping Students Examine Their Reasoning
Design Question 3 – Element 18

2. Focus Elements
Arizona College and Career Ready Standards requires more clarity in the progressions of knowledge being addressed in class, more application of knowledge by students along with more and deeper inferential thinking, and the creation of sound evidence for conclusions and claims. Seven elements are instrumental to these ends. The teachers should disclose a clear sequence or progression of facts, details, and lower-order skills to more robust generalizations, principles, and processes. At the end of a lesson, students should be able to describe how the details of the lesson build to support bigger ideas and processes. Element 18, helping students examine errors in reasoning, is at the core of instructional changes explicit in the CCSS.

3. Helping Students Examine Their Reasoning
How will you help students produce and defend claims by examining their own reasoning or the logic of presented information, processes, and procedures?

4. Before we begin…
Before we begin talking about element 18, let’s be sure that there is an understanding about how the elements in Design Question 3 relate to Design Question 2. This is important as you plan your lessons. Watch the video on the next slide. Identify the difference between the purpose of Design Question 2 and Design Question 3.

5. Something to keep in mind…
The purpose of Design Question 2 is to introduce new material to students while the purpose of Design Question 3 is to give the students an opportunity to practice using material that was previously taught so that they deepen their understanding. Therefore, teachers have to perform Design Question 2 before Design Question 3.

6. How do the elements in DQ3 relate to each other?
Introduction to Design Question 3

7. How are the elements related to each other?
You should have noticed: Intentional planning is required for all elements in DQ3
Elements (in red in the diagram to the right) the teacher directs the student learning.
In elements (in black) the teacher guides the students so that they may work through the information independently. (Gradual Release)
Now let’s talk about element eighteen, specifically.
DSBPCProDevelopment. "Introduction to Design Question 3." YouTube. YouTube, 17 Jan Web. 6 June 2016.

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

9. Review Scale for Element 18

10. Desired Effect for Student Learning
Strategies will only produce desired effect when implemented accurately and in the right context. The desired effect for element 18 is “Students can identify and articulate errors in logic or reasoning, or the structure of an argument and explain new insights resulting from this analysis.” 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.

11. Before watching the videos, think about…
How do you incorporate examining errors and reasoning in your instruction?
How do you engage students in meaningful activities that require them to examine their own reasoning or the logic of information presented?

12. Examples of Element 18: Helping Students Examine Their Reasoning
Element 18: Examining Errors in Reasoning
Learning from Mistakes: Linear Equations
My Favorite No: Learning From Mistakes
DSBPC Pro Development. "Element 18: Examining Errors in Reasoning. "YouTube. YouTube, 14 Feb Web. 10 Mar Learning from Mistakes: Linear Equations." Teaching Channel. N.p., n.d. Web. 10 Mar “My Favorite No: Learning From Mistakes." Teaching Channel. N.p., n.d. Web. 10 Mar

13. Now that you have watched the videos, reflect…
In addition to engaging students in examining their own reasoning or the logic of information presented, and in order to achieve an Applying rating, how can you monitor the extent to which students are deepening their knowledge? Need monitoring ideas? Click here
To achieve an Innovating rating, how might you adapt and create new strategies for helping students examine their reasoning or the logic of information presented that addresses ALL unique needs and situations? Need adaptation ideas? Click here

14. Remember…
Helping students examine their reasoning strengthens their understanding of a concept or skill.
Introduce students to common errors by discussing and providing examples of errors in thinking, such as:
Faulty logic
Attacks
Weak references
Misinformation
Example: A teacher organizes students in teams of five and provides them with two current but contradictory articles on a topic. The teams analyze the articles for errors and present their findings to the entire class.
"FRAMEWORK FOCUS." 18. Helping Students Examine Their Reasoning: Marzano Instructional Framework Resources. Pasco County Schools, 23 Feb Web. 26 Mar

15. 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.

16. 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.

17. 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 (CPM)
For more examples and resources visit the All About Marzano website
Everything you ever wanted to know (and more) Helping Students Examine Their Reasoning – Pasco County Schools