1. Recording and Representing Knowledge
Design Question 2 – Element 12:
How do teachers help students record or represent their understanding of new knowledge?

2. Before we begin…
Before we begin talking about element 12, 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 12, 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 12

7. Desired Effect in the Students
The desired effect is, “Students accurately record and represent their understanding of critical content in linguistic and/or nonlinguistic ways.” 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, every student must show their understanding of new knowledge by recording or representing it in a different way than how it was taught.

8. Task While watching the video, which is on the next slide, identify:
how the students recorded or represented their understanding of factors.
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 do the students record or represent their understanding of factors?
Click on the link to view the video from the Pasco County Schools about Design Question 2, Element 12: How do teachers help students record or represent their understanding of new knowledge?

10. Video Question and Answer
Q: How did the students record or represent their understanding of factors? A: The students used Venn diagrams to categorize the numbers 1 through 100.

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. We checked under Teacher Evidence, “Teachers ask students to create nonlinguistic representations…” because the Venn diagram was a nonlinguistic representation. We checked under Student Evidence, “Students’ nonlinguistic representation include critical content” because the students separated their numbers based on the factors, which is the most critical thing the students are supposed to be learning in this math lesson.

15. Review Scale for Element 12 to Rate the Teacher

16. How we Rated the Teacher
We rated the teacher as Applying because she did monitor the majority of her students by having each group submit their work to her SmartBoard for review. If she had the students work on the project but did not make an effort to check on them as they progressed, then she would have been rated as Developing. If she had checked to ensure that every student was equally participating appropriately in the lesson then she could have been rated as Innovating. She would also have to ensure that the every student was accurately representing the concept of factors in their Venn diagrams and make alterations for those students who were not.

17. Other Resources
There are five solid ideas of how your students can record and/or represent knowledge. First, sign into . Then click on the link of the document you want to read. If the links aren’t working, you can search for them in the Resource Library by using their titles.
How to: Use Note-Taking Strategies
How to: Use Graphic Organizers
How to: Use Dramatic Enactments
How to: Use Mnemonic Devices Using Imagery
How to: Use Academic Notebooks

18. What is next?
Identify a lesson you have coming up in the next week that is teaching new information.
Design a process your students can use to record and/or represent their understanding of their new knowledge.
If you want an Applying rating, determine how you will monitor the majority of the students to make sure they are accurately representing the critical components of your lesson.
If you want an Innovating rating, determine how you will monitor every student to make sure they are accurately representing the critical components of your lesson and how you will make alterations for those students who not succeeding in this element.

19. 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.

20. 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)