1. Focus Element Helping Students Record and Represent Knowledge
Design Question 2 – Element 12

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 12, helping students record and represent knowledge, points to the need for students to create representations of the information and processes with which they are interacting. The CCSS highlight the need to expand the types of representations elicited from students to include mental models, mathematical models, and other more abstract representations of content.

3. Helping Students Record and Represent Knowledge
How will you engage students in activities that require recording and representing knowledge emphasizing the creation of a variety of types of models that organize and summarize the important content?

4. 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 (Helping Students Interact with New Knowledge) 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 2 are related.

5. How do the elements in DQ2 relate to each other?
Introduction to Design Question 2
DSBPCProDevelopment. "Intro to Design Question #2 Interacting with New Knowledge." YouTube. YouTube, 24 Oct Web. 9 Mar

6. How are the elements related to each other?
You should have noticed:
Intentional planning is required for all elements in DQ2
Elements 6-9 (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 twelve, specifically.
Gradual Release
DSBPCProDevelopment. "Intro to Design Question #2 Interacting with New Knowledge." YouTube. YouTube, 24 Oct Web. 9 Mar

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

8. Review Scale for Element 12

9. Desired Effect in the Students
Strategies will only produce desired effect when implemented accurately and in the right context. 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 adapt and create new strategies for unique student needs and situations in order for the desired effect to be evident in ALL students.

10. Before watching the videos, think about…
How do you incorporate recording and representing strategies into your instruction?
How do you select a recording strategy that helps your students more effectively revise their knowledge?

11. Beginning Developing Applying Innovating
Examples of Element 12: Helping Students Record and Represent Knowledge
Beginning Developing Applying Innovating
Element 12: Recording and Representing Knowledge
 DSBPCProDevelopment. "Element 12 Recording and Representing Knowledge." YouTube. YouTube, 11 Dec Web. 9 Mar
Sheard, Jack. "Marzano DQ:2; E:12." YouTube. YouTube, 09 Mar Web. 9 Mar

12. Now that you have watched the videos, reflect…
To achieve an Applying rating, how can you engage students in activities that help them record and represent their knowledge of important content using a variety of models? Need monitoring ideas? Click Here
To achieve an Innovating rating, what are some ways you can adapt and create new strategies for helping students record and represent their knowledge for ALL unique student needs and situations? Need adaptation ideas? Click Here

13. Remember…
The most effective methods of recording knowledge are active (students thinking), not passive (students copying).
Nonlinguistic activities require students to generate a representation of new information that does not rely on language and must identify crucial information.
Linguistic activities should be interactive in nature with changes and additions made as students process the content.
"FRAMEWORK FOCUS." 12. Helping Students Record and Represent Knowledge: Marzano Instructional Framework Resources. Pasco County Schools, 25 Aug Web. 9 Mar

14. 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.

15. 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.

16. 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 Record and Represent Knowledge – Pasco County Schools
Graphic organizer list