1. Probing Incorrect Answers with Low Expectancy Students
Design Question 9 - Element 41:
How do teachers probe low and high expectancy students the same when the students answer questions incorrectly?

2. 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.
Directions: watch the video on the next slide. Please take notes, documenting how the elements in Design Question 9 are related.

3. Video – How do the elements in DQ9 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 9.

4. 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.

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 41

7. Desired Effect in the Students
The desired effect for element is 41 is “All students who respond with incorrect answers are probed in the same manner”. To receive an Innovating rating, the teacher must monitor and make accommodations so that every student in their classroom achieves this desired effect.

8. Task
While watching the below video, identify three reasons why it’s good for teachers to have high expectations for them, regardless of their current level of achievement.
Click here for the video.

9. Video Question
Q: What were three reasons why it’s good that teachers have high expectations for students, regardless of their current level of achievement? A: 1. students feel good about themselves 2. students push themselves further; they find it motivating 3. students work harder

10. Task
While watching the video, identify the techniques the teacher used to probe incorrect answers of all students. After watching the video you will be asked to identify the teacher and student evidence to rate the teacher on this element. Click here for the video.

11. Video Question
Q: What techniques did the teacher use to probe incorrect answers of all students? A: The teacher didn’t probe any of the students except for two students when she asked, “are you children trying to be funny?” and “who gave you those answers?” By the way, did you notice she only called on one girl and all of the boys she called on were White? She clearly isn’t treating all of her students in the same manner.

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

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

14. Review Teacher and Student Evidence What did we see?
We don’t know who the low expectancy students are in this teacher’s classroom; however, she didn’t probe any of the incorrect answers as she should have. And she pretty much only called on boys. There was no evidence found.

15. Review Scale for Element 41 to Rate the Teacher

16. How we Rated the Teacher
We rated this teacher as Not Using. When the students answered the questions incorrectly, she should have used techniques to probe them further. For example, she could have said, “look on page XX in the second paragraph”. She could have suggested they read through their notes or talk to a neighbor but instead she just went to the next student and ignored the incorrect answers.

17. Additional Marzano Resources
First, log into
Second, click on Resource Library and search for this resource and video.
Strategies for DQ9 E41
Classroom Look-for: Types of Formative Assessment in Middle School Mathematics

18. Additional Resources
Click here for a teacher demonstrating questioning techniques that allow the teacher and students to probe incorrect answers.

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)