1. Helping Students Elaborate on New Content
Design Question 2 – Element 11:
How do teachers help their students draw conclusions (or make inferences) about newly learned information?

2. Before we begin…
Before we begin talking about element eleven, 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. Watch the video on the next slide. Please take notes, documenting how the elements in Design Question 2 are related.

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

4. How are the elements related to each other?
You should have noticed:
The elements in DQ2 can be taught at the same time, need to be intentionally planned for, and are owned by the teacher or the student.
Elements 6-9 are teacher directed but elements are more student directed.
If adults need to be exposed to new information seven different times in seven different ways to learn something our students require exposure more than seven times.
Now let’s talk about element 11, specifically.
DSBPCProDevelopment. "Intro to Design Question #2 Interacting with New Knowledge." YouTube. YouTube, 24 Oct Web. 9 Mar

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 11

7. Desired Effect in the Students
The desired effect is, “Students draw conclusions that were not explicitly taught within the chunk”. In other words, teachers need to provide opportunities for students to find evidence in explicitly taught information that supports students’ inferences and/or conclusions about information that was not explicitly taught. For example, students read an article about a concept and use text evidence or background knowledge to make inferences or conclusions that were not explicitly provided in the article. 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.

8. What are inferences? What kind of conclusions should students draw?
If you are confused or unsure by what inferences are, please follow these steps to learn more.
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Two examples of a teacher teaching inferences - Elaborating on New Information (Seventh Grade).
If the link does not work, you can search for the video in the Resource Library. The video’s name is Elaborating on New Information (Seventh Grade).
For additional resources and examples on how to teach inferences – Reading Rockets - Inferences

9. Examples of Elaborative Questions
Why do you believe that is true?
Why do you think that is so?
What are some typical characteristics and behaviors you would expect of__________________?
What would you expect to happen if ___________?
These types of questions are considered “OPEN” questions because responses allow student thinking to be visible. These should be followed up with questions that require students to provide evidence for their thinking.
Non-examples of elaborative questions would be questions that have a “CLOSED” response, meaning that they come directly from a resource and do not require extended thinking on the part of the student.
CLOSED Question: What is poetry?
OPEN Question: Should poetry be left to your own interpretation? Why?
CLOSED Question: What is the difference between a tornado and a hurricane?
OPEN Question: What are some ways to stay safe during a storm? What would happen if you did not?
11. Helping Students Elaborate on New Content: Marzano Instructional Framework Resources. Ed. Joel DiVincent. Pasco County Schools, 16 Feb Web. 9 Mar

10. Before watching the video, think about…
How do you incorporate elaboration strategies into your instruction to help students support their inferences or conclusions?
How do you group students to have discussions in order to respond to elaborative questions?

11. Example of Element 11: Helping Students Elaborate on New Content
More to come…
K-2
First be sure that you are logged into Then click on the links below:
A video of a kindergarten class – title: Elaborating on New Information (Kindergarten)

12. Now that you watched the video, reflect…
To achieve an applying rating, how will you monitor your students’ ability to provide evidence and elaborate on their answers?
To achieve an innovating rating, what are some ways you can adapt and create new strategies for elaborating on new content that address unique student needs and situations for ALL students?

13. Remember…
Your students may not know what an inference is and you will need to teach and model it.
Avoid “closed” questions that do not allow for students to elaborate.
Use “open” questions that allow students to make inferences and/or conclusions while providing evidence.
Provide opportunities for students to discuss their ideas.
11. Helping Students Elaborate on New Content: Marzano Instructional Framework Resources. Ed. Joel DiVincent. Pasco County Schools, 16 Feb Web. 10 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 Elaborate on New Content