1. Please sit 3 to a table and complete your Anticipation Guide.
Welcome
DQ2: Helping Students Interact with New Knowledge
Please sit 3 to a table and complete your
Anticipation Guide.

2. Welcome
DQ2: Helping Students Interact with New Knowledge Bev Perrault Donna Hunziker

3. It’s Okay to have Fun! Suffering is Optional.
Group Norms
Are Respectful of Other’s Opinions and Listen with an Open Mind; Limit the Use of Electronics for Checking s for Breaks; Focus on Instructional Model and not Evaluation Process
Collaborate in Group Work
Take Responsibility for Engaging in Learning and Continuous Growth
It’s Okay to have Fun! Suffering is Optional.

4. GOAL
The participant will be able to describe and implement effective teaching strategies to help students effectively interact with new knowledge.

5. 21st Century
“ The illiterate of the 21st century will not be those who cannot read and write, but those cannot learn, unlearn, and relearn.”
Alvin Toffler, 2001

6. Free Resources MarzanoResearch.com Freeology.com Graphic Organizers
Teacher Forms
Calendar
Journal Topics
Wordle.net
Tagxedo.com

7. Lesson Segment Addressing Content
DQ2. Helping Students Interact with New Knowledge

11. High Probability Strategies

12. Common Language of Instruction
A research based framework that describes and defines teaching. The common language provides a foundation for professional conversation.

13. All Lessons Addressing Content
Include:
Providing Clear Learning Goals
Tracking Student Progress
Celebrating Student Success
Establishing Classroom Routines
Organizing the Physical Layout of the Classroom for Learning
Lesson Segment: Enacted on the Spot

14. Marzano’s Key Research Conclusions for Instruction
Students should clearly understand the purpose of what they are learning and why they are learning the content
Instruction of key knowledge and skills leads to independent transfer/application
Effective learning requires students to move toward conceptual understanding
Effective classrooms are collaborative partnerships and true communities of learning

15. Design Question 2
What will I do to help students effectively interact with new knowledge?

16. Critical Input Experiences
Providing input to students regarding new content:
Reading a section of textbook
Listening to information presented
Observing a demonstration or participating in a demonstration
Watching a short video clip
Discussions in small groups

17. 8. Previewing New Content
The Anticipation Guide was deliberately chosen to begin the process of previewing the new content.
There are many ways to preview new content. The Anticipation Guide is used to activate prior knowledge of the Design Question and provide connections to experience and practice.
Activating prior knowledge is considered a previewing strategy, because previewing is defined as any activity that starts students thinking about the new content.

18. Anticipation Guide Round Robin
Round 1: For 60 seconds, discuss an item that you rated 3 or 4.
Round 2: For 60 seconds, discuss an item that you rated 1 or 2.
When you hear the chime, switch partners.

19. 8. Previewing New Content
The teacher engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages.
Teacher Evidence
 Teacher uses preview question before reading
 Teacher uses K-W-L strategy or variation of it
 Teacher asks or reminds students what they already know about the topic
 Teacher provides an advanced organizer
Outline
Graphic organizer
 Teacher has students brainstorm
 Teacher uses anticipation guide
 Teacher uses motivational hook/launching activity
Anecdotes
Short selection from video
 Teacher uses word splash activity to connect vocabulary to upcoming content

20. Previewing New Content
Student Evidence
 When asked, students can explain linkages with prior knowledge
 When asked, students make predictions about upcoming content
 When asked, students can provide a purpose for what they are about to learn
 Students actively engage in previewing activities

21. The Art and Science of Teaching
Critical Information
If students understand CRITICAL INPUT EXPERIENCES, student have a good start to accomplish the learning goal.
The Art and Science of Teaching

22. Why Critical Information
A number of cognitive psychologists offer support for the position that teachers must provide guidance as to the important aspects of the new content (Anderson, Greeno, Reder & Simon 2000).
Nuthall’s work suggests that those learning experiences that are critical to understanding new content should be identified and highlighted by teachers.

23. 6. Identifying Critical Information
The teacher identifies a lesson or part of a lesson as involving important information to which students should pay particular attention.
Teacher Evidence
 Teacher begins the lesson by explaining why upcoming content is important
 Teacher tells students to get ready for some important information
 Teacher cues the importance of upcoming information in some indirect fashion
Tone of voice
Body position
Level of excitement
Student Evidence
 When asked, students can describe the level of importance of the information addressed in class
 When asked, students can explain why the content is important to pay attention to
 Students visibly adjust their level of engagement

24. Video
6. Critical Information

25. 7. Organizing Students to Interact with New Knowledge
The teacher organizes students into small groups to facilitate the processing of new information.
Teacher Evidence
 Teacher has established routines for student grouping and student interaction in groups
 Teacher organizes students into ad hoc groups for the lesson
Diads
Triads
Small groups up to about 5
Student Evidence
 Students move to groups in an orderly fashion
 Students appear to understand expectations about appropriate behavior in groups
Respect opinions of others
Add their perspective to discussions
Ask and answer questions

26. Indicator # 10 Group Processing of Information

27. 10. Processing of New Information with Students
During breaks in the presentation of content, the teacher engages students in actively processing new information.
Teacher Evidence
 Teacher has group members summarize new information
 Teacher employs formal group processing strategies
Jigsaw
Reciprocal Teaching
Concept attainment
Student Evidence
 When asked, students can explain what they have just learned
 Students volunteer predictions
 Students voluntarily ask clarification questions
 Groups are actively discussing the content
Group members ask each other and answer questions about the information
Group members make predictions about what they expect next

28. Processing the Content
Teachers’ should facilitate students actively processing the content in groups.
Research and theory supports the need for students to process new information in ways that make personal sense.
Allows students to experience content from multiple perspectives
The Art and Science of Teaching

29. Teach the Thinking
Small chunks of content need to be processed during a critical input experience
Active processing requires the use of macro-strategies, or interacting instructional strategies
Students cannot intuit these strategies; they must be taught
Donna

30. Common Components of Macro-Strategies
Summarizing and Note Taking
Nonlinguistic Representation
Questions
Reflection
Cooperative Learning
Donna

31. Elements that Guide Interactions
Using Descriptions, Discussions and Predictions to Enhance Understanding
Elements that Guide Interactions
Summarize
Clearing Confusion
Predicting
After each small chunk of information provided students should work in small groups to describe, discuss, and make predictions regarding new information.
DQ 2 - Indicator #10

32. Jigsaw - Cooperative Learning Teams

33. Jigsaw - Move to Expert Groups

34. Jigsaw – Back to Original Teams

35. Reciprocal Teaching Roles
Group Leader – Keep group focused and on schedule
Facilitator – Asks questions to focus dialogue
Summarizer – Summarizes content after discussion

36. Reciprocal Teaching Roles
What are the main ideas?
What questions do we have?
Are there areas we need to clarify?
What predictions can we make?

37. Concept Attainment
Leading students to understand a concept by asking them to compare and contrast examples (exemplars) that contain the characteristics (attributes) of the concept with examples that do not contain those attributes.
It is a PROCESS in constructing a meaningful definition of the concept.

38. Concept Attainment
Yes No
Snow Water
Seashell Sand

39. Tree Branch Bark Pieces
Concept Attainment
Yes No
Snow Water
Seashell Sand
Candle Melted Wax
Tree Branch Bark Pieces

40. Tree Branch Bark Pieces
Concept Attainment
Yes No
Snow Water
Seashell Sand
Candle Melted Wax
Tree Branch Bark Pieces
Corn Kernel Popcorn
Cream Butter

41. Tree Branch Bark Pieces
Concept Attainment
Yes No
Snow Water
Seashell Sand
Candle Melted Wax
Tree Branch Bark Pieces
Corn Kernel Popcorn
Cream Butter
Where do these belong?
Water Steam
Glass Rod Blown Glass
Metal Rust

42. Tree Branch Bark Pieces
Concept Attainment
Yes No
Snow Water
Seashell Sand
Candle Melted Wax
Tree Branch Bark Pieces
Corn Kernal Popcorn
Cream Butter
Where do these belong?
Water Steam
Glass Rod Blown Glass
Metal Rust
Yes

43. Tree Branch Bark Pieces
Concept Attainment
Yes No
Snow Water
Seashell Sand
Candle Melted Wax
Tree Branch Bark Pieces
Corn Kernal Popcorn
Cream Butter
Where do these belong?
Water Steam
Glass Rod Blown Glass
Metal Rust
Yes

44. Tree Branch Bark Pieces
Concept Attainment
Yes No
Snow Water
Seashell Sand
Candle Melted Wax
Tree Branch Bark Pieces
Corn Kernal Popcorn
Cream Butter
Where do these belong?
Water Steam
Glass Rod Blown Glass
Metal Rust
Yes No

45. 9. Chunking Content
Based on student needs, the teacher breaks the content into small chunks (i.e. digestible bites) of information that can be easily processed by students.
Teacher Evidence
 Teacher stops at strategic points in a verbal presentation
 While playing a video tape, the teacher turns the tape off at key junctures
 While providing a demonstration, the teacher stops at strategic points
 While students are reading information or stories orally as a class, the teacher stops at strategic points
Student Evidence
 When asked, students can explain why the teacher is stopping at various points
 Students appear to know what is expected of them when the teacher stops at strategic points

46. Protocol Video: Group Processing of New Information (HS Math)
Video – Chunking Content
Protocol Video: Group Processing of New Information (HS Math)
Mesquite HS 2 Math 7:46

47. 11. Elaborating on New Information
The teacher asks questions or engages students in activities that require elaborative inferences that go beyond what was explicitly taught.
Teacher Evidence
 Teacher asks explicit questions that require students to make elaborative inferences about the content
 Teacher asks students to explain and defend their inferences
 Teacher presents situations or problems that require inferences
Student Evidence
 Students volunteer answers to inferential questions
 Students provide explanations and “proofs” for inferences

48. Strategies for Student Centered Discussions (HS English)
Video – Student Elaboration
Strategies for Student Centered Discussions (HS English)

49. 12. Recording and Representing Knowledge
The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or represent the content in nonlinguistic ways.
Teacher Evidence
 Teacher asks students to summarize the information they have learned
 Teacher asks students to generate notes that identify critical information in the content
 Teacher asks students to create nonlinguistic representations for new content
Graphic organizers
Pictures
Pictographs
Flow charts
 Teacher asks students to create mnemonics that organize the content
Student Evidence
 Students’ summaries and notes include critical content
 Students’ nonlinguistic representations include critical content
 When asked, students can explain main points of the lesson

50. Note - Taking
Cornell Notes
General Notes

51. Graphic Organizers

52. Non-Linguistic Representations
Creating Videos
Creating Symbols
Dramatizations
Sketches/Diagrams/Photography

53. Non-Linguistic Representations
Palm – Cell body
Arm – Axon
Fingers – Dendrite
Brain Based Learning Video:
Classroom Example: