Marzano Design Questions 2,3, and 5

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MARZANO DESIGN QUESTIONS
2, 3, AND 5
2ND QUARTER OBSERVATIONS
Quarter
1st Quarter
2nd Quarter
3rd Quarter and
4th Quarter
See TLE Guidelines page 6
Design
Question/Domain
Design Questions 1,6,7 and
Domain 2
Design Questions 2,3, and 5
Design Questions 4,8, and 9
Deeper Connections with all
Design
Questions
and
Complete Domains 2-4
2ND QUARTER OBSERVATIONS- TEACHER
FRAMEWORK
2ND QUARTER OBSERVATIONS- NONCLASSROOM FRAMEWORK
2ND QUARTER OBSERVATIONS

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The 2nd quarter observation will be a formal
observation.
Formal observations include the following:
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Minimum 30 minutes in length
Pre-Conference
Post-Conference
Results used in final evaluation scores
Written, actionable, and timely feedback provided to the
teacher
See TLE Guidelines Page 12
2ND QUARTER OBSERVATIONS
Steps to a Formal Observation
1) Pre-Conference
a.
b.
2)
3)
The teacher completes the short version of the PreConference form A in iObservation
Meet with observer to discuss the lesson
Formal Observation
Post-Conference
a.
b.
The teacher completes the short version of the PostConference form A in iObservation
Meet with observer to reflect on the observed lesson
See TLE Guidelines page 13
LEARNING GOALS

Educators will understand the meaning of
Design Questions 2,3, and 5.

Educators will recognize various elements
found in Design Questions 2,3, and 5.
DESIGN QUESTION 2
HELPING STUDENTS INTERACT WITH NEW
KNOWLEDGE
DESIGN QUESTION 2
HELPING STUDENTS INTERACT WITH NEW KNOWLEDGE
The first exposure to new knowledge sets the
tone for how well a student will understand the
knowledge.
 Teachers should ask the following questions:

What is important?
 What medium will I use?
 How will I preview?
 How will I help my students reflect?
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DESIGN QUESTION 2
HELPING STUDENTS INTERACT WITH NEW KNOWLEDGE
Desired Effect
Remember!
 The Desired Effect is the intended
result of the teacher’s strategy.
 What you want to happen as a
result of that element.
DESIGN QUESTION 2
HELPING STUDENTS INTERACT WITH NEW KNOWLEDGE
ELEMENT
(6) Identifying Critical
Information
DESIRED EFFECT
(6) The teacher identifies critical verses
non-critical information for students to
know what’s important verses nonimportant.
(9) Chunking Content into (9) When information is broken down
“Digestible Bites”
into small chunks, students can
process the information effectively.
(12) Recording and
Representing Knowledge
(12) Students will be able to
demonstrate understanding of new
content in a verbal or non-verbal format
using a variety of media.
DESIGN QUESTION 2
HELPING STUDENTS INTERACT WITH NEW KNOWLEDGE
Activities for helping students record and interact
with new knowledge (12)
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Combination Notes- In a table format, students
will make written notes in the left column and
pictorial representatives in the right column.
DESIGN QUESTION 2
HELPING STUDENTS INTERACT WITH NEW KNOWLEDGE
Activities for helping students record and interact
with new knowledge (12)

Academic Notebooks- Students will record
initial understandings of a topic, and then
make corrections and update their thinking as
they review previous entries.
DESIGN QUESTION 2
HELPING STUDENTS INTERACT WITH NEW KNOWLEDGE
Activities for helping students record and interact
with new knowledge (12)
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Dramatic Enactments- students can use roleplay to act out scenes, processes, or events.
Students can also use their bodies to create
symbols for concepts such as radius, diameter,
and circumference.
DESIGN QUESTION 2
HELPING STUDENTS INTERACT WITH NEW KNOWLEDGE
It’s Video Time!
www.effectiveeducators.com
DESIGN QUESTION 2
HELPING STUDENTS INTERACT WITH NEW KNOWLEDGE
After watching the video, discuss
how your teaching is similar to
the teacher in the video(s).
Design Question 3
Helping Students Practice and Deepen New
Knowledge
DESIGN QUESTION 3
HELPING STUDENTS PRACTICE AND DEEPEN NEW KNOWLEDGE
Lessons designed to practice and deepen
knowledge begin with a review of the previously
introduced content.
 Research shows that students need a
minimum of three to four exposures with no
more than a two-day gap between exposures
before knowledge becomes integrated.

DESIGN QUESTION 3
HELPING STUDENTS PRACTICE AND DEEPEN NEW KNOWLEDGE
ELEMENT
DESIRED EFFECT
(17) Examining Similarities and
Differences
Students have a deeper
understanding of similarities
and differences of informational
content and can explain what
they know.
(18) Examining Errors in
Reasoning
Students will be able to deepen
their knowledge by examining
errors using reasoning skills to
support their viewpoint.
(20 ) Revising Knowledge
Teachers will engage students
to examine, explain, and revise
previously learned content.
DESIGN QUESTION 3
HELPING STUDENTS PRACTICE AND DEEPEN NEW KNOWLEDGE
Activities for Examining Similarities and
Differences (17)
 Venn diagrams- compare and contract two or
three people, places, events, concepts, or
processes
 Sentence Stem comparisons________ is like _______ because
________________.
 __________ is not like __________ because
____________.

DESIGN QUESTION 3
HELPING STUDENTS PRACTICE AND DEEPEN NEW KNOWLEDGE
Activity for Examining Errors in Reasoning (18)
 Finding errors in the media- watch footage of
political debates, commercials or interviews
and ask students to find and analyze errors in
reasoning in the message.
DESIGN QUESTION 3
HELPING STUDENTS PRACTICE AND DEEPEN NEW KNOWLEDGE
Activities for Revising Knowledge (20)
 Peer Feedback- students trade academic
notebooks and respond in writing to each
other’s entries.
 Assignment Revision- after completion of an
assignment, the teacher provides comments
and suggestions. The student uses this
information to revise their assignment and
resubmit.
DESIGN QUESTION 3
HELPING STUDENTS PRACTICE AND DEEPEN NEW KNOWLEDGE
It’s Video Time!
www.effectiveeducators.com
DESIGN QUESTION 3
HELPING STUDENTS PRACTICE AND DEEPEN NEW KNOWLEDGE
After watching the video, discuss
one activity or process that you
will take back to your classroom.
Design Question 5
Engaging Students
DESIGN QUESTION 5
ENGAGING STUDENTS
To stimulate and maintain student
engagement, a teacher must constantly
evaluate the extent of the student’s attention.
 If students are engaged, the teacher continues
with the lesson.
 If students are not engaged, the teacher uses
one of the other elements in Design Question 5
to re-engage students.

DESIGN QUESTION 5
ENGAGING STUDENTS
ELEMENTS
DESIRED EFFECT
(25) Using Academic Games
Students are continuously
engaged or re-engaged with
inconsequential competition
through the use of games.
(27) Using Physical Movement
Teacher uses physical
movement to engage and reengage students in the learning
process.
(29) Demonstrating Intensity
and Enthusiasm
Students will state that the
teacher makes learning fun by
engaging and re-engaging with
intensity and enthusiasm.
DESIGN QUESTION 5
ENGAGING STUDENTS
Activities for Using Academic Games (25)
 Name That Category- Similar to “The $100,000
Pyramid.” Each team will have a “clue giver”
and one or more guessers. The teacher reveals
the category and the “clue giver” must list
words that fit in the category until teammates
identify the category.
 What is the Question?- Similar to Jeopardy.
DESIGN QUESTION 5
ENGAGING STUDENTS
Activity for Using Physical Movement (27)
 Give One Get One- Using Academic Notebooks,
students are placed in pairs. Students will
compare each notebook. Then each student
will share at least one piece of information they
recorded that the other did not.
DESIGN QUESTION 5
ENGAGING STUDENTS
Activity for Using Physical Movement (27)
 Vote With Your Feet- the teacher posts a sign in
each corner of the room with answers to
questions. The teacher asks the question and
the students go to the corner that has what
they think is the right answer. Before the
answer is revealed, the teacher asks students
in each group why they think their answer is
correct.

DESIGN QUESTION 5
ENGAGING STUDENTS
Activity for Demonstrating Intensity and
Enthusiasm (29)
 Personal Stories- The teacher (or student)
shares a personal story about the content.

Example: On my trip to Brazil, I was able to visit “O
Cristo Retendor” (“Christ the Redeemer.”). Provide
artifacts from the trip.
DESIGN QUESTION 5
It’s Video Time!
www.effectiveeducators.com
DESIGN QUESTION 5
After watching the video, what
do you do to engage students?
How does it align with the
elements of Design Question 5?
QUESTIONS?
Alicia Currin-Moore
Director, Performance
Management and
Accountability
[email protected]
405.587.0817 (work)
405.306.7129 (cell)

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