Element 11
Examining Errors in Reasoning
Elements 9 - 11 have a focus on Practicing and Deepening Lessons
Where do I start?
Your primary resource is your book The New Art and Science of Teaching by Robert J Marzano. This site will take you further into each element.
Click this link to view the folio. For Copyright reasons, this link will only work if you are logged into your D49 account.
Dive Deeper
The Marzano Compendium of Instructional Strategies is a great place to begin. This folio is designed to help teachers increase their effectiveness by focusing on professional growth. It includes numerous strategies and reproducibles.
Self Assess
This scale will help you assess and monitor your progress with this element.
4
Innovating
I adapt behaviors and create new strategies for unique student needs and situations.
A teacher notices that while most of her students have markedly improved in their ability to detect errors in reasoning, several students are still struggling. In particular, they are having trouble determining whether support for a claim is sufficient. The teacher shows these students how to diagram an argument as a way to visually assess the support for a claim.
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3
Applying
When content is informational, I engage students in activities that require them to examine their own reasoning or the logic of information as presented to them, and I monitor the extent
to which students are deepening their knowledge.
A teacher helps her students examine errors in reasoning by teaching them to find errors in the media and examine the support for claims that they read about. She records instances of erroneous thinking and is able to see that they are decreasing over time.
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2
Developing
When content is informational, I engage students in activities that require them to examine their own reasoning or the logic of information as presented to them, but I do not monitor the effect on students.
A teacher asks students to examine their own thinking—as well as information presented to them—for errors as a preventative measure. However, he does not keep track of student outcomes, so he isn’t sure how well it is working.
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1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher points out errors in reasoning to her students when they become apparent in the course of a discussion or assessment. However, she gives them little or no opportunity to examine their own thinking.
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0
Not Using
I am unaware of strategies and behaviors associated with this element.
A teacher generally assumes that students probably have errors or misconceptions about content but does not provide them with opportunities to examine their reasoning.
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What does it look like?
Here is an example video from one of our D49 teachers!
Watch Example:
Classroom:
Teacher:
iObservation Videos
More videos can be found in the Resource Library in iObservation.
Examining Errors in Reasoning
Grade: 5
Description:
In this video, Dr. Marzano introduces and discusses the lesson segment addressing content with specific attention to examining errors in reasoning.
Click this link to view the video.
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Examining Errors in Reasoning (Mathematics)
Grade Level(s): K - 12
Description:
In this observation and feedback protocol video, Dr. Robert Marzano introduces and reflects upon the lesson segment that addresses content, with a specific focus on examining errors in reasoning. This video takes place in a middle school mathematics classroom.
Click this link to view the video.
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Examining Reasoning
Grade: 8
Description:
View the Strategies in Action video for helping students examine reasoning.
Click this link to view the video
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Examining Reasoning & Using Homework Grades 9-12
Description:View the Strategies in Action video for helping students examine their reasoning and using homework.
Click this link to view the video.
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