Element 14
Generating and Defending Claims
Elements 12 -14 have a focus on Knowledge Application 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 regularly uses generating and defending claims to help students apply new knowledge, and she monitors students’ success with the process. She notices that some students are having difficulty nuancing their arguments or acknowledging exceptions to their claims. To remedy this, she modifies the process so that students start by collecting all the information they can find related to their claim and then sort it into supporting evidence and qualifiers.
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3
Applying
I engage students in activities that require them to generate
and defend their own claims, and I monitor the extent to which students are applying their knowledge.
A teacher has implemented this element into his social studies class by having stu- dents generate and defend claims about current events. By looking at student scores on various measurement topics over time, he is able to see that since he started including this activity, more students have developed the skills to apply their knowledge and are therefore reaching the 4.0 level of the proficiency scale more often.
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2
Developing
I engage students in activities that require them to generate and defend their own claims, but I do not monitor the effect on students.
A teacher instructs her students in how to generate and defend claims and often incorporates the process into her lessons. She does not, however, monitor whether or not this has caused students to demonstrate increased understanding of the content.
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1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher asks students to generate and defend claims but neglects to teach them how to identify sound claims and good support, so the process is not very productive.
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0
Not Using
I am unaware of strategies and behaviors associated with this element.
A teacher presents information to students through direct instruction. She explains the supporting evidence for various ideas, but she does not give students the chance to engage in this process themselves.
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What does it look like?
Here is an example video from one of our D49 teachers!
Watch Example: Socratic Seminar Classroom: 8th Grade History
Teacher: Andy Bonath
iObservation Videos
More videos can be found in the Resource Library in iObservation.
There are no videos available for this element. Please go to your iobservation and check out the PDF's and Multimedia for this section.