Element 16
Highlighting Critical Information
Elements 15 -22 have a focus on Strategies That Appear in All Types of 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 uses various strategies to highlight critical information. When responses to her questions reveal that some students are having trouble recognizing the importance of certain new information, she designs an advance organizer to preview upcoming critical con- tent and show how content relates to what they already know.
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3
Applying
I signal to students which content is critical versus noncritical, and I monitor the extent to which students are attending to critical information.
A teacher highlights critical information directly and with nonlinguistic cues. He is able to see that students respond by visibly adjusting their level of engagement. The assessment results that he tracks over time show that students are recalling the content more than before.
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2
Developing
I signal to students which content is critical versus non- critical, but I do not monitor the effect on students.
A teacher highlights critical information directly, using repetition and tone of voice, but is not sure how to tell if she is helping students pay more attention to certain content or remember it better.
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1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher highlights some information but there is no strong relationship between the importance of information and how much it is highlighted.
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0
Not Using
I am unaware of strategies and behaviors associated with this element.
A teacher places the same amount of emphasis on all the content he presents, regardless of its importance.
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What does it look like?
Here is an example video from one of our D49 teachers!
Watch Example: Providing and Communicating Clear Learning Goals Classroom: Kindergarten
Teacher: Jaci Reed (RVES)
iObservation Videos
More videos can be found in the Resource Library in iObservation.
Identifying Critical Information
Grade: Kindergarten
Description:
In this video, Dr. Marzano introduces and discusses the lesson segment addressing content with specific attention to identifying critical information.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.
Identifying Critical Information
Grade: 9
Description:
In this video, Dr. Marzano introduces and discusses the lesson segment addressing content with specific attention to identifying critical information.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.
Identifying Critical Information
Grade: 5
Description:
In this video, Dr. Marzano introduces and discusses the lesson segment addressing content with specific attention to identifying critical information.
Click this link to view the video
For Copyright reasons, this link will only work if you are logged into your D49 account.