Element 18
Revising Knowledge
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.
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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 help students review and revise their past understanding of content. When she notices that some students are having difficulty identifying errors in their academic notebooks, she teaches them to use visual tools to review and revise their own notebook entries and implements a peer feedback process as an extra layer of support.
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3
Applying
I engage students in revision of previous content, and I monitor the extent to which these revisions deepen students’ understanding.
A teacher helps students review and revise their prior knowledge of content. After they make changes in their academic notebooks, she has them complete and turn in a reflection worksheet on which they explain the changes they made and how the process impacted their understanding.
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2
Developing
I engage students in revision of previous content, but I do not monitor the effect on students.
A teacher guides students through the process of correcting previous misconceptions in their knowledge using the five basic processes. He asks the class to review their original notes from a lesson and prompts students to look at their notes through the lens of each of the five processes. Students write down their corrections, but the teacher has no way of monitoring them.
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1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher informally asks students to look over past academic notebook entries about the content, but doesn’t provide the structure students need to identify and correct errors.
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0
Not Using
I am unaware of strategies and behaviors associated with this element.
A teacher focuses only on students’ understanding of content that has just been presented.
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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.
Click this link to view the video.
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Strategies In Action - Video 15: Revising Knowledge & Identifying Critical Content Grade: 5
Description:
View the Strategies in Action video for helping students revise knowledge and identifying critical content. As an enhancement, access the debrief tool titled, Strategies In Action - Video 15: Revising Knowledge & Identifying Critical Content (Grade 5) Debrief.
Strategies In Action - Video 10: Revising Knowledge
Grade: 2
Description:
View the Strategies in Action video for helping students revise knowledge. As an enhancement, access the debrief tool titled, Strategies In Action - Video 10: Revising Knowledge (Grade 2) Debrief.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.