Element 6
Chunking Content
Elements 6 -8 have a focus on Direct Instruction 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 observes her class after describing each step of a complex procedure and asking them to try it out. She looks for students who appear to be struggling with the steps so that she can modify her instructional approach. She pairs one struggling student with a student who appears to be successfully implementing the step and then asks the partner who is doing the step correctly to demonstrate and explain it to the other student.
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3
Applying
I chunk content, and I monitor the extent to which my actions affect students.
A teacher employs the chunk processing strategy to teach students new information. He observes and engages with the different groups in the room to make sure that every group member is participating and grasping the content. The teacher moves on to the next chunk when he is satisfied that the class understands what was just taught.
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2
Developing
I chunk content, but I do not monitor the effect on students.
A teacher purposefully presents the introduction to a new unit in small chunks by breaking the important concepts of the unit into categories. However, she does not use any techniques to verify that the students are processing and understanding each chunk of information.
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1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher does not plan in advance where he will pause when reading a short story with his students. He decides to pause every few sentences, which disrupts the narrative and causes his students to lose track of the story’s plot.
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0
Not Using
I am unaware of strategies and behaviors associated with this element.
A teacher introduces a new unit by giving a class-long lecture. She only pauses when a student raises his hand to ask a question and does not give the students time to process new or difficult knowledge.
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What does it look like?
Here is an example video from one of our D49 teachers!
Watch Example: Modeling
Classroom: 2nd Grade
Teacher: Bogacz
iObservation Videos
More videos can be found in the Resource Library in iObservation.
Protocol Video: Chunking Content
Grade: 9
In this video, Dr. Marzano introduces and discusses the lesson segment addressing content with specific attention to chunking content into digestible bites.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.
Protocol Video: Chunking Content
Grade: 4
In this video, Dr. Marzano introduces and discusses the lesson segment addressing content with specific attention to chunking content into digestible bites.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.