Element 21
Elaborating on 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 asks questions that require students to categorize information and elaborate on their answers. She uses various strategies that encourage students to make reasoned inferences based on their analyses of the information. For students who exhibit difficulty defending conclusions, she applies a series of detail questions, category questions, elaboration questions, and evidence questions to help them clarify their reasoning.
Hover for Example
3
Applying
I ask students
to elaborate on information, and I monitor the extent to which my actions affect students’ responses.
A teacher asks questions that require students to categorize information and elaborate on their answers. He uses various strategies that encourage students to make inferences, and takes note of when students build reasoned conclusions from previous information. His monitoring allows him to see that students are increasingly elaborating on information with- out being prompted.
Hover for Example
2
Developing
I ask students to elaborate on information, but I do not monitor the effect on students.
A teacher asks questions that require students to categorize information and elaborate on their answers, and encourages them to make inferences, but doesn’t try to determine how these questions enhance students’ understanding of the content.
1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher asks students to provide support for their answers but does not ask questions that lend themselves to requiring support.
Hover for Example
0
Not Using
I am unaware of strategies and behaviors associated with this element.
A teacher asks many questions during instruction, but they are almost all simple questions that only require students to recall isolated pieces of information.
Hover for Example
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.
Protocol Video: Elaborating on New Information
Grade: Kindergarten
Description:
In this video, Dr. Marzano introduces and discusses the lesson segment addressing content with specific attention to elaborating on new information.
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: Elaborating on New Information
Grade: 9
Description:
In this video, Dr. Marzano introduces and discusses the lesson segment addressing content with specific attention to elaborating on new information.
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: Elaborating on New Information
Grade: 7
Description:
In this video, Dr. Marzano introduces and discusses the lesson segment addressing content with specific attention to elaborating on new information.
Click this link to view the video
For Copyright reasons, this link will only work if you are logged into your D49 account.