Element 42
Asking In-Depth Questions of Reluctant Learners
Elements 1 -3 have a focus on Providing and Communicating Clear Learning Goals
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 is utilizing various strategies and monitoring their effects. She sees success with most of her reluctant learners by using encouragement and follow-up questions, but one student is still struggling. To help this student succeed, the teacher implements extra scaffolding when asking for evidence and support.
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3
Applying
I ask questions of reluctant learners with the same frequency and depth as with high-expectancy students, and I monitor the quality of participation of reluctant learners.
A teacher uses effective questioning techniques to ask in-depth questions of reluctant learners. He also monitors their responses and is able to see that their confidence is increasing over time and they are more likely to give complete answers with less prompting.
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2
Developing
I ask questions of reluctant learners with the same frequency and depth as with high-expectancy students, but I do not monitor the effect on students.
A teacher asks in-depth questions of reluctant learners with the same frequency as he does other students. He intentionally uses follow-up questions and wait time to make sure they have a chance to answer, but he hasn’t tried to figure out if these techniques are having the desired effect.
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1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher tries to make sure she calls on all of her students, even the reluctant learners. However, she does not do this consistently and often finds herself simply asking another student when the first person she calls on doesn’t give the right answer.
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0
Not Using
I am unaware of strategies and behaviors associated with this element.
A teacher avoids asking in-depth questions of reluctant learners.
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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.
There are no videos available for this element. Please go to your iobservation and check out the PDF's and Multimedia for this section.