Element 43
Probing Incorrect Answers with 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 helps reluctant learners find the correct answer to a question when they initially present an incorrect answer, and she monitors the effect this has on students. While most students are successful in response to these strategies, one student continues to be particularly uncomfortable with responding to probing questions in front of the rest of the class. To support this student, the teacher creates a worksheet with a set of general probing questions. When she would normally ask probing questions verbally, she gives the student the worksheet and lets her off the hook temporarily to think about the questions on her own.
Hover for Example
3
Applying
I probe incorrect answers with reluctant learners in the same manner as with high-expectancy students, and I monitor the level and quality of responses of reluctant learners.
A teacher probes incorrect answers to help reluctant learners self-correct their errors. He informally monitors how his reluctant learners respond when he asks them challenging questions. Over time, he notices that students seem more comfortable attempting to answer questions they are unsure about as well as working through the probing questions to correct their errors.
Hover for Example
2
Developing
I probe incorrect answers with reluctant learners in the same manner as with high-expectancy students, but I do not monitor the effect on students.
A teacher helps reluctant learners revise incorrect answers by asking questions that help them identify and re-examine their errors. However, he does nothing to determine if this strategy is having a lasting impact on his reluctant learners.
Hover for Example
1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher gives reluctant learners an opportunity to try again if they give an incorrect answer, but she doesn’t provide scaffolding or leading questions to help in the process.
Hover for Example
0
Not Using
I am unaware of strategies and behaviors associated with this element.
A teacher simply calls on a different student if someone in his class gives an incorrect answer.
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.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.
Strategies In Action - Video 11: Demonstrating Value and Respect & Probing Incorrect Answers
Grades: 9-12
Description:
View the Strategies in Action video for demonstrating value and respect for low expectancy students and probing incorrect answers with low expectancy students. As an enhancement, access the debrief tool titled, Strategies In Action - Video 11: Demonstrating Value and Respect & Probing Incorrect Answers (Grades 9-12) Debrief.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.
Strategies In Action - Video 42: Demonstrating Value and Respect & Probing Incorrect Answers with Low Expectancy Students
Grade: 4
Description:
View the Strategies in Action video for communicating high expectations for students by demonstrating value and respect, as well as probing incorrect answers with low expectancy students. As an enhancement, access the debrief tool titled, Strategies In Action - Video 42: Demonstrating Value and Respect & Probing Incorrect Answers with Low Expectancy Students (Grade 4) Debrief.