Element 7
Processing 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.
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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 the jigsaw cooperative learning strategy with her class during a unit on the French Revolution. She separates the class into groups of three and assigns each person in the group an effect of the Revolution to investigate. As the students meet in their expert groups, she checks in, answers the groups’ questions, & asks each student to record their research. When students reconvene with their original groups, they compile their research into a chart that they can share with the class & teacher. Because the class was extremely successful with this strategy, she extends the activity and their learning by adding a class discussion about which effects of the French Revolution have most shaped modern-day beliefs and society.
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3
Applying
I engage students in processing content, and I monitor the extent to which my actions affect students.
A teacher uses collaborative processing to introduce his students to a unit on triangles. He separates the students into groups and explains the overall process and their individual roles. The teacher models how the process works with several volunteers. After presenting each chunk of new content, he observes and assists the students as they implement the collaborative processing strategy. At the end of class, the teacher takes an informal survey to find out if the students found the strategy helpful and if they would use that strategy again.
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2
Developing
I engage students in processing content, but I do not monitor the effect on students.
A teacher uses the strategy of reciprocal teaching to help his students engage with new ideas in a unit on energy and motion. Within each reciprocal teaching group, he designates one student the discussion leader and asks that the other students answer the discussion leader’s questions, clarify difficult information, and summarize the new content. After the first round of reciprocal teaching, he asks for the groups’ summaries and predictions and moves on to the next chunk of new information. He does not monitor how well students executed the strategy or if it helped them increase their understanding.
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1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher asks her students to use the Thinking Hats strategy to examine a new concept discussed in class. She encourages the students to use the Thinking Hats to deepen their responses and understanding but does not walk them through the process of using one hat at a time. Students fill out a worksheet using the hat descriptors but are not given the opportunity to discuss their conclusions or summarize how using the hats helped them better understand the new concept.
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0
Not Using
I am unaware of strategies and behaviors associated with this element.
A teacher does not provide opportunities for students to make predictions, summarize, or ask clarification questions about new content. After introducing new content, instead of providing time for the students to process what they have just experienced, the teacher uses direct instruction to introduce another piece of new information.
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What does it look like?
Here is an example video from one of our D49 teachers!
Watch Example: First Grade Guided Reading Lesson
Classroom: Kindergarten
Teacher: Carol Hooey
iObservation Videos
More videos can be found in the Resource Library in iObservation.
Group Processing of New Information
Grade : 5
Description:
In this video, Dr. Marzano introduces and discusses the lesson segment addressing content with specific attention to group processing of new information.
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Group Processing of New Information Grade: 7
Description:
In this video Dr. Marzano introduces and discusses the lesson segment addressing content with specific attention to group processing of new information.
Click this link to view the video.
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Organizing Students & Processing
Grades: 9-12
Description:
View the Strategies in Action video for organizing students to help them process content. As an enhancement, access the debrief tool titled, Strategies In Action - Video 33: Organizing Students & Processing
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