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©2011 Robert Observation is
Design Queprogress, an
1. Providin
The teacher prorelative to the le
Teacher Evide Teacher has The learning Teacher ma Teacher has Teacher ma
Student Evide When asked When asked When asked
Scale Levels: Highly Effec
Scale
Providing clear learning goals and scales rubrics)
Reflection Que
Providing clear learning goals and scales rubrics)
J. Marzano. Ca a registered t
estion #1: Wnd celebrat
ng Clear Lea
ovides a clearlyearning goal.
ence s a learning gog goal is a cleaakes reference s a scale or rub
akes reference
nce d, students cand, students cand, students can
(choose one) ctive + High
Highly Effe
Adapts andcreates newstrategies funique studneeds and situations iorder for thdesired effbe evident students.
estions Highly Effe
What are ylearning abyour studeyou adapt create newstrategies?
an only be digitrademark of Le
What will I dte success?
arning Goal
y stated learnin
al posted so thr statement of to the learning
bric that relatesto the scale or
n explain the len explain how thn explain the m
ly Effective
ctive + Hig
d w for dent
n he ect to in all
Providstatedaccomscale descrperformonitevidemajorunderlearnithe leperfor
ctive + High
you bout nts as and
w ?
How adaptnew sprovidstatedgoalsthat auniquneedsituat
tized in iObserearning Scienc
do to establi?
ls and Scale
ng goal accomp
hat all students knowledge or goal througho
s to the learningrubric through
arning goal forheir current acteaning of the le
Effective N
ghly Effective
des a clearly d learning goal mpanied by a or rubric that
ribes levels of rmance and tors for nce of the rity of students rstanding of theng goal and
evels of rmance.
hly Effective
might you t and create strategies for ding clearly d learning
s and rubrics address the ue student s and tions?
rvation. es Internationa
ish and com
es (Rubrics
panied by scale
can see it information as
out the lesson g goal posted sout the lesson
r the lesson tivities relate toevels of perform
eeds Improvem
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Provides astated leargoal accomby a scale rubric that describes lperformancthe majoritstudents armonitored desired effthe strateg
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In addition to providing a clstated learningoal accompaby a scale or that describeslevels of performance,can you monstudents understandinthe learning gand the levelsperformance?
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o the learning gmance articula
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a clearly rning mpanied or
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, how itor
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t describes leve
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ents can see it
goal ated in the scale
ng Unsatisfa
Needs provement/Deve
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Needs ovement/Develocan you providly stated learniaccompanied b
e or rubric that ribes levels of rmance?
Page 1
oals, track s
els of performa
signment
t
e or rubric
actory Not A
eloping Unsa
parts Stratecallednot ex
oping Unsat
de a ng by a
How cabegin toincorpoaspectsstrategyinstruct
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student
ance
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atisfactory
egy was d for but xhibited.
tisfactory
an you o
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©iO
2 T Tle S S
S
Tsp
R
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©2011 Robert Observation is
2. Tracking
The teacher fac
Teacher Evide Teacher he Teacher useearning goal Teacher cha
Student Evide When asked Students sy
Scale Levels: Highly Effec
Scale
Tracking student progress
Reflection Que
Tracking student progress
J. Marzano. Ca a registered t
g Student P
cilitates tracking
ence lps student traces formal and i
arts the progre
nce d, students can
ystematically up
(choose one) tive + Highl
Highly Eff
Adapts ancreates nstrategiesunique stuneeds ansituationsorder for tdesired efbe evidenstudents.
estions Highly Eff
What are learning ayour studeyou adaptcreate nestrategies
an only be digitrademark of Le
Progress
g of student pr
ck their individuinformal means
ess of the entire
n describe theipdate their stat
y Effective
fective + Hi
nd ew
s for udent d
s in the ffect to
nt in all
Facof stprogformappassemonevidextemajostudundleveperf
fective + Hi
you about ents as t and w
s?
Howadanewfacitracstudusinappassaddstudand
tized in iObserearning Scienc
ogress on one
ual progress ons to assign sco
e class on the l
r status relativetus on the learn
Effective Ne
ghly Effective
ilitates trackingtudent gress using a mative roach to essment and nitors for dence of the ent to which theority of dents erstand their
el of formance.
ghly Effective
w might you apt and create w strategies forlitating
cking of dent progress ng a formative proach to essment, that
dress unique dent needs d situations?
rvation. es Internationa
or more learni
n the learning gores to students
earning goal
e to the learninning goal
eeds Improvem
Effectiv
g
e
Facilitates tracking of student prousing a formapproach toassessmenthe majoritystudents armonitored fdesired effethe strategy
Effectiv
r
In addition tfacilitating tracking of student progusing a formapproach toassessmentcan you mothe extent towhich studeunderstand level of performance
al®
ing goals using
goal s on the scale
ng goal using th
ment/Developin
ve Impro
ogress mative o nt, but y of re not for the ect of y.
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to
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onitor o ents
their
e?
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g a formative ap
or rubric depic
he scale or rub
ng Unsatisfa
Needs ovement/Develos strategy rrectly or with psing.
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Page 2
pproach to ass
ting student sta
ric
actory Not A
oping Unsa
parts Strategcalled exhibit
oping Unsat
ate
to
How cabegin toincorpoaspectsstrategyinstruct
2
sessment.
atus on the
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atisfactory
gy was for but not
ted.
tisfactory
an you o
orate some s of this y into your tion?
©iO
3 T
T
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Cs
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©2011 Robert Observation is
3. CelebratThe teacher pro
Teacher Evide Teacher ac Teacher ac Teacher ac Teacher use
Show Certific Parent Round
Student Evide Student sho When asked
Scale Levels: Highly Effecti
Scale
Celebrating success
Reflection Que
Celebrating success
Student Student Quest
What l How w Descri
J. Marzano. Ca a registered t
ting Studenovides students
ence knowledges stuknowledges stuknowledges anes a variety of of hands cation of succet notification d of applause
nce ow signs of pridd, students say
(choose one) ve + Highly
Highly Effective +
Adapts andcreates newstrategies founique student needs and situations inorder for thedesired effeto be evidenin all students.
estions Highly
Effective +What are yolearning about your students asyou adapt and create new strategies?
Interviews tions: learning goal d
well are you doibe the differen
an only be digitrademark of Le
nt Success* s with recogniti
udents who haudents who hand celebrates thways to celebr
ess
de regarding thy they want to c
y Effective E
+ High
d w or
n e ect nt
Provides srecognitiocurrent staknowledgto the learmonitors fthe extentmajority omotivatedtheir statu
+ Highly
ou
s
How mighand creatstrategiesprovidingwith recotheir curreand their gain relatlearning gaddress ustudent nsituations
did today’s lessing on that lear
nt levels you ca
tized in iObserearning Scienc
ion of their curr
ave achieved a ave made gainshe final status rate success
heir accomplishcontinue to ma
Effective Ne
hly Effective
students with on of their atus and their e gain relative rning goal andfor evidence oft to which the
of students are d to enhance us.
y Effective
ht you adapt te new s for students gnition of ent status knowledge
tive to the goal that unique
needs and s?
on focus on? rning goal?
an be at on the
rvation. es Internationa
rent status and
certain score os in their knowleand progress o
hments in the cake progress
eds Improveme
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f
Provides students wrecognitiotheir currestatus andknowledgerelative to learning gbut the maof studentnot monitofor the deseffect of thstrategy.
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In addition toproviding stuwith recognittheir current and their knogain relative learning goalcan you monextent to whistudents are motivated to enhance theistatus?
learning goal.
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ent/Developing
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owledge to the l, how
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ir
Howstureccurknoto t
ge gain relative
r rubric relative to the
ass
g Unsatisfac
Needs ovement/Develos strategy rrectly or with ping.
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cognition of therrent status andowledge gain rethe learning go
Page 3
e to the learnin
learning goal
ctory Not Ap
oping Unsa
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eloping Unsa
vide
eir d their elative
oal?
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3
ng goal.
pplicable
atisfactory
gy was for but not ed.
atisfactory
can you n to rporate e aspects s strategy your uction?
©iO
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T S S
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©2011 Robert Observation is
4. Establis
The teacher rev
Teacher Evide Teacher inv Teacher use Teacher rem Teacher ask Teacher pro
Student Evide Students fol When asked When asked Students rec Students reg
Scale Levels: Highly Effecti
Scale
Establishing classroom routines
Reflection Que
Establishing classroom routines
J. Marzano. Ca a registered t
hing Classr
views expectat
ence olves students es classroom mminds students ks students to rovides cues or s
nce low clear routin
d, students cand, students descognize cues agulate their ow
(choose one) ve + Highly
Highly Ef
Adapts acreates nstrategiesunique stneeds ansituationsorder for desired ebe evidenstudents.
estions Highly Ef
What arelearning ayour studyou adapcreate nestrategies
an only be digitrademark of Le
room Routi
ions regarding
in designing cmeetings to rev
of rules and prrestate or explasignals when a
nes during clasn describe estascribe the classand signals by tn behavior
y Effective E
ffective + Hi
nd new s for tudent nd s in the
effect to nt in all .
Estrevexpregandandevidextethe studundrulepro
ffective + Hi
e you about
dents as pt and ew s?
Howadastraestrevexpruleproaddstuand
tized in iObserearning Scienc
nes
rules and proc
classroom routiview and procesrocedures ain rules and pa rule or proced
ss blished rules a
sroom as an orthe teacher
Effective Ne
ighly Effective
tablishes and iews
pectations arding rules
d procedures d monitors for dence of the ent to which majority of
dents derstand the es and cedures.
ighly Effective
w might you apt and create ategies for ablishing and
viewing pectations, es, and ocedures that dress unique dent needs d situations?
rvation. es Internationa
cedures to ensu
nes ss rules and pr
rocedures dure should be
and proceduresderly place
eds Improveme
Effectiv
Establishesreviews expectationregarding ruand procedbut the majoof students not monitorthe desired of the strate
Effectiv
In addition testablishingreviewing expectationregarding ruand procedhow can yomonitor theextent to whstudents understandrules and procedures
al®
ure their effect
rocedures
used
s
ent/Developing
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egy.
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dures, ou e hich
d the
s?
How and rexperules
tive execution.
g Unsatisfac
Needs ovement/Develos strategy rectly or with png.
Needs ovement/Develocan you estab
review ctations regardand procedure
Page 4
ctory Not Ap
oping Unsat
arts Strategcalled fexhibite
oping Unsa
lish
ding es?
How cabegin toincorpoaspectsstrateginstruct
4
pplicable
tisfactory
gy was for but not ed.
atisfactory
an you o
orate some s of this y into your tion?
©iO
5 T
T
S S
S
Oplac
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Opoc
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©2011 Robert Observation is
5. Organizi
The teacher org
Teacher Evide The physica The physica The classroo
Bulleti Studen
Student Evide Students mo Students ma Students att Students att Students ca
Scale Levels: Highly Effecti
Scale
Organizing thephysical ayout of the
classroom
Reflection Que
Organizing thephysical layouof the classroom
Student
Student Quest
What a How w
J. Marzano. Ca a registered t
ing the Phy
ganizes the phy
ence al layout of the al layout of the om is decoraten boards relatents work is disp
nce ove easily abouake use of mattend to exampltend to informan easily focus
(choose one) ve + Highly
Highly Effe
e Adapts andcreates newstrategies funique studneeds and situations iorder for thdesired effebe evident students.
estions Highly Effe
e ut
What are ylearning abyour studeyou adapt create newstrategies?
Interviews
tions:
are the regularwell do you do a
an only be digitrademark of Le
ysical Layou
ysical layout of
classroom hasclassroom prov
ed in a way thate to current conplayed
ut the classrooerials and learnes of their work
ation on the bulon instruction
y Effective E
ctive + Hi
d w for dent
n he ect to in all
Orgaphysiclassmoveon leamonitof theenviromajorlearn
ective + H
you bout
ents as and
w ?
How and cstrateorganphysiclassmoveon leaddrestudesituat
r rules and procat following the
tized in iObserearning Scienc
ut of the Cla
f the classroom
s clear traffic pavides easy acct enhances stuntent
m ning centers k that are displletin boards
Effective Ne
ighly Effective
nizes the ical layout of th
sroom to facilitaement and focuarning and tors for evidence impact of the onment on the rity of student ing.
ighly Effective
might you adacreate new egies for nizing the ical layout of th
sroom to facilitaement and focuarning that ess unique ent needs and tions?
cedures you are rules and proc
rvation. es Internationa
assroom for
m to facilitate m
atterns cess to materiadent learning:
ayed
eds Improveme
Effec
he ate us
ce
Organizephysical lthe classrfacilitate movemenfocus on but the mstudents monitoreddesired ethe strate
Effec
pt
he ate us
In additioorganizinphysical lthe classrfacilitate movemenfocus on how can ymonitor thof the envon studenlearning?
re expected to fcedures and w
al®
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movement and f
als and centers
ent/Developing
ctive Im
es the layout of room to
nt and learning,
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Usincm
ctive Im
on to g the layout of room to
nt and learning, you he impact vironment nt
?
Hoththfafo
follow in class?why?
*
focus on learni
g Unsatisfac
Needs mprovement/Devses strategy correctly or witissing.
Needs mprovement/Devow can you orge physical layoe classroom tocilitate movemcus on learning
?
Page 5
ng.
ctory Not Ap
veloping Uns
th parts Stracallenot
veloping Uns
ganize out of o ent and g?
Howbegincosomof thstrayouinst
5
pplicable
satisfactory
ategy was ed for but exhibited.
satisfactory
w can you gin to orporate me aspects his
ategy into ur truction?
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S
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©2011 Robert Observation is
M
Design Que
6. Ident
The teacher ideattention.
Teacher Evide Teacher beg Teacher tell Teacher cue
Tone o Body p Level
Student Evide When asked When asked Students vis
Scale Levels: Highly Effec
Scale
dentifying critical nformation
Reflection Que
dentifying critical nformation
J. Marzano. Ca a registered t
Marzano
estion #2: W
tifying Critic
entifies a lesso
ence gins the lessons students to ges the importanof voice position of excitement
nce d, students cand, students cansibly adjust the
(choose one) ctive + Highl
Highly Ef
Adapts acreates nstrategiesunique stneeds ansituationsorder for desired ebe evidenstudents.
estions Highly Ef
What arelearning ayour studyou adapcreate nestrategies
an only be digitrademark of Le
Protocol
What will I do
cal Informa
n or part of a le
n by explaining get ready for sonce of upcomin
n describe the ln explain why thir level of enga
y Effective
ffective + H
nd new s for tudent nd s in the
effect to nt in all .
Sigstuconvercritmoevidextthestuattecritinfo
ffective + Hi
e you about
dents as pt and ew s?
Howadanewfor critinfoaddstuand
tized in iObserearning Scienc
: Lesson
o to help st
ation
esson as involv
why upcomingome important ing information i
evel of importahe content is im
agement
Effective Ne
ighly Effective
gnals to dents which
ntent is critical rsus non-tical and onitors for dence of the ent to which
e majority of dents are ending to tical ormation.
ighly Effective
w might you apt and create w strategies identifying ical
ormation that dress unique dent needs d situations?
rvation. es Internationa
n Segmen
udents effe
ving important i
g content is impinformation n some indirec
ance of the infomportant to pay
eeds Improvem
Effectiv
Signals to students whcontent is cversus non-critical, but majority of students armonitored fdesired effethe strategy
Effectiv
In addition tsignaling to students whcontent is cversus non-critical, howmight you monitor the extent to whstudents attto critical information?
al®
nts Addre
ectively inte
information to w
portant
ct fashion
ormation addrey attention to
ment/Developin
ve Impro
hich critical -the
re not for the ect of y.
Usesincorrmissi
ve Impro
to o hich critical -
w
hich tend
?
How studeis critcritica
essing C
eract with ne
which students
ssed in class
ng Unsatisfa
Needs ovement/Develos strategy rectly or with png.
Needs ovement/Develocan you signal
ents which conttical versus nonal?
Page 6
ontent
ew knowled
s should pay pa
actory Not A
oping Unsa
parts Strategcalled fexhibite
oping Unsat
to tent n-
How cabegin toincorpoaspect strategyinstruct
6
dge?
articular
Applicable
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gy was for but not ed.
tisfactory
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orate some of this y in your tion?
©iO
T T
S
S
S
Osin
R
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©2011 Robert Observation is
7. Orga
The teacher org
Teacher Evide Teacher has Teacher org
Diads Triads Small
Student Evide Students mo Students ap
Respe Add th Ask an
Scale Levels: Highly Effec
Scale
Organizing students to nteract with
new knowledg
Reflection Que
Organizing students to nteract with
new knowledg
J. Marzano. Ca a registered t
anizing Stud
ganizes studen
ence s established roganizes student
s groups up to a
nce ove to groups i
ppear to undersect opinions of heir perspectivend answer que
(choose one) tive + Highl
Highly Ef
ge
Adapts acreates nstrategiesunique stneeds ansituationsorder for desired ebe evidenstudents.
estions Highly Ef
ge
What arelearning ayour studyou adapcreate nestrategies
an only be digitrademark of Le
dents to Inte
nts into small gr
outines for studts into ad hoc g
about 5
n an orderly fastand expectatiothers e to discussionstions
y Effective
ffective + Hi
nd new s for tudent nd s in the
effect to nt in all
Orgstudsmafacpronewfor studmoevidgropro
ffective + Hi
e you about
dents as pt and ew s?
Howadanewfor stuinteknoaddstuand
tized in iObserearning Scienc
eract with N
roups to facilita
dent grouping agroups for the l
shion ons about app
s
Effective Ne
ighly Effective
ganizes dents into all groups to ilitate the
ocessing of w knowledge the majority of dents and nitors for dence of
oup ocessing.
ighly Effective
w might you apt and create w strategies organizing dents to
eract with new owledge that dress unique dent needs d situations?
rvation. es Internationa
New Knowle
ate the process
and student intlesson
ropriate behav
eeds Improvem
Effectiv
Organizes students intsmall groupfacilitate theprocessing new knowlebut the majoof students not monitorethe desired of the strate
Effectiv
In addition torganizing students intsmall groupfacilitate theprocessing new knowlehow can yomonitor groprocesses?
al®
edge
sing of new info
teraction in gro
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ment/Developin
ve Impro
to ps to e of
edge, ority are ed for effect
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to ps to e of
edge, ou oup ?
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ormation.
oups
ng Unsatisfa
Needs ovement/Develo
strategy rectly or with png.
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Page 7
actory Not A
oping Unsat
arts Strategcalled fexhibite
oping Unsat
ize
the
How cabegin toincorpoaspect strategyinstruct
7
Applicable
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gy was for but not ed.
tisfactory
an you o
orate some of this y in your tion?
©iO
Ta T
S S
S
Pn
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©2011 Robert Observation is
8. Prev
The teacher enaddressed and
Teacher Evide Teacher use Teacher use Teacher ask Teacher pro
Outline Graph
Teacher has Teacher use Teacher use
Anecd Short
Teacher use
Student Evide When asked When asked When asked Students ac
Scale Levels: Highly Effec
Scale
Previewing new content
Reflection Que
Previewing new content
J. Marzano. Ca a registered t
iewing New
gages studentsfacilitates thes
ence es preview quees K-W-L strateks or reminds sovides an advae
hic organizer s students braies anticipation es motivationaldotes selection from es word splash
nce d, students cand, students mad, students canctively engage i
(choose one) ctive + Highl
Highly Effecti
Adapts and creates new strategies forunique studeneeds and situations in order for the desired effecbe evident in students.
estions Highly Effecti
What are youlearning abouyour studentsyou adapt ancreate new strategies?
an only be digitrademark of Le
w Content
s in activities thse linkages.
estion before reegy or variationstudents what tnced organizer
nstorm guide hook/launchin
video activity to con
n explain linkagke predictions
n provide a purpn previewing a
y Effective
ive + Highl
r nt
ct to all
Engagein learnactivitierequire previewnew knwhat haaddressmonitorevidencextent tmajoritystudentmaking
ive + Highly
u ut s as d
How miadapt anew strpreviewcontentaddressstudentsituatio
tized in iObserearning Scienc
hat help them l
eading n of it they already knr
ng activity
nect vocabular
ges with prior kabout upcominpose for what t
activities
Effective Ne
y Effective
es students ning es that
them to w and link owledge to as been sed and rs for ce of the to which the y of ts are linkages.
y Effective
ight you and create rategies for wing new t that s unique t needs and ns?
rvation. es Internationa
ink what they a
now about the t
ry to upcoming
nowledge ng content they are about
eeds Improvem
Effective
Engages studin learning actthat require thpreview and linew knowledgwhat has beenaddressed, bumajority of stuare not monitofor the desiredeffect of the strategy.
Effective
In addition to engaging studin learning actthat require thpreview and linew knowledgwhat has beenaddressed, hoyou also moniextent to whicstudents are mlinkages?
al®
already know to
topic
g content
to learn
ment/Developin
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ents tivities
hem to nk
ge to n ut the udents ored d
Usesincormissi
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dents tivities em to nk
ge to n ow can tor the h
making
How studeactivithemlink nwhat addre
o the new cont
ng Unsatisfa
Needs ovement/Develos strategy rrectly or with ping.
Needs ovement/Develocan you engag
ents in learningities that requir
m to preview andnew knowledge
has been essed?
Page 8
tent about to be
actory Not A
oping Unsa
parts Strategcalled fexhibite
oping Unsa
ge g re d
e to
How cabegin tincorpoaspect strateginstruct
8
e
Applicable
atisfactory
gy was for but not ed.
atisfactory
an you o
orate some of this y in your tion?
©iO
Be T S S
S
Ccd
R
Ccd
©2011 Robert Observation is
9. Chun
Based on studeeasily processe
Teacher Evide Teacher sto While playin While provid While stude
Student Evide When asked Students ap
Scale Levels: Highly Effec
Scale
Chunking content into digestible bite
Reflection Qu
Chunking content into digestible bite
J. Marzano. Ca a registered t
nking Conte
ent needs, the ted by students.
ence ps at strategic
ng a video tapeding a demonstnts are reading
nce d, students canppear to know w
(choose one) tive + Highl
Highly Eff
s
Adapts ancreates nstrategiesunique stneeds ansituationsorder for desired ebe evidenstudents.
uestions Highly Ef
s
What arelearning ayour studyou adapcreate nestrategies
an only be digitrademark of Le
ent*
teacher breaks
points in a vere, the teacher tutration, the teacg information o
n explain why thwhat is expecte
y Effective
ffective + Hi
nd ew
s for udent d
s in the
effect to nt in all
Breexpsmabasneemoevidextechuappthe the
ffective + Hi
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18. Exam
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19. Pract
When the contedevelop fluency
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Scale Levels: Highly Effec
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20. Revis
The teacher en
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Page 2
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Design Queknowledge?
21. Orga
The teacher organd test hypoth
Teacher Evide Teacher est Teacher org
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Scale Levels: Highly Effec
Scale
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Reflection Que
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22. EngaTesti
The teacher enhat require the
Teacher Evide Teacher enhat requires th Teacher fachypotheses
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Scale Levels: Highly Effec
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hypothesis generation andesting
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23. Prov
The teacher act
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Circula Provid
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24. Notic
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the Spo
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25. Usin
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