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© iO D p 1 T r T S S S P c g s ( R P c g s ( ©2011 Robert Observation is Design Que progress, a1. Providin The teacher pro elative 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: W nd celebrat ng Clear Lea ovides a clearly earning goal. ence s a learning go g goal is a clea akes reference s a scale or rub akes reference nce d, students can d, students can d, students can (choose one) ctive + High Highly Effe Adapts and creates new strategies f unique stud needs and situations i order for th desired eff be evident students. estions Highly Effe What are y learning ab your stude you adapt create new strategies? an only be digit rademark of Le What will I d te success? arning Goay stated learnin al posted so th r statement of to the learning bric that relates to the scale or n explain the le n explain how th n explain the m ly Effective ctive + Hig d w for dent n he ect to in all Provid stated accom scale descr perfor monit evide major under learni the le perfor ctive + Higyou bout nts as and w ? How adapt new s provid stated goals that a uniqu need situat tized in iObser earning Scienc do to establ? ls and Scalng goal accomp hat all students knowledge or goal througho s to the learning rubric through arning goal for heir current act eaning 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 the ng 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 s out the lesson the lesson tivities relate to evels of perform eeds Improvem Effect e Provides a stated lear goal accom by a scale rubric that describes l performanc the majorit students ar monitored desired eff the strateg EffectivIn addition to providing a cl stated learnin goal accompa by a scale or that describes levels of performance, can you mon students understandin the learning g and the levels performance? al® mmunicate s) e or rubric that opposed to an so that all stude o the learning g mance articula ment/Developin tive Imp a clearly rning mpanied or levels of ce, but ty of re not for the fect of gy. Use inco mis e Impro learly ng anied rubric s , how itor g of goal s of ? How clearl goal a scale descr perfo learning go t describes leve n activity or ass ents can see it goal ated in the scale ng Unsatisfa Needs provement/Deve es strategy orrectly or with ssing. Needs ovement/Develo can you provid ly stated learni accompanied 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 Unsparts Strate called not ex oping Unsade a ng by a How ca begin to incorpo aspects strategy instruct 1 student ance Applicable atisfactory egy was d for but xhibited. tisfactory an you o orate some s of this y into your tion?

Design Question #1: What will I do to establish and com ......to assign sco class on the l r status relative us on the learn Effective Ne ghly Effective ilitates tracking udent ress

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  •  

    ©iO

    Dp 1 Tr

    T S S

    S

    Pcgs(

    R

    Pcgs(

     

     

    ©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

    Effect

    e

    Provides astated leargoal accomby a scale rubric that describes lperformancthe majoritstudents armonitored desired effthe strateg

    Effective

    In addition to providing a clstated learningoal accompaby a scale or that describeslevels of performance,can you monstudents understandinthe learning gand the levelsperformance?

    al®  

    mmunicate

    s)

    e or rubric that

    opposed to an

    so that all stude

    o the learning gmance articula

    ment/Developin

    tive Imp

    a clearly rning mpanied or

    levels of ce, but ty of re not for the

    fect of gy.

    Useincomis

    e Impro

    learly ng anied rubric s

    , how itor

    g of goal s of ?

    How clearlgoal ascaledescrperfo

          

    learning go

    t describes leve

    n activity or ass

    ents can see it

    goal ated in the scale

    ng Unsatisfa

    Needs provement/Deve

    es strategy orrectly or with ssing.

    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

    student

    ance

    Applicable

    atisfactory

    egy was d for but xhibited.

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    an you o

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  •  

    ©iO

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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.

    Usesincormiss

    ve Impro

    to

    gress mative o t, how

    onitor o ents

    their

    e?

    How trackiprogrformaasses

          

    g a formative ap

    or rubric depic

    he scale or rub

    ng Unsatisfa

    Needs ovement/Develos strategy rrectly or with psing.

    Needs ovement/Develocan you facilitaing of student ress using a ative approach ssment?

      Page 2

    pproach to ass

    ting student sta

    ric

    actory Not A

    oping Unsa

    parts Strategcalled exhibit

    oping Unsat

    ate

    to

    How cabegin toincorpoaspectsstrategyinstruct

    sessment.

    atus on the

    Applicable

    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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    ©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

    Effecti

    f

    Provides students wrecognitiotheir currestatus andknowledgerelative to learning gbut the maof studentnot monitofor the deseffect of thstrategy.

    Effectiv

    In addition toproviding stuwith recognittheir current and their knogain relative learning goalcan you monextent to whistudents are motivated to enhance theistatus?

    learning goal.

    al®  

    d their knowled

    on the scale oredge and skill of the entire cla

    class

    ent/Developing

    ive Impro

    with n of

    ent d their e gain the oal, ajority ts are ored sired he

    Usesincormiss

    ve Imp

    o udents tion of status

    owledge to the l, how

    nitor the ch

    ir

    Howstureccurknoto t

          

    ge gain relative

    r rubric relative to the

    ass

    g Unsatisfac

    Needs ovement/Develos strategy rrectly or with ping.

    Needs provement/Devew can you provdents with

    cognition of therrent status andowledge gain rethe learning go

      Page 3

    e to the learnin

    learning goal

    ctory Not Ap

    oping Unsa

    parts Strategcalled fexhibite

    eloping Unsa

    vide

    eir d their elative

    oal?

    How beginincorsomeof thiinto yinstru

    ng goal.

    pplicable

    atisfactory

    gy was for but not ed.

    atisfactory

    can you n to rporate e aspects s strategy your uction?

  •  

    ©iO

     

     

    4 T

    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

    ve Impro

    s and

    ns ules ures, ority are

    red for effect

    egy.

    Usesincorrmissi

    ve Impro

    to g and

    ns ules

    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

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    lish

    ding es?

    How cabegin toincorpoaspectsstrateginstruct

    pplicable

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    gy was for but not ed.

    atisfactory

    an you o

    orate some s of this y into your tion?

  •  

    ©iO

    5 T

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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®  

    r Learning*

    movement and f

    als and centers

    ent/Developing

    ctive Im

    es the layout of room to

    nt and learning,

    majority of are not d for the

    effect of egy.

    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

    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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    ©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

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  •  

    ©iO

    T T

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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

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    Scale Levels: Highly Effec

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    Reflection Qu

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    J. Marzano. Ca a registered t

    anizing Stud

    es grouping in

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    nformational corocess

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    16. Usin

    When appropriacontent or, prac

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    Scale Levels: Highly Effec

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    g Homewor

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    en propriate (as posed to tinely) assigns

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      Page 1

    ledge of inform

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    17. Exam

    When the contedifferences.

    Teacher Evide Teacher eng

    Comp Classi Analog Metap

    Teacher fac Ask st Ask st

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    Highly Effec

    Scale

    Examining similarities andifferences

    Reflection Que

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    J. Marzano. Ca a registered t

    mining Simi

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    d What arelearning ayour studyou adapcreate nestrategies

    an only be digitrademark of Le

    larities and

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    e of these activimarize what thain how the act

    hat their knowlivity, student re

    n explain similahat they can id

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    nd new s for tudent nd s in the

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    Whinfoengin arequexasimdiffemonevidextethe the deekno

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    hat require stud

    ities to help stuhey have learnetivity has adde

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    en content is ormational, gages studentsactivities that uire them to

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    rvation.  es Internationa

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    When conteinformationaengages stuin activities require themexamine similarities adifferences,the majoritystudents aremonitored fodesired effethe strategy

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      Page 1

    similarities and

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    anding

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    18. Exam

    When content iogic of the info

    Teacher Evide Teacher as

    Faulty Attack Weak Misinfo

    Teacher as Statem Eviden Qualifi

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    Scale Levels: Highly Effec

    Scale

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    Reflection Que

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    J. Marzano. Ca a registered t

    mining Erro

    s informationalrmation as pre

    ence ks students to

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    ment of a clear nce for the claiiers presented

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    (choose one) tive + Highl

    Highly Effec

    Adapts andcreates newstrategies founique studneeds and situations infor the desireffect to be evident in astudents.

    estions Highly Effec

    What are yolearning aboyour studenyou adapt acreate new strategies?

    an only be digitrademark of Le

    rs in Reaso

    l, the teacher hesented to them

    examine inform

    examine the stclaim m presented showing excep

    n describe erron explain the ovthat they can id

    y Effective

    ctive + Hig

    w or dent

    n order red

    all

    Wheninformengagactivithem their oor theinformpreseand mevideextenmajorare dknow

    ctive + Hig

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    How adapnew sexamown the loinformaddrestudesituat

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    oning

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    mation for error

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    ptions to the cla

    ors or informal fverall structuredentify errors in

    Effective Ne

    ghly Effective

    n content is mational, ges students inties that requirto examine

    own reasoninge logic of mation as ented to them monitors for ence of the nt to which the rity of studentseepening their

    wledge.

    ghly Effective

    might you pt and create strategies for

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    rvation.  es Internationa

    deepen their kn

    rs or informal fa

    port presented

    aim

    fallacies in infoe of an argumen reasoning. 

    eeds Improvem

    Effec

    n e

    g

    s

    When continformationengages sin activitiesrequire theexamine threasoninglogic of infoas presentthem, but tmajority ofare not mofor the deseffect of thstrategy.

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    In addition tengaging stexamining treasoning ologic of inforas presentethem, how cmonitor the which the stare deepeniknowledge?

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      Page 1

    own reasoning

    im

    actory Not A

    veloping Uns

    th parts Stracallenot

    veloping Uns

    gage ities

    m to wn e logic of

    em?

    Howbegincosomof thstrayouinst

    18 

    g or the

    Applicable

    satisfactory

    ategy was ed for but exhibited.

    satisfactory

    w can you gin to orporate me aspect his

    ategy in ur truction?

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    19. Pract

    When the contedevelop fluency

    Teacher Evide Teacher enexecute a skill,

    Guide Indepe

    Student Evide Students pe Students pe

    Scale Levels: Highly Effec

    Scale

    Practicing skills, strategies, andprocesses

    Reflection Que

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    J. Marzano. Ca a registered t

    ticing Skills

    ent involves a sy.

    ence gages studentsstrategy, or prod practice if stuendent practice

    nce erform the skill,erform the skill,

    (choose one) tive + Highl

    Highly Ef

    d

    Adapts acreates nstrategiesunique stneeds ansituationsorder for desired ebe evidenstudents.

    estions Highly Ef

    d

    What arelearning ayour studyou adapcreate nestrategies

    an only be digitrademark of Le

    s, Strategies

    skill, strategy, o

    s in massed anocess udents cannot e if students ca

    , strategy, or pr, strategy, or pr

    y Effective

    ffective + Hi

    nd new s for tudent nd s in the

    effect to nt in all

    Whinvostraproengstupraandevidexttheincrmastu

    ffective + Hi

    e you about

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    Howadaprathaflueaddstuand

    tized in iObserearning Scienc

    s, and Proc

    or process, the

    nd distributed p

    perform the skan perform the s

    rocess with incrocess with inc

    Effective Ne

    ighly Effective

    hen content olves a skill, ategy, or ocess, gages dents in

    actice activities d monitors for dence of the ent to which

    e practice is reasing the jority of dents’ fluency.

    ighly Effective

    w might you apt and create actice activities at increase ency and dress unique dent needs d situations?

    rvation.  es Internationa

    cesses

    teacher engag

    practice activitie

    ill, strategy, or skill, strategy, o

    creased confidecreased compe

    eeds Improvem

    Effectiv

    When conteinvolves a sstrategy, or process, engages students in practice activities, bumajority of students aremonitored fodesired effethe strategy

    Effectiv

    In addition tengaging students in practice activities, hocan you mothe extent towhich the practice is increasing student flue

    al®  

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    Uses incorrmissi

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    pendently ependently

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      Page 1

    ities that help t

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    actory Not A

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    20. Revis

    The teacher en

    Teacher Evide Teacher as The teacheunderstandings Teacher ha

    Student Evide Students m When asked

    Scale Levels: Highly Effec

    Scale

    Revising knowledge

    Reflection Que

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    Stud

    Student Quest How d What c What d

    J. Marzano. Ca a registered t

    sing Knowl

    gages students

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    s of previous cos students exp

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    (choose one) tive + Highl

    Highly Eff

    Adapts ancreates nstrategiesunique stneeds ansituationsorder for desired ebe evidenstudents.

    estions Highly Eff

    What are learning ayour studyou adapcreate nestrategies

    ent Intervie

    tions: did this lesson achanges did yodo you still nee

    an only be digitrademark of Le

    edge

    s in revision of

    examine previowhole class in ontent plain how their u

    s to informationn explain previo

    y Effective

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    nd new s for tudent nd s in the

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    you about ents as

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    ews

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    tized in iObserearning Scienc

    previous know

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    understanding

    n previously reous errors or m

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    ighly Effective

    gages studentsevision of vious content

    d monitors for dence of the ent to which se revisions

    epen the jority of dents’ derstanding.

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    w might you apt and create w strategies revising

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    derstanding of ur understandinnd better?

    rvation.  es Internationa

    wledge about co

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    eeds Improvem

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    s Engages students in revision of previous cobut the majof students not monitorthe desiredof the strate

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    In addition toengaging students in revision of previous conhow can youmonitor the to which therevisions destudents’ understandi

    the content? ng of the conten

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    notes changed percep

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      Page 2

    s lessons.

    ptions and

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    Design Queknowledge?

    21. Orga

    The teacher organd test hypoth

    Teacher Evide Teacher est Teacher org

    Student Evide When asked  When asked Students us

    Scale Levels: Highly Effec

    Scale

    Organizing students for cognitively complex tasks

    Reflection Que

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    J. Marzano. Ca a registered t

    estion #4: W?

    anizing Stud

    ganizes the claheses.

    ence tablishes the nganizes studen

    nce d, students desd, students expse group activit

    (choose one) tive + Highl

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    s

    Adapts acreates nstrategiesunique stneeds ansituationsorder for desired ebe evidenstudents.

    estions Highly Ef

    s

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    an only be digitrademark of Le

    What will I do

    dents for Co

    ass in such a w

    eed to generatnts into groups

    scribe the impoplain how grouties to help the

    y Effective

    ffective + Hi

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    Orgstugrofacon comandevidextgrofacgentesthypthestu

    ffective + Hi

    e you about

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    tized in iObserearning Scienc

    o to help st

    ognitively C

    way as to facilita

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    ortance of geneps support theim generate an

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    ganizes dents into

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    w might you apt and create w strategies organizing dents to

    mplete gnitively mplex tasks?

    rvation.  es Internationa

    udents gen

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    ate students wo

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    eeds Improvem

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    Organizes students intgroups to facilitate woon cognitivecomplex tasbut the majoof students not monitorthe desired of the strate

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    In addition torganizing students in groups for cognitively complex tashow can yomonitor the extent to whgroup procefacilitate generating atesting hypotheses

    al®  

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      Page 2

    eses about

    require them to

    nt

    actory Not A

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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

    Scale

    Engaging students in cognitively complex tasksnvolving

    hypothesis generation andesting

    Reflection Que

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    aging Studeing

    gages studentsm to generate

    ence gages studentsem to generatecilitates student

    nce re clearly workid, students cand, students cantifacts indicate

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    s

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    Adapts ancreates nstrategiesunique stneeds ansituationsorder for desired ebe evidenstudents.

    estions Highly Ef

    s

    d

    What are learning ayour studyou adapcreate nestrategies

    an only be digitrademark of Le

    ents in Cogn

    s in complex taand test hypot

    s with an explice and test hypots generating t

    ng on tasks than explain the hyn explain wheththat they can e

    y Effective

    fective + Hi

    nd ew

    s for udent d

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