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Addressing Content
Elements 4 & 5
Part #2
Robert Marzano, The Art and Science of Teaching, 2007
Martha Gough, PHS Reading Coach
Professional Development Center Staff
Participants will be able to understand
and apply research-based characteristics
related to Addressing Content (Elements 4
& 5) as they apply to the Teacher
Observation/Evaluation Rubric.
Robert Marzano, The Art and Science of Teaching, 2007
Martha Gough, PHS Reading Coach
Professional Development Center Staff
Engages
students in cognitively
complex tasks
Students explain IP expectations
Robert Marzano, The Art and Science of Teaching
Martha Gough, PHS Reading Coach
Professional Development Center Staff
 It
is the job of the classroom teacher to
keep students engaged.
 Engaged
students are those students that
are consistently attending to the
instructional activities occurring in the
classroom.
Robert Marzano, The Art and Science of Teaching
Martha Gough, PHS Reading Coach
Professional Development Center Staff
There are five areas that Marzano names
that will help teachers increase student
engagement:
 High energy
 Missing information
 The self-system
 Mild pressure
 Mild controversy and competition
Robert Marzano, The Art and Science of Teaching
Martha Gough, PHS Reading Coach
Professional Development Center Staff
 High
Energy for engagement—physical
activity to increase blood flow, pacing
instruction, avoiding interruptions,
teacher enthusiasm
 Missing Information for engagement—
crossword puzzles, games
 The Self for engagement—incorporates
how a student relates him/herself to the
activities
Robert Marzano, The Art and Science of Teaching
Martha Gough, PHS Reading Coach
Professional Development Center Staff
 Mild
Pressure—wait time focuses
student attention
 Mild
Controversy and Competition—
structured debate, competition
Robert Marzano, The Art and Science of Teaching
Martha Gough, PHS Reading Coach
Professional Development Center Staff
 Highly
Effective
• IP engages students in cognitively complex tasks
(e.g. decision making, problem solving,
experimental inquiry, investigation) and monitors
the extent to which students are generating and
testing hypothesis.
 Effective
• Engages students in cognitively complex tasks (e.g.
decision making, problem solving, experimental
inquiry, investigation).
Robert Marzano, The Art and Science of Teaching
Martha Gough, PHS Reading Coach
Professional Development Center Staff
 Developing
• Uses strategy incorrectly or with parts missing
 Unsatisfactory
• Strategy was called for but not exhibited
Robert Marzano, The Art and Science of Teaching
Martha Gough, PHS Reading Coach
Professional Development Center Staff
 Hypothesis
generating is a form of
“problem-based learning” where
students work together to solve a
problem.
 Hypothesis generating requires students
to question and apply knowledge.
 Hypothesis generating is the working
through process toward understanding
the resolution of a problem.
Robert Marzano, The Art and Science of Teaching
Martha Gough, PHS Reading Coach
Professional Development Center Staff
 “Hypothesis
generating is making
predictions and then trying to confirm of
disconfirm those predictions.” (Marzano,
2007)
 Project learning with teacher guided
activities that allow student to generate
and test hypotheses are suggested.
Robert Marzano, The Art and Science of Teaching
Martha Gough, PHS Reading Coach
Professional Development Center Staff
Circulates Around the Room
available to students.
 Interacts with Students During
the Class.

Robert Marzano, The Art and Science of Teaching
Martha Gough, PHS Reading Coach
Professional Development Center Staff
 Highly
effective
Acts as a guide and resource provider as
students engage in cognitively complex tasks
and monitors the extent to which students
request and use guidance and resources.
 Effective
Acts as a guide and resource provider as
students engage in and test cognitively
complex tasks.
Robert Marzano, The Art and Science of Teaching
Martha Gough, PHS Reading Coach
Professional Development Center Staff
 Developing
• Uses strategy incorrectly or with parts missing.
 Unsatisfactory
• Strategy was called for but not exhibited.
Robert Marzano, The Art and Science of Teaching, 2007
Martha Gough, PHS Reading Coach
Professional Development Center Staff
 Reading
Like a Historian
 Starch Lab Experiment
 Teaching Fractions
 Environment Lesson Plans
 Analyzing Text as a Group
Robert Marzano, The Art and Science of
Teaching Martha Gough, PHS Reading Coach
Professional Development Center Staff
 Passing
Notes Teaching Strategy
 Preparing Students for Tests
 Technology and Math
 Common Core Collaborative Discussions
 Teaching Geological Time
 Bringing Socratic Seminars to the
Classroom
 Teaching About Textual Evidence
Robert Marzano, The Art and Science of
Teaching Martha Gough, PHS Reading Coach
Professional Development Center Staff
Elementary
• BRE Bennett Addressing Content Part II (wmv)
• HNP Bailey Addressing Content Part II (wmv)
lease note: Links are coming, soon.)
Middle/High
• GBH Parker Addressing Content Part II (wmv)
• HNM Steigerwalt Addressing Content Part II
(wmv)
Robert Marzano, The Art and Science of Teaching, 2007
Martha Gough, PHS Reading Coach
Additional information may be found in The Art
and Science of Teaching, Marzano, 2007.
GOOD LUCK!
Robert Marzano, The Art and Science of Teaching, 2007