Design Question 7: Module 18

Design Question 7: What Will I Do to Recognize & Acknowledge Adherence & Lack of Adherence to Classroom Rules and Procedures?

Module 18: Acknowledging Students' Adherence to Classroom Rules & Procedures (pgs. 227-234)

• From pg. 230: Are you better at using verbal or non-verbal acknowledgement? What can you do to improve your weaker area?
• From pg. 232: What are your thoughts on tangible recognition?
• From pg. 232-233: How do you involve the home in acknowledgement of students' adherence to rules and procedures?

Design Question 6: Module 17

Design Question 6: What Will I Do to Establish or Maintain Classroom Rules & Procedures?
Module 17: Establishing and Maintaining Rules and Procedures (pgs. 211-223)

We are all aware how important establishing rules, routines, and procedures are at the beginning of the school year.


*Discuss the importance of maintaining those rules, routines, and procedures throughout the year, and how does this chapter by Marzano connect to our district's expectations of the use of CHAMPS?

*Does anyone use class meetings and how does that look in your academic setting?

Establishing Rules & Procedures (For your reading enjoyment; click this link for something I found on another blog that I am following regarding this topic).

Design Question 6: Module 16

Design Question 6: What Will I Do to Establish or Maintain Classroom Rules & Procedures?
Module 16: Effective Classroom Organization (pgs. 199-209)

Please discuss your thoughts on the recommendations for classroom practice in using the following strategies:

• Ensuring student access to learning centers, technology, and equipment
• Decorating the room to reinforce learning
• Preparing and organizing materials
• Arranging students' desks and chairs and the teacher's work area

Design Question 5: Module 15

Design Question 5: What Will I Do to Engage Students?
Module 15: Additional Cognitive, Affective, & Social Interaction Strategies for Promoting Student Engagement (pgs. 187-198)

As we also discussed in Teach Like a Champion, your enthusiasm toward the subject has an impact on your students.  Activity Box p. 190 asks, "How well do you show enthusiasm in the classroom?  What are your strengths?  How might you use some of the strategies presented in this section?"

Activity Box p. 192 asks "Why do you think friendly controversy has the effect of enhancing engagement?

Please add any other thoughts or discussion you may have for Module 15.

Design Question 5: Module 14

Design Question 5: What Will I Do to Engage Students?
Module 14: Rules of Engagement: Questioning, Physical Movement, and Pacing (pgs. 167-185)

1) Share how you use a variety of question structures in your lessons (p.169-171).


2) Share your thoughts on the wait-time strategies; which are you familiar with; which would be effective; which would you like to try? (pg.171-174)

3) How do you use follow-up questioning and response strategies in your academic situation? (p. 175-178)

4) What are your thoughts on how to engage students using physical movement? (p. 178-182)

5) How is pacing of the lesson important to keeping students engaged? (p. 182-186)

Design Question 5: Module 13

Design Question 5: What Will I Do to Engage Students?
Module 13: Using Games & Inconsequential Competition to Promote Student Engagement (pgs. 157-165)

Please share your thoughts on how you: 1) Use games that focus on academic content and
2) Use inconsequential competition  in your teaching.

• What are your thoughts how effective these two strategies are in helping to engage students?
• What are some suggestions for inconsequential items students could earn (i.e.: a coupon to buy juice in the cafeteria p.164)?

Design Question 4: Module 12

Design Question 4: What Will I Do to Help Students Generate & Test Hypotheses...;

Module 12: Engaging Students in Task Design, Cooperative Learning, & Self-Evaluation (pgs. 143-153)

1) Activity Box p. 147: Imagine you are a student in your class going through a specific unit you have taught.  Describe an authentic task you would design.


2) Activity Box p. 150: Using the task you designed for the previous activity box, describe how cooperative grouping might be used to help you complete the task.

3) Activity Box p. 152: Which of the suggestions in this section most closely resembles what you have done in your class to enhance students' metacognitive skills?  Describe how it is similar to the activities you have used.