Design Question 10: Module 25

Design Question 10: What Will I Do to Develop Effective Lessons Organized into a Cohesive Unit?

Module 25: Developing Effective Lessons (pgs. 299-316)

Note from Kim: My copy of the book has several pages in Module 25 that are printed so lightly, I am unable to read them.  I wonder if others have this problem with their book, too.  If so, it may be difficult to discuss this module since it is unreadable.

Share your thoughts on this module.

Design Question 10: Module 24

Design Question 10: What Will I Do to Develop Effective Lessons Organized into a Cohesive Unit?

Module 24: Identifying the Focus of a Unit? (pgs. 289-297)

Please share your thoughts on this Module including the ideas for Recommendations for Classroom Practice:

• Considering a focus on knowledge
• Considering a focus on issues
• Considering a focus on student exploration

Design Question 9: Module 23

Design Question 9: What Will I Do to Communicate High Expectations for All Students?

Module 23: Changing Behavior Toward Low-Expectancy Students (pgs. 279-285)

1) Activity Box p. 283: What are some things you can do to ensure that low-expectancy students are asked difficult questions?

2) As we learned in Teach Like a Champion, we should expect complete, correct responses from all students.  What can you do to help students who have given incorrect or incomplete responses to questions and tasks? (see pgs. 283-284)

Design Question 9: Module 22

Design Question 9: What Will I Do to Communicate High Expectations for All Students?

Module 22: Identifying High-Expectancy and Low-Expectancy Students (pgs. 271-278)

From Activity Box p. 277: "What are your patterns of thought regarding low-expectancy students?  For what specific types of students do you have low expectations?  Where do you think these patterns and biases come from?"

Design Question 8: Module 21

Design Question 8: What Will I Do to Establish and Maintain Effective Relationships with Students?

Module 21: Communicating Appropriate Levels of Guidance and Control (pgs. 261-271)

Please share examples from your experiences on how you:

• Consistently enforce positive and negative consequences
• Project a sense of emotional objectivity
• Maintain a cool exterior

Design Question 8: Module 20

Design Question 8: What Will I Do to Establish & Maintain Effective Relationships with Students?

Module 20: Communicating Appropriate Levels of Concern & Cooperation (pgs.251-260)

Discuss your thoughts on the following  recommendations for classroom practice:

• Knowing something about each student
• Engaging in behaviors that indicate affection for each student
• Bringing student interests into the content and personalizing learning activities
• Engaging in physical behaviors that communicate interest in students
• Using humor when appropriate

Design Question 7: Module 19

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

Module 19: Acknowledging Students' Lack of Adherence to Classroom Rules & Procedures (pgs. 235-247)

Please discuss your thoughts on the recommendations for Classroom Practice:

• Being "with it"
• Using direct-cost consequences
• Using group contingency
• Using home contingency

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.

Design Question 4: Module 11

Design Question 4: What Will I Do to Help Students Generate & Test Hypotheses...;
Module 11: Hypothesis Testing and Higher-Order Thinking (pgs. 131-143)

(from pg. 132) "This module addresses the following strategies for Design Question 4:

• Experimental-inquiry tasks
• Problem-solving tasks
• Decision-making tasks
• Investigation tasks"

Share your thoughts on these strategies and how you use them or could use them in your academic setting.

Design Question 4: Module 10

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

Module 10: Teaching Students to Support Claims and Assertions with Evidence (pgs. 119-130)

Discussion ideas:
1)  Activity Box p. 125: Which of the approaches to developing the concept of backing most closely relates to your subject area?  Explain why.

2) Activity Box p. 127: Which approach to the concept of qualifiers most closely fits your subject area?  Explain how you might use the concept of qualifiers.

3) Activity Box p. 129: Describe how you have used or could use the concept of statistical probability in your class.

Design Question 3: Module 9

Design Question 3: What Will I Do to Help Students Practice & Deepen Understanding;
Module 9: Using Homework & Academic Notebooks to Deepen Student Understanding (p. 109-115)

From Activity Box (p. 113): 1. Describe how you could use homework to introduce new content.
2. How can you use homework that helps students deepen their knowledge?
3. How can you use homework to enhance students' fluency with procedural knowledge?
4. How can you use homework to get parents involved and participate from home?

From Activity Box (p. 114): Compare your use of academic notebooks with recommendations described in this section.

Design Question 3: Module 8

Design Question 3: What Will I Do to Deepen Students' Understanding

Module 8: Helping Students Practice Skills, Strategies, & Processes (p. 101-108)

What do you, as an educator, do to provide opportunities for your students to practice their skills, strategies, and processes that you have taught?

How do you determine the extent to which cooperative groupings will be used?

Design Question 3: Module 7

Design Question 3: What Will I Do to Help Students Practice & Deepen Understanding

Module 7: Examining Similarities & Differences and Identifying Errors in Thinking (p. 85-100)

Included in this design question are activities to help students practice and deepen their knowledge.  What are your thoughts on the following topics and how have you or could you use them in your classroom/instructional setting?

• Comparing
• Classifying
• Creating similes and metaphors
• Creating analogies
• Identifying errors in thinking