Desired Effect: Students process and understand new content. Element Focus Statement *TEACHER Desired Effect *STUDENTS 6 Identifying Critical Information Teacher identifies a lesson or part of a Students know what content is important *Teacher directed lesson as involving important information and what is not important. to students should pay particular attention 7 Organizing Students to Interact with New Teacher organizes students into small Students interact in groups to process Knowledge groups to facilitate the processing of new and understand new knowledge. information 8 Previewing New Content Teacher engages students in activities that Students make a link from what they know help them link what they already know to to what is about to be learned: activating the new content about to be addressed prior knowledge and facilitates these linkages Chunking Content into Digestible Bites Based on student needs, teacher breaks Students process and learn information in 9 the content into small chunks (e.g. appropriate chunks. digestible bites) of information that can be easily processed by the students 10 Processing New Information During breaks in the presentation, teacher Students are cognitively engaged with *Student centered engages students in actively processing new content during interactions with new information other students. 11 Elaborating on New Information Teacher asks questions or engages in Students draw conclusions that were not explicitly taught within the *Student centered activities that require elaborative that go beyond what was inferences explicitly taught 12 Recording and Representing Knowledge Teacher engages students in activities that Students accurately record and represent help them record understanding of their understanding of critical content in new content in linguistic ways and/or linguistic and/or nonlinguistic ways. represent the content in non-linguistic ways *Record their own thoughts not copy notes from teacher 13 Reflecting on Learning Teacher engages students in activities that Students examine their level of on their learning and the understanding and identify areas where help them reflect learning process they are clear and confused.
Desired Effect: Students process and understand new content. Element Focus Statement *TEACHER Desired Effect *STUDENTS 6 Identifying Critical Information *Teacher directed Teacher identifies a lesson or part of a lesson as involving important information to students should pay particular attention Students know what content is important and what is not important. 7 Organizing Students to Interact with New Knowledge Teacher organizes students into small groups to facilitate the processing of new information Students interact in groups to process and understand new knowledge. 8 Previewing New Content Teacher engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages Students make a link from what they know to what is about to be learned: activating prior knowledge 9 Chunking Content into Digestible Bites Based on student needs, teacher breaks the content into small chunks (e.g. digestible bites) of information that can be easily processed by the students Students process and learn information in appropriate chunks. 10 Processing New Information *Student centered During breaks in the presentation, teacher engages students in actively processing new information Students are cognitively engaged with new content during interactions with other students. 11 Elaborating on New Information *Student centered Teacher asks questions or engages in activities that require elaborative inferences that go beyond what was explicitly taught Students draw conclusions that were not explicitly taught within the 12 Recording and Representing Knowledge Teacher engages students in activities that help them record understanding of new content in linguistic ways and/or represent the content in non-linguistic ways *Record their own thoughts not copy notes from teacher Students accurately record and represent their understanding of critical content in linguistic and/or nonlinguistic ways. 13 Reflecting on Learning Teacher engages students in activities that help them reflect on their learning and the learning process Students examine their level of understanding and identify areas where they are clear and confused.