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For DI and P&D

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Academic Reading

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When the strategies in this element produce the desired effects, teachers will observe the following behaviours in students:
Students produce summaries that include critical information.
Students produce non-linguistic representations that include critical information.
Students can explain their linguistic and non-linguistic representations.
Students remember the critical content from previous lessons.

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All the strategies in the table above focus on helping students process the content in such a way as to increase their comprehension and retention.
Some of the strategies require students to think about content in unusual ways, whereas others use very specific procedures. Some strategies are more collaborative in nature.
When the strategies in this element produce the desired effects, teachers will observe the following behaviours in students:

Students appear to be actively interacting with the content.
Student volunteer predictions.
Students can explain what they have just learned.
Student voluntarily ask clarification questions.

Element 8:

The final element of direct instruction lessons involved providing students with opportunities to record and represent the content that has been the focus of the lesson. The end goal of such activities is that students create an internal representation of the content, and make it personally meaningful.
There are two ways to present information; linguistically, and non-linguistically.
Linguistic representation involves using language, for example; writing summaries, creating a word web.
Non-linguistic representation involves using graphic organisers and making pictorial models.

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Strategies listed for chunking are best employed sequentially. The first strategy in this element using preassessment data to plan for chunks - deals with determining students' readiness for new content, and is a type of formative assessment.
This is important, because the more the students already know about the content, the bigger the chunks can be; the less they know, the smaller the chunks. A preassessment can be formal or informal.
The second strategy deals with the execution of the chunking process. While doing so, the teacher continually monitors the extent to which students understand content. If the students are confused, the teacher delves back into the content before presenting a new chunk of content.
The last strategy deals with providing a structured time for students to interact about the content the teacher previously presented. This processing time is structured so that students are organised in groups and group members have specific responsibilities.

When strategies in this element produce the desired effects, teachers will observe the following behaviours in students:
Students actively engage in processing content between chunks.
Students can explain why the teachers stops at specific points during a presentation of new content.
Students appear to understand the content in each chunk.

Element 7: Processing Content

During pauses between chunks in the new content the teacher is presenting, students should be engaged in activities that help them analyse and process new information in ways that facilitate their understanding. Such processes must be well-thought-out and structured. If students simply share their thoughts about the chunk of content they just experienced, they might not interact in a way that is rigorous enough to augment their learning.

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Direct instruction involves elements 6, 7 and 8 of the New Art and Science of Teaching (Marzano, 2017).
Regarding Direct Instruction, the desired mental states and processes in students are; when content is new, students understand which parts are important and which parts fit together.

The following elements are important to effective direct instruction.

Element 6: Chunking Content
When information is new to students, they best process it in small understandable increments. This is because learners can only hold small amounts of information in their working memories.
For Example:
A teacher presenting students with new information about the topic of global warming might do so using a few pages from a text book. To present the content in digestible bites -- chunks -- for students, the teacher first reads through the pages in the book, looking for natural breaks in the content. The teacher might decide that they he/she will have students stop after the first three paragraphs and provide time for them to reflect on the content. The next stop would be at the bottom of the page, and so on.
Regardless of the form or venue, the practice is the same -- the teacher halts input regarding new content at strategic points so students have time to think about what they just experienced.