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This element includes questioning and collaboration strategies to help low-expectancy students achieve a level of appropriate rigor that is proportional to high-expectancy students (Magana & Marzano, 2014).

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Use inquiry and wait time to give students the chance to revise their answers (Magana & Marzano, 2014).

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Use polling software (that does not stress the amount of time to answer) to give students more time to revise their answers in class. Outside of class, if you have students submit homework electronically through Google Docs or Actively Learn, make comments on their work. Students can then revise their work with private guided questions.

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This strategy gives students time to think about a question given by the teacher. Then, students pair with another to collaborate and share their answers. After the discussion, when a student is called on to provide an answer, they can give a revised answer that is better supported and reflected upon. This strategy gives students "a chance to rehearse and reflect on their answers before sharing them with the whole class" (Magana & Marzano, 2014, p. 143).

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Provide an online platform that allows students creativity in their collaboration. Video recording and screen casting software can help students express their answers and then can be saved for future use. Educreations is a great tool to use, because students can insert clip art, ink, and other media to enhance their video. Flipgrid is another great video recording tool that allows students to record and share answers. This allows for deep and concise thinking to covey their answers.

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Magana, S., & Marzano, R. J. (2014). Enhancing the Art & Science of Teaching With Technology (Classroom Strategies). Bloomington, IN: Marzano Research