please sit three to a table and complete the first two columns in your kwl
DESCRIPTION
We accept learning as the fundamental purpose of our school and therefore are willing to examine all practices in light of the impact on learning. Please sit three to a table and complete the first two columns in your KWL. . - DuFour , DuFour , Eaker , Many. - PowerPoint PPT PresentationTRANSCRIPT
We accept learning as the fundamental purpose of our
school and therefore are willing to examine all practices in light
of the impact on learning.
.Please sit three to a table and complete the first two columns
in your KWL.
- DuFour, DuFour, Eaker, Many
We are committed to working together to achieve our collective
purpose. We cultivate a collaborative culture through
development of high-performing teams.
.
- DuFour, DuFour, Eaker, Many
Please sit three to a table and complete the first two columns
in your KWL.
We assess our effectiveness on the basis of results rather than
intentions. Individuals, teams, and schools seek relevant data and
information, and use that information to promote continuous
improvement.- DuFour, DuFour, Eaker, Many
Please sit three to a table and complete the first two columns
in your KWL.
GROUP NORMSAre Respectful of Other’s Opinions and Listen with an Open
Mind; Limit the Use of Electronics for Breaks
Collaborate in Group Work
Take Responsibility for Engaging in Learning and Continuous Growth
It’s Okay to have Fun! Suffering is Optional.
TODAY’S LEARNING GOAL
Participants will be able to develop a scale for tracking student progress towards achieving a learning goal.
TELL US WHAT YOU KNOW AND KWL…
http://www.havefunteaching.com/worksheets/graphic-organizers/kwl-kwhl/kwl-graphic-organizer-landscape.pdf
SELF-ASSESSMENT
0 I know nothing about this learning goal.
1 I really don’t understand what is included in a scale, I might be able write a goal and start a scale with some help.
2 I understand the parts of a scale and can communicate a learning goal but don’t think I can construct a scale by myself.
3 I can construct and use a scale to track student progress toward achieving the learning goal.
4 In addition to constructing and using a scale, I can design formative assessments to evaluate student performance at each of the scale scores.
Participants will be able to develop and use a scale to track student progress toward achieving the learning goal.
TRACKING MY PROGRESSParticipants will be able to develop and use a scale to track student progress toward achieving the learning goal.
MarzanoResearch.com
Four Critical Questions that Define the Work of a PLC
?1 2
3 4
What is it we expect
our students to learn?
How will we know when
students have
learned?
How will we
respond when
students have NOT learned?
How will we respond
when students
have learned?
- DuFour, DuFour, Eaker, Many
CLASS BUILDING
DANCE PARTNERS
DANCE CARD
What Marzano’s research says - High Probability Strategies
- Marzano Research Laboratory
LEARNING CONTINUUM SCALE
A Scale is an attempt to create a continuum that articulates distinct levels of knowledge and skill relative to a specific topic.
It can be thought of as an applied version of a learning progression.
A well written scale should make it easy for teachers to design and score assessment tasks that can be used to generate both formative and summative scores.
- Dr. Robert Marzano
Courtesy: Hamilton Elementary
1st Grade Team
Source: MarzanoResearch.com
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0 SEMINOLE COUNTY PUBLIC SCHOOLS
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.
4.0
3.5
3.0
Participant will construct a scale to track student progress toward achieving a learning goal.Scales should: be related to the learning goal articulate the levels of performance using the taxonomy be written in student language provide consistent feedback to students encourage students to improve.No major errors or omissions regarding the score 3.0 content
2.5
2.0
1.5
1.0
0.5
0.0 SEMINOLE COUNTY PUBLIC SCHOOLS
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.
4.0
3.5
3.0
Participant will construct a scale to track student progress toward achieving a learning goal.Scales should: be related to the learning goal articulate the levels of performance using the taxonomy be written in student language provide consistent feedback to students encourage students to improve.No major errors or omissions regarding the score 3.0 content
2.5
2.0
Participant recognizes and describes specific terminology such as: Learning Continuum Target Learning Goal Simpler Content More Complex Content
No major errors or omissions regarding the score 2.0 content
1.5
1.0
0.5
0.0 SEMINOLE COUNTY PUBLIC SCHOOLS
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.
4.0
3.5
3.0
Participant will construct a scale to track student progress toward achieving a learning goal.Scales should: be related to the learning goal articulate the levels of performance using the taxonomy be written in student language provide consistent feedback to students encourage students to improve.No major errors or omissions regarding the score 3.0 content
2.5
2.0
Participant recognizes and describes specific terminology such as: Learning Continuum Target Learning Goal Simpler Content More Complex ContentParticipant is able to communicate a clear learning goal. Goal is a statement of what a student will know or be able to do. Goal is not written as an activity or assignment. Goal supports the standards/benchmark for the course.No major errors or omissions regarding the score 2.0 content
1.5
1.0
0.5
0.0 SEMINOLE COUNTY PUBLIC SCHOOLS
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.
4.0Participant will design unobtrusive and obtrusive assessments to evaluate 2.0, 3.0, & 4.0 student performances.No major errors or omissions regarding the score 4.0 content
3.5
3.0
Participant will construct a scale to track student progress toward achieving a learning goal.Scales should: be related to the learning goal articulate the levels of performance using the taxonomy be written in student language provide consistent feedback to students encourage students to improve.No major errors or omissions regarding the score 3.0 content
2.5
2.0
Participant recognizes and describes specific terminology such as: Learning Continuum Target Learning Goal Simpler Content More Complex ContentParticipant is able to communicate a clear learning goal. Goal is a statement of what a student will know or be able to do. Goal is not written as an activity or assignment. Goal supports the standards/benchmark for the course.No major errors or omissions regarding the score 2.0 content
1.5
1.0
0.5
0.0 SEMINOLE COUNTY PUBLIC SCHOOLS
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.
4.0
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated SEMINOLE COUNTY PUBLIC SCHOOLS
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.
4.0Participant will design unobtrusive and obtrusive assessments to evaluate 2.0, 3.0, & 4.0 student performances.No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
Participant will construct a scale to track student progress toward achieving a learning goal.Scales should: be related to the learning goal articulate the levels of performance using the taxonomy be written in student language provide consistent feedback to students encourage students to improve.No major errors or omissions regarding the score 3.0 content
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
Participant recognizes and describes specific terminology such as: Learning Continuum Target Learning Goal Simpler Content More Complex ContentParticipant is able to communicate a clear learning goal. Goal is a statement of what a student will know or be able to do. Goal is not written as an activity or assignment. Goal supports the standards/benchmark for the course.No major errors or omissions regarding the score 2.0 content
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated SEMINOLE COUNTY PUBLIC SCHOOLS
Four Critical Questions that Define the Work of a PLC
?1 2
3 4
How will we know when
students have
learned?
How will we
respond when
students have NOT learned?
How will we respond
when students
have learned?
What is it we expect
our students to learn?
- DuFour, DuFour, Eaker, Many
LEARNING GOALS CHART
A learning goal identifies what students will learn or be able to do as a result of instruction, separate from what they do to demonstrate the learning.Learning activities and
assignments help students reach learning goals.
MAKE A DISTINCTION BETWEEN LEARNING GOALS AND LEARNING ACTIVITIES OR ASSIGNMENTS
LEARNING GOALS, ACTIVITIES & ASSIGNMENTS: EXAMPLE
Subject Learning Goal Activity Assignment
Physics Students will be able to analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.
Students will watch a video that demonstrates the relationship between velocity, distance, acceleration, and time.Students will design, construct, and launch a water bottle rocket with small groups to assess understanding.
Read pp 647-682 and complete a graphic organizer and the chapter review questions.
TRACKING MY PROGRESSParticipants will be able to develop and use a scale to track student progress toward achieving the learning goal.
MarzanoResearch.com
Four Critical Questions that Define the Work of a PLC
?1 2
3 4How will
we respond
when students have NOT learned?
How will we respond
when students
have learned?
What is it we expect
our students to learn?
How will we know when
students have
learned?
- DuFour, DuFour, Eaker, Many
SCALES AND THE USE OF FEEDBACK
If• goals
provide clear targets for learning
Then• feedback
facilitates the process of reaching those targets.
Why is this not an example of a scale or rubric?
Water Bottle Rocket Lab
Possible Points Score
Creativity 15Listening/Following Directions Outside
10
Followed Criteria 10Team Effort 10Launched 15Time-of-Flight is a minimum of 3 Seconds
20
Calculations 20
SCALE NON-EXAMPLE
Learning Goal:Students will be able to analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.
DEVELOPING SCALES In depth understanding of the Learning Goal
Declarative/Procedural Knowledge Requires Strategic and Extended Thinking
Articulation of a logical continuum of thinking Foundational Knowledge to Critical Thinking Taxonomies: Webb’s, Bloom’s, Marzano’s
Opportunity for students to extend thinking Score 4.0 on the scale
MARZANO’S GENERIC SCALEOrganize Learning Goals into a Scale
• Advanced = 4.0 More Complex Content• Proficient = 3.0 Target Learning Goal
(Complex Content)• Progressing = 2.0 Simpler Content
Development of a Scale for Student Learning: ExampleStudent Learning Goal:
Scale Comments
Score 4.0
Score 3.0
Score 2.0
Score 1.0 With help, partial success
Score 0.0 Even with help, no success
Students will be able to analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.
The student will:- define velocity, acceleration, gravity, change in velocity- understand the effect of force on an object in motion
The student will be able to predict the effect of design changes on position, velocity, and acceleration of an object in motion.
EXERCISE 3.1 Simpler and More Complex Content for Learning Goals
DANCE PARTNERS
http://www.marzanoresearch.com/reproducibles/designing_teaching.aspx#reproducibles
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0The student will:
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:
The student will:
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated
USING THE TAXONOMY
Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.
4.0Participant will design unobtrusive and obtrusive assessments to evaluate 2.0, 3.0, & 4.0 student performances.No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
Participant will construct and use a scale to track student progress toward achieving the learning goal.Scales should: be related to the learning goal articulate the levels of performance using the taxonomy be written in student language provide consistent feedback to students encourage students to improve.No major errors or omissions regarding the score 3.0 content
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
Participant recognizes and describes specific terminology such as: Learning Continuum Target Learning Goal Simpler Content More Complex ContentParticipant is able to communicate a clear learning goal. Goal is a statement of what a student will know or be able to do. Goal is not written as an activity or assignment. Goal supports the standards/benchmark for the course.No major errors or omissions regarding the score 2.0 content
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated SEMINOLE COUNTY PUBLIC SCHOOLS
TRACKING MY PROGRESSParticipants will be able to develop and use a scale to track student progress toward achieving the learning goal.
MarzanoResearch.com
SCALE DEVELOPMENT FOR STUDENT LEARNING
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:
• •
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will:•
o o o
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:• • • •
The student will:
• • •
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:
• •
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will:• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.o o o
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:• • • •
The student will:
• • •
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:
• •
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will:• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.o calculate change in velocity, acceleration, position as a function of timeo attend to meaning of quantities (not just how to compute)o attend to precision
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:• • • •
The student will:
• • •
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:
• •
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will:• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.o calculate change in velocity, acceleration, position as a function of timeo attend to meaning of quantities (not just how to compute)o attend to precision
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:• velocity• acceleration• position• frame of reference
The student will:
• • •
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:
• •
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will:• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.o calculate change in velocity, acceleration, position as a function of timeo attend to meaning of quantities (not just how to compute)o attend to precision
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:• velocity• acceleration• position• frame of reference
The student will:
• describe an object’s motion• understand the effect of force on an object in motion• calculate speed
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:
• evaluate design changes and predict the effect of these changes on position, velocity, and acceleration of an object in motion.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will:• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.o calculate change in velocity, acceleration, position as a function of timeo attend to meaning of quantities (not just how to compute)o attend to precision
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:• velocity• acceleration• position• frame of reference
The student will:
• describe an object’s motion• understand the effect of force on an object in motion• calculate speed
No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated
“Two strategies seem especially promising for schools. One is to expand the quality and variety of formative assessments; a second is to promote and organize collective inquiry into and discussion of student progress and achievement based on a range of assessments.”
—Judith Warren Little, (2006) p. 9.Why Common Formative Assessments?
Tracking Student Progress
WWW.MARZANORESEARCH.COM
DEVELOP A SCALE FOR YOUR LEARNING GOAL
Scale CommentsScore 4.0 Inferential Understanding (Beyond Standards)
More Complex Content
Score 3.0 Essential Complex Content (Based on the Standards)
Target Learning Goal
Score 2.0 Essential Foundational Knowledge
Simpler Content
Start with Score 3.0 and write your Target Learning Goal
Continue to develop Score 2.0 and Score 4.0 Include specific indicators that would
demonstrate acceptable performance for that score.
SHARE YOUR RESULTS Combine two PLCs Share your scale Each member of the host PLC will
ask questions and provide constructive feedback.
Revise your scale, if necessary.
TRACKING MY PROGRESSParticipants will be able to develop and use a scale to track student progress toward achieving the learning goal.
MarzanoResearch.com
LAST DANCE
Teachers work
together in
collaborative teams
Clarify what
students must
learn.
Gather evidence of
student learning.
Analyze that evidence & determine
how to respond.
Identify the most
powerful teaching
strategies.
“Reflective teaching must be based on evidence of student learning, and reflection is most powerful when it is collaborative.” (John Hattie, 2009)
The Most Powerful Strategy for Improving Student Learning:
“Two strategies seem especially promising for schools. One is to expand the quality and variety of formative assessments; a second is to promote and organize collective inquiry into and discussion of student progress and achievement based on a range of assessments.”
—Judith Warren Little, (2006) p. 9.Why Common Formative Assessments?
Tracking Student Progress