Clear Learning Goals and Scales in Mathematics

1. Providing Clear Learning Goals and Scales (Rubrics) Mathematics

2. Our Goals • Use Common Core State Standards for Mathematics to develop “Clear Learning Goals;” • Develop Scales for these Learning Goals; • Contribute our Scales to a “Bank” for teachers in our region to access.

3. Where are you now?

4. Performance Evaluations • At least three observations per year; one unscheduled. • Each observation should be long enough to gather the necessary information, but does not need to be a full class period. Michigan Council for Educator Effectiveness recommends:

5. Performance Evaluations • 4 Different Evaluation Models: • Marzano is one of them • TBAISD is supporting the Marzano model • Districts with their own evaluation system may apply for a waiver from the state Michigan Council for Educator Effectiveness recommends:

6. Marzano Teacher Evaluation Model Examines sixty (60) elements designed to inform the instructional practices of teachers across four domains. • Domain 1: Classroom Strategies and Behaviors (41) • Domain 2: Planning and Preparing (8) • Domain 3: Reflecting on Teaching (5) • Domain 4: Collegiality and Professionalism (6)

7. Marzano Teacher Evaluation Model

8. Marzano Teacher Evaluation Model

9. Marzano Teacher Evaluation Model: Domain 1 Contains three Lesson Segments: • Involving Routine Events • 2 Design Questions • 5 Elements • Addressing Content • 3 Design Questions • 18 Elements • Enacted on the Spot • 4 Design Questions • 18 Elements

10. Marzano Teacher Evaluation Model: Domain 1 Focus LS1: Involving Routine Events • DQ1: Communicating Learning Goals and Feedback • Element 1: Providing Clear Learning Goals and Scales • Element 2: Tracking Student Progress

11. Marzano Teacher Evaluation Model: Domain Focus LS2: Addressing Content • DQ2: Helping Students Interact with New Knowledge • Element 6: Identifying Critical Information

12. Marzano Teacher Evaluation Model: Domain 1 Focus LS3: Enacted on the Spot • DQ5: Engaging Students • Element 24: Noticing When Students are Not Engaged

13. DQ1 Element 1 Clear Learning Goals A learning goal is a statement of what students will know or be able to do. It should articulate specific areas of knowledge and is used to organize the day-to-day execution of classroom activities.

14. DQ1 Element 1 Clear Learning Goals Good teaching begins with clear learning goals from which teachers select appropriate instructional activities and assessments that help determine students’ progress -Krajcik, McNeill, Reiser (2007)

15. DQ1 Element 1 Clear Learning Goals Goal specificity and goal difficulty are two important characteristics of learning goals. • Specificity – refers to the degree to which goals are defined in terms of clear and distinct outcomes • Difficulty– refers to the degree to which goals provide a challenge to students

16. DQ1 Element 1 Clear Learning Goals Specificity • Specific goals provide a clear direction for behavior and a clear indication of desired performance, and as such they serve as motivators. • More specific goals lead to higher achievement vs. general goals • 29 percentile point gain when enacted - Locke and Latham(2002)

17. DQ1 Element 1 Clear Learning Goals Difficulty • Students are most motivated by goals they perceive as difficult but not too difficult. • 29 percentile point gain when difficult vs. easy goals are implemented -Tubbs (1986) • Feedback as an instructional strategy is more effective when learning goals are at the right level of difficulty – challenging, but not too difficult. - Kluger and DeNisi (1996)

18. DQ1 Element 1 Clear Learning Goals Vary in purpose and function • Mastery Goals – emphasize mastery of content and focuses on developing competence • Example: Students will be able to compare ordinal numbers through the fifth position (1st, 2nd, … 5th) • Performance Goals– specify attainment of a specific score and focuses on demonstrating competence • Example: All students will be proficient or higher in mathematics by the end of the school year

19. Clear Learning Goals DQ1 Element 1 Mastery vs.Performance • Mastery Goals are associated with higher order learning and better retention than performance goals, especially for more challenging content. • 20 percentile point gain for mastery vs. performance goals for grade school students completing a complex task - Utman (1997)

20. DQ1 Element 1 Clear Learning Goals Mastery Goals Teachers who used mastery goals in their classrooms promoted more meaningful learning, provided more developmentally appropriate instruction, and supported student autonomy more than did teachers with performance-oriented classrooms. - Meece (1991)

21. DQ1 Element 1 Clear Learning Goals Learning targets convey to students the destination for the lesson – what to learn, how deeply to learn it, and exactly how to demonstrate their new learning. Without a precise description of where they are headed, too many students are ‘flying blind.’ – Moss, Brookhart, Long (2011) Any energy you invest in becoming clear about your targets will pay dividends. – Stiggins (1994)

22. DQ1 Element 1 Developing Specific Goals Begins with making a distinction between learning goals and the classroom activities and the assignments that will support those goals. • Example 1: Students will solve 10 equations. • Activity • Example 2: Students will be able to solve equations with one variable. • Learning Goal

23. DQ1 Element 1 Developing Specific Goals Marzano suggests two formats of learning goals: • one for declarative knowledge (what students will know or understand) • one for procedural knowledge (what students will be able to do).

24. DQ1 Element 1 Developing Specific Goals Declarative vs.Procedural Example 1: The student will understand the value of the places to the right of a decimal point. • Ex 1: Declarative Example 2: The student will be able to convert a decimal to a fraction. • Ex 2: Procedural

25. DQ1 Element 1 Developing Specific Goals Declarative vs.Procedural The verb understand is entirely appropriate when designing declarative goals, as well as other verbs such as know. • Students will understand _____ • Students will know ______

26. DQ1 Element 1 Developing Specific Goals Declarative vs.Procedural The phrase “will be able to” is used when designing procedural goals • Students will be able to ________

27. DQ1 Element 1 Developing Specific Goals Declarative withProcedural Students will understand ________ andbe able to ________. • Example: Studentswill understand the value of the places to the right of a decimal point and will be able to convert a decimal to fraction.

28. DQ1 Element 1 Developing Specific Goals In Summary, learning goals should be written to represent: • mastery of content and have a focus on developing competence, not on the activity • declarativeand/or procedural knowledge.

29. DQ1 Element 1 Developing Specific Goals Activity – Part 1A: • Find the orange sheet in your packet – Titled “Exercise 2.1” • Take about 10 minutes to identify the statements as a learning goal or activity/assignment. • Be ready to share…

30. DQ1 Element 1 Developing Specific Goals Activity – Part 1B: • Find a person that teaches a different grade level than you. • Take about 5 minutes to share your answers and see if you can come to consensus.

31. DQ1 Element 1 Developing Specific Goals Activity – Part 1C: • Check your answers: 1.Learning Goal 2. Activity 3. Learning Goal 4. Activity 5. Learning Goal 6. Learning Goal 7. Learning Goal 8. Learning Goal 9. Learning Goal 10. Activity

32. DQ1 Element 1 Developing Specific Goals Activity – Part 2A: • Turn over the orange sheet to the side Titled “Exercise 2.2” • Take about 10 minutes to identify the statements as declarative,procedural, or either. • Be ready to share…

33. DQ1 Element 1 Developing Specific Goals Activity – Part 2B: • With your same partner, take about 5 minutes to share your answers and see if you can come to consensus.

34. DQ1 Element 1 Developing Specific Goals Activity – Part 2C: • Check your answers: 1. Procedural 2. Declarative 3. Either 4. Either 5. Declarative 6. Either 7. Procedural 8. Declarative 9. Either 10. Either

35. DQ1 Element 1 Developing Effective Goals An effective learning goal provides students (and the teacher) with a clear understanding of the target knowledge. • Target knowledge can be defined as the information and/or skill, strategy, or process that demonstrates attainment of the learning goal

36. DQ1 Element 1 Developing Effective Goals A teacher must rely on his or her knowledge of the expectations for students at specific grade levels in specific content areas to translate general statements into specific learning goals. - Marzano (2009)

37. DQ1 Element 1 Developing Effective Goals Without effective goals, feedback is impossible. Without feedback, goals are rendered quite sterile. - Marzano (2009)

38. Clear Learning Goals

39. DQ1 Element 1 Developing Effective Goals How can a teacher write a goal for all students that satisfies the criterion “challenging but attainable”? Answer:Construct goals at multiple levels of difficulty. Differentiation begins with designing learning goals at different levels of difficulty. - Marzano (2009)

40. DQ1 Element 1 Developing Scales Generic Model

41. DQ1 Element 1 Developing Scales To effectively use the scale, it is necessary to write goals at different levels of complexity. A taxonomy or hierarchy should be used, such as: • Bloom’s • Marzano’s New Taxonomy • Webb’s Depth of Knowledge (DOK)

42. Marzano’s New Taxonomy

43. Webb’s Depth of Knowledge (DOK) • Level 1: Recall • Level 2: Skills and Concepts • Level 3: Strategic Thinking • Level 4: Extended Thinking

44. DQ1 Element 1 Developing Scales The process of creating multiple goals gleaned from state standards in a scale begins by: • identifying a target goal for a unit of instruction (start with the standards). • determining the level of complexity of the target learning goal.

45. DQ1 Element 1 Developing Scales Choose a grade level standard: 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Identify the cognitive level: 1 (possibly 2?)

46. DQ1 Element 1 Developing Scales Rewrite the standard: • Student friendly language, using “I can” statements • Considering declarative and procedural knowledge • Difficult, but attainable

47. DQ1 Element 1 Developing Scales 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. • I can draw and label an example of a point, line, line segment, ray, right angle, acute angle, obtuse angle, perpendicular lines, and parallel lines. • I can look for and identify points, lines, line segments, rays, right angles, acute angles, obtuse angles, perpendicular lines and parallel lines in 2-dimensional figures.

48. DQ1 Element 1 Developing Scales Write the learning goal in the Score 3.0 level.

49. DQ1 Element 1 Developing Scales Now construct a goal at a lower cognitive level (2.0 Score): • Consider the verbs in the DOK chart • Break down the procedural (if possible) • Break down the declarative (if possible) • Use the goal written in Score 3.0 as the starting point

50. DQ1 Element 1 Developing Scales I can draw and label an example of a point, line, line segment, ray, right angle, acute angle, obtuse angle, perpendicular lines, and parallel lines. I can draw an example of a point, line, line segment and ray.