Using scales to evaluate learning targets

1. Using scales to evaluate learning targets Kylie Penner

2. What marzano says… LEARNING GOALS • Create learning goals that are clear and visible for the students to see. • What will students know or be able to do? • Bad examples: • Complete the exercises in the back of Chapter 3. • Create a metaphor representing the food pyramid. • Good examples: • What are the defining characteristics of fables, fairy tales, and tall tales? • Be able to determine subject/verb agreement in simple, compound, and complete sentences.

3. What marzano says… SCALES • Write a rubric or scale for each learning goal. • Example of a Simplified Scale

4. My scale…

5. My scale (in english!)… • How do I understand the information so far? • 4.0 – I understand! • 3.0 – I understand. • 2.0 – I understand… • 1.0 – I understand? • 0.0 – I do not understand! • My goal was to create a scale that did not overwhelm them.

6. What works for me…. • Created an general evaluation scale specifically for my needs (Spanish 1) • Utilized two or three days before a quiz or test • Students rate themselves from 0-4 on how well they feel they understand the material as a whole • Each student writes down a topic on a sticky note that they feel they need to work on more before the assessment (vocab, verbs, prepositions, etc…) • Place their sticky note on that sign on the wall • Topics and ratings are evaluated and are used to help create/plan activities that address troublesome spots

7. Results (completed before ch. test) • Ratings • Troublesome Topics

8. My suggestions… • Create a scale that works for you! • My general scale helps me prepare them for assessments (not necessarily specified for every learning goal we do in class). • In my case… • They can choose for their sticky note to have their name on it or be anonymous. • I tell them to be honest! What they write down as troublesome topics is what I will try to focus on when we review in order to help them understand it better. • Rating themselves at a 1 or a 2 does not mean they are awful at Spanish. It just means they need help focusing on areas that are hard for them.

9. Student Engagement Dan Beranek

10. What do I typically do to notice when students are not engaged? • The teacher scans the room making note of when students are not engaged and takes overt action.

11. Teacher Evidence • Teacher notices when specific students or groups of students are not engaged. • Teacher notices when the energy level in the room is low. • Teacher takes action to re-engage students

12. Student Evidence • Students appear aware of the fact that the teacher is taking note of their level of engagement. • Students try to increase their level of engagement when prompted. • When asked, students explain that the teacher expects high levels of engagement.

13. How am I doing? • Not Using (0) – I should use the strategy, but I don’t. • Beginning (1) – I use the strategy incorrectly or with parts missing. • Developing (2) – I scan the room, making not of when students are not engage and take action, but do so in somewhat of a mechanistic way. • Applying (3) – I scan the room, making note of when students are not engaged and take action. I monitor the extent to which students re-engage. • Innovating (4) – I adapt and create new strategies for unique student needs and situations.

14. Ways to stimulate engagement: • High energy • Missing information • The self-system • Mild pressure • Mild controversy and competition

15. Action Steps • Use games for academic content • Inconsequential competition • Manage questions and response rates • Use physical movement • Appropriate pacing • Demonstrate intensity and enthusiasm • Engage students in friendly controversy • Provide students a chance to talk about themselves • Provide unusual information