Please sit three to a table and complete the first two columns in your KWL.

1. 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

2. We are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through development of high-performing teams. Please sit three to a table and complete the first two columns in your KWL. . - DuFour, DuFour, Eaker, Many

3. 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. Please sit three to a table and complete the first two columns in your KWL. - DuFour, DuFour, Eaker, Many

4. Are 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. Group Norms

5. Participants will be able to develop a scale for tracking student progress towards achieving a learning goal. Today’s Learning Goal

6. Tell us what you know and KWL… http://www.havefunteaching.com/worksheets/graphic-organizers/kwl-kwhl/kwl-graphic-organizer-landscape.pdf

7. 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. Self-assessment Participants will be able to develop and use a scale to track student progress toward achieving the learning goal.

8. Tracking my progress Participants will be able to develop and use a scale to track student progress toward achieving the learning goal. MarzanoResearch.com

9. Four Critical Questions that Define the Work of a PLC 1 What is it we expect our students to learn? 2 How will we know when students have learned? ? 4 How will we respond when students have learned? 3 How will we respond when students have NOT learned? - DuFour, DuFour, Eaker, Many

10. DANCE PARTNERS Class Building

11. Dance Card

12. What Marzano’s research says - High Probability Strategies - Marzano Research Laboratory

13. 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. Learning Continuum Scale - Dr. Robert Marzano

14. Courtesy: Hamilton Elementary 1st Grade Team

17. Source: MarzanoResearch.com

25. Four Critical Questions that Define the Work of a PLC 1 What is it we expect our students to learn? 2 How will we know when students have learned? ? 4 How will we respond when students have learned? 3 How will we respond when students have NOT learned? - DuFour, DuFour, Eaker, Many

26. Learning Goals Chart

27. Make a Distinction Between Learning Goals and Learning Activities or Assignments • 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.

28. Learning Goals, Activities & Assignments: Example

29. Tracking my progress Participants will be able to develop and use a scale to track student progress toward achieving the learning goal. MarzanoResearch.com

30. Four Critical Questions that Define the Work of a PLC 1 What is it we expect our students to learn? 2 How will we know when students have learned? ? 4 How will we respond when students have learned? 3 How will we respond when students have NOT learned? - DuFour, DuFour, Eaker, Many

31. Scales and the Use of Feedback

33. Scale Non-Example • Why is this not an example of a scale or rubric? 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.

35. 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 Developing Scales

36. Marzano’s Generic Scale • Organize Learning Goals into a Scale • Advanced = 4.0 More Complex Content • Proficient = 3.0 Target Learning Goal (Complex Content) • Progressing = 2.0 Simpler Content

37. Development of a Scale for Student Learning: Example Student 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. The student will be able to predict the effect of design changes on position, velocity, and acceleration of an object in motion. The student will: - definevelocity, acceleration, gravity, change in velocity - understand the effect of force on an object in motion

38. Simpler and More Complex Content for Learning Goals Exercise 3.1 http://www.marzanoresearch.com/reproducibles/designing_teaching.aspx#reproducibles DANCE PARTNERS

40. Using the taxonomy

42. Tracking my progress Participants will be able to develop and use a scale to track student progress toward achieving the learning goal. MarzanoResearch.com

43. Scale Development for Student Learning