Learning Goals & Scales

1. Learning Goals & Scales EAGLE POINT ELEMENTARY SEPTEMBER 16, 2015 SCHOOL PRESENTATION

2. 3 Pivotal Questions Where is the learner going? Where is the learner right now? How will the learner get there? (Thompson &Wiliam, 2007)

3. Why Share Learning Goals Research suggests that pupils who understand what they are being asked to learn and how they will recognize success are more likely to make learning gains than those who dont. This is particularly true for less able pupils.

4. Marzano Causal Model: Four Domains of Professional Practice Domain 1: Classroom Strategies & Behaviors Domain 2: Planning & Preparation Domain 3:Reflecting on Teaching Domain 4: Professionalism & Collegiality

5. The Marzano Art and Science of Teaching Framework: Domain 1

6. What will I do to establish and communicate learning goals, track student progress & celebrate success? District-wide Goal: Design Question 1 • #1: Provide clear learning goals and scales (rubrics) • #2: Tracking student progress • #3: Celebrating success How are these elements part of your current practice as a classroom teacher/specialist?

7. Digging into Design Question 1 Element #2: Tracking student progress The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment. What are three ways you track student progress in your classroom?

8. Navigating the Protocol

15. 1. Providing Clear Learning Goals & Scales The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of performance relative to the learning goal. • Teacher Evidence •  Teacher has a learning goal posted so that all students can see it •  The learning goal is a clear statement of knowledge or information as opposed to an activity or assignment •  Teacher makes reference to the learning goal throughout the lesson •  Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it • Teacher makes reference to the scale or rubric throughout the lesson • Student Evidence •  When asked, students can explain the learning goal for the lesson •  When asked, students can explain how their current activities relate to the learning goal •  When asked, students can explain the meaning of the levels of performance articulated in the scale or rubric

16. Academic Scale vs. Check for Understanding Can you tell the difference? Academic Scales • Specific to Learning Goal • Identifies levels of progressive complexity towards mastery of the learning goal. • Score 2.0 – Simple Content • Score 3.0 – Complex Content of Learning Goal • Score 4.0 – More Complex Content Check for Understanding Scales • Non Specific • Communicates student self-assessment of • daily objective • current activity • instructions Instructional Excellence & Equity

17. 2 Check for Understanding Academic Scale Instructional Excellence & Equity

18. Students keep track of progress directly on the scale using evidence identified from three assessments. In addition current status is tracked as a class on the board. Elementary Tracking Examples from Classrooms 3rd Grade Notice Bar is colored in to indicate current status.

19. Students track progress directly on the scale with star stickers, notating the date a level is achieved. Students record evidence in their reflection journals. Secondary TrackingExamples from our Classrooms