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Using scales to evaluate learning targets. Kylie Penner. 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.
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Using scales to evaluate learning targets Kylie Penner
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.
What marzano says… SCALES • Write a rubric or scale for each learning goal. • Example of a Simplified Scale
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.
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
Results (completed before ch. test) • Ratings • Troublesome Topics
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.
Student Engagement Dan Beranek
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.
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
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.
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.
Ways to stimulate engagement: • High energy • Missing information • The self-system • Mild pressure • Mild controversy and competition
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