Student Tracking Progress. For Academic Success!. Students Tracking Progress – QCSD Expectations. Students should be able to track their progress on each learning target at all times. . Students Tracking progress - Successes. Share successes and examples….
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Student Tracking Progress For Academic Success!
Students Tracking Progress – QCSD Expectations • Students should be able to track their progress on each learning target at all times.
Students Tracking progress - Successes • Share successes and examples…
Students Tracking Progress - challenges • How is it working?
Marzano’s research • Meta-Analysis
Keep track of effort and achievement • What ways can students participate in charting progress in effort and achievement in your classroom? • Use an effort rubric and achievement rubric and ask students to chart their progress.
Effort Rubric • 4: The student works on tasks until completed and continues working on the task even when difficulties arise or a solution is not immediately evident. The student views difficulties that arise as opportunities to strengthen understanding. • 3: The student works on tasks until completed and continues working on the task even when difficulties arise or a solution is not immediately evident. • 2: The student puts some effort into the task but stops working when difficulties arise. • 1: The student puts very little effort into the task. • 0: Not enough information to make a judgment.
Achievement Rubric • 4: The student exceeded the objectives of the task or lesson. • 3: The student met the objectives of the task or lesson. • 2: The student met a few of the objectives of the task or lesson but did not meet others. • 1: The student did not meet the objectives of the task or lesson. • 0: The student did not do the task.
Effort & achievement chart • Student keeps chart. • Each week sets new goal. • Add reflection component.
Think it, Ink it, Link itStrategy • Can student participation in charting progress in effort and achievement be effective in helping the student? • Think it - Provide time to process new learning • Ink it - Reflect in writing • Link it - Application to prior learning, new situations
The effort effect – carol Dweck • Often, when children stop working in school, parents deal with this by reassuring their children how smart they are. We can now see that this simply fans the flames. It confirms the fixed mindset and makes kids all the more certain that they don't want to try something difficult — something that could lose them their parents' high regard. • How should we praise our students? How should we reassure them? By focusing them on the process they engaged in — their effort, their strategies, their concentration, their perseverance, or their improvement. • "You really stuck to that until you got it. That's wonderful!" • "It was a hard project, but you did it one step at a time and it turned out great!" • "I like how you chose the tough problems to solve. You're really going to stretch yourself and learn new things." • "I know that school used to be a snap for you. What a waste that was. Now you really have an opportunity to develop your abilities."
Mindset: The New Psychology of Success (Random House, 2006) Dweck, Carol • We need to correct the harmful idea that people simply have gifts that transport them to success, and to teach our students that no matter how smart or talented someone is — be it Einstein, Mozart, or Michael Jordan — no one succeeds in a big way without enormous amounts of dedication and effort. It is through effort that people build their abilities and realize their potential. More and more research is showing there is one thing that sets the great successes apart from their equally talented peers — how hard they've worked (Ericsson, et al., 2006). • Next time you're tempted to praise your students' intelligence or talent, restrain yourself. Instead, teach them how much fun a challenging task is, how interesting and informative errors are, and how great it is to struggle with something and make progress. Most of all, teach them that by taking on challenges, making mistakes, and putting forth effort, they are making themselves smarter
Effective Effort Behaviors • This means that all teachers explicitly teach student strategies for studying their material effectively, such as scientifically based practice routines and strategies for accessing text
Attribution Theory • Teachers may explicitly teach students "Attribution Theory" and use it as a classroom-based framework. Thus students learn to interpret their success or failure in terms of effective effort.
resources • http://www.songsforteaching.com/charactereducationsongs/rsk/ididntgiveup.htm • Reinforcing Effort: • http://www.netc.org/focus/strategies/rein.php • http://gets.gc.k12.va.us/vste/2008/3effortandrecognition.htm • http://www.rbteach.com/rbteach2/Face3_Explorer.asp?elemName=Effort-Based%20Ability • The research: • http://www.marzanoresearch.com/research/effort_and_recognition.aspx