Learning Goals and Scales Design Questions 1 and 6

Todays Learning Goal

Standard: 1.1 Design Question One Benchmark: Clearly communicate learning goals and learning objectives to students. Create scales to communicate expectations to students.

Learning Goal: Teachers will be able to clearly write learning goals and learning objectives. Teachers will understand the use of a basic scale to communicate expectations.

Learning Objective: Listen to the presentation, participate by adding anecdotes and ask questions.

Formative Assessment: Write one learning goal and objective to be used in the near future. Determine how best you could utilize a scale in your classroom situation.

Learning Goals

Clear learning goals establish an initial target for learning. By setting CLEAR learning goals, students have a greater chance at achievement when they know exactly what they will be learning and how they will be expected to show that learning, (Marzano, The Art and Science of Teaching). Provide clear information and clear expectation of the skill(s) they will need to demonstrate, (Marzano, The Art and Science of Teaching).

What is a Learning Goal?

Learning goals give the teacher a clear direction for feedback to the student. In many cases, a teacher can see up to a 41% gain in student achievement by providing clear learning goals for students. Should be posted so students can see when they come to class. Posting gives best results.

Establish a Learning Goal or Target

Include content standards and benchmark when establishing learning goals. Basically, reword your benchmarks into kid friendly learning goals.

Learning Goals

Post the learning goal so that all students can see it The learning goal is a clear statement of knowledge or information. Teacher references the learning goal throughout the lesson

Examples of Learning Goals

Stated so that by the end of class, this is what they should know. Students will identify the 8 parts of speech in writing. Students will understand the Triangle Inequality Student will write a letter of application Student will understand writing styles Student will create a variety of writing examples Students will be able to efficiently use heart rate monitors to monitor their target heart rate zone

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Daily Learning Activity

From your Learning Goal, you can then branch off of the goal for what specifically (activity) the student will do that day in class that will move them toward achievement of the learning goal.

If the learning goal is students will be able to tell if lines are parallel or perpendicular by looking at their slopes, then todays learning activity may be: Students will CREATE or DETERMINE the lines by working in pairs to complete todays assignment.

To Review

Learning Goal: The destination for todays lesson. What to learn, how deeply to learn it, and how they will demonstrate this new learning. It is necessary to make this clear to students. Without it, they will not know their expectation for todays class.

Which standard(s) are you addressing?

7.2 Matter

What are the benchmarks that need to be assessed?

Learning Goal: The destination for todays lesson. What to learn, how deeply to learn it, and how they will demonstrate this new learning. It is necessary to make this clear to students. Without it, they will not know their expectation for todays class.

Students will know the structure of the atom, element, molecule, compound What are the learning goals for the students to ensure they learn and know the benchmarks?
and a pure substance. Students will understand the phases of a solid, liquid, gas and plasma. Students will know what the periodic table is, the chemical symbols, chemical formulas and the subscript.

**These should be broken down daily for what you are instructing. For instance: Mon. 9/30: When you leave class today, You will know the structure of the atom and be able to describe it to your table partner.

Activity 1: Structures of Atoms, etc power point/notes and demonstration. Student will take a short quiz showing their mastery of knowing the structures and will be able to describe it to a partner.

What activities will the student be expected to do to show they have learned it?

Activity 2: Periodic Table Worksheet. Student will fill out worksheet. Activity 3: Complete the Element crossword without the use of the Periodic table. Activity 4: Phase change, survey of knowledge. **If the activity is an assignment to turn in, it should have a scale.

Questions/Feedback

Turn to a partner: Review statements listed in Element 1.

Determine which statements you are strong in.

Share what makes you do that well.

Determine which statements you would like to improve on.

What is keeping you from being successful at it?

Scales

The purpose of the scale/rubric is to communicate to students what they need to show/do in order to achieve the grade they want and for the teacher to provide accurate feedback on their performance.

Simple Scale: Pg. 19 of The Art and Science of Teaching

Complete Scale: Pg. 21 of The Art and Science of Teaching The more detailed the scale, the more precise the measurement and the better feedback you can give to the student. The idea is to provide a scale with any assessment/assignment that is graded and reported.

Define and Communicate Clear Success Criteria

Share criteria for success. Teacher has a scale or rubric that relates to the learning goal (not a daily learning objective) posted so that all students can see it. Students know exactly what they need to do (the chain of activities) in order to show proficiency in the learning goal. Teacher makes reference to the scale or rubric. Post it, have on the back of a set of directions, back of the syllabus, etc Teacher provides examples of proficient work.

4.0 3.5 3.0 2.5

In addition to score 3.0 performance, in-depth references and application that go beyond what was taught. In addition to score 3.0, partial success at inferences and applications that go beyond what was taught. No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught. No major errors or omissions regarding the simpler details and processes and partial knowledge of the more complex ideas and processes. No major errors or omissions regarding the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes. Partial knowledge of the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes. With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. With help, a partial understanding of some of the simpler details and processes but not more complex ideas and processes. Even with help, no understanding or skill demonstrated.

2.0

1.5 1.0 .5 0

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Questions/Feedback

Do you currently utilize rubrics and/or scales in your classroom?

With your partner, review the statements in element 2:

Determine which statements you are strong in.

Share what makes you do that well.

Determine which statements you would like to improve on.

What is keeping you from being successful at it

Next Meeting: March

Review the remaining elements. Pick one element you feel you are strong in and share evidence. Pick one element you would like to work on. Read Chapter 5 of the Art and Science of Teaching