Centennial Instruction

Centennial Instruction

Developing ScalesMarch 11, 2013

Sessions

• Today: Review and Complete Scales• November 16 late start: Work on Essentials• January 4: Complete Essentials Draft• February 15 late start: Training on Scales for

Essentials

Activities for Today

• Review Proficiency Scales• Reflect/Discuss the Pilot • Continue Scale Development

Review

• Password• Start on the top – try to get your partner to

say the word by listing or describing the characteristics.

• Object is to get through all the words as fast as possible.

• Try one first

Actors

Tom HanksTom Cruise

Harrison FordJames Earl JonesGeorge Clooney

Bruce Willis

Things Associated with Proficiency Scales

Robert J. MarzanoEssential Learning

Tracking Student ProgressFeedback

Routine Lesson SegmentsEndurance

Things Associated with Proficiency Scales

Need to Know4 Levels

Learning GoalCelebrate Success

Level 3 = TargetReadiness

1. Learning Goals and Feedback2. Interacting with New Knowledge3. Practicing and Deepening4. Generating and Testing Hypotheses

(application)5. Student Engagement6. Establishing Rules and Procedures7. Adherence to Rules and Procedures8. Teacher-Student Relationships9. High Expectations

Page 7, The Art & Science of Teaching

The Art and Science of Teaching

Learning Goals and FeedbackRules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expectations

Te

ache

r/St

uden

t Rel

ation

ship

s Adherence to Rules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting With New Knowledge

The Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

Pg. 5

Learning Goals and FeedbackRules and Procedures

INVOLVES ROUTINES

The Art and Science of Teaching

Design Question One:

What will I do to establish and communicate learning goals, track student progress and celebrate success?

“You’ve got to think about ‘big things’ while you’re doing small things, so that all the small things go in the right direction.”

Alvin Toffler

A learning goal (essential learning) is a statement of what students will understand and/or be able to do.

For example:• Students will understand direct and indirect

democracies.• Students will be able to do three-column addition.

What are learning goals or essential learnings?

What are the criteria for essentials?• Endurance (Will this provide knowledge and skills that

will be of value beyond a single test date?)

• Leverage (Will this provide knowledge and skills that will be of value in multiple disciplines?)– Inquiry, critical thinking, inferences, problem solving

• Readiness for next level of learning (Will this provide students will the “tools” they need for success at the next level or grade.)

Reeves, D. Cited in Ainsworth, L. (2003). “Unwrapping” the Standards. Englewood, CO. Advanced Learning Press.

What’s next?

Creating or Refining Proficiency Scales

Creating a proficiency scale

“I have over 25 students in my class.”

• Problem: How can I write a goal for all my students that is both challenging and attainable?

• Solution: Construct goals at multiple levels of difficulty.

“I have over 25 students in my class.”

Proficiency Scales

4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class

3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught

2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes

1 With HELP, a partial knowledge of some of the simpler and complex details and processes

0 Even with help, no understanding or skill demonstrated

Scale

Atmospheric Processes and Water Cycle

4 Infer relationships regarding atmospheric processes and the water cycle.

3 An explanation of:• How the water cycle processes impact climate changes• The effects of temperature and pressure in different layers of Earth’s atmosphere

2 • Recognize and recall basic terms such as: climatic patterns, atmospheric layers, stratosphere, troposphere. • Recognize or recall isolated details such as:

• Precipitation is one of the processes of the water cycle.• The troposphere is one of the lowest portions of the Earth’s atmosphere.

NE State Accountability Efforts

Great work!

• Students will be able to discuss the body’s most important dietary needs.

• Students will be able to recognize healthy vs. unhealthy foods given a list

• Students will be able to discuss what would happen to the body if one of its needs was not met (eg. What would happen if the body received no calcium for an extended period of time?)

Please place in order of complexity

• Students will be able to design word problems based on given mathematical equations and find any errors.

• Students will be able to translate between simple word problems and mathematical equations.

• Students will be able to recognize accurate statements about the mathematical processes embedded in word problems.

Please place in order of complexity

• Students will be able to write a variety of complete sentences with fluidity.

• Students will be able to write compound-complex sentences in isolation.

• Students will be able to write a simple sentence with a subject and a predicate.

Please place in order of complexity

• Students will be able to discuss the key aspects of Roosevelt’s foreign policy during WWII.

• Students will be able to create a generalization about the most or least effective thing a president can do during times of conflict.

• Students will be able to compare the successes and failures of different presidents’ foreign policies during times of conflict.

Please place in order of complexity

• Advanced= 4.0 More complex learning goal• Proficient= 3.0 target learning goal• Progressing= 2.0 simple learning goal• Beginning= 1.0 with help, a partial

understanding of score 2.0 and partial knowledge of score 3.0 content

• 0= even with help, no understanding or skill demonstrated.

Organize learning goals into a scale

Beginning Progressing Proficient Advanced Procedural knowledge

Students will use elements of persuasive writing in highly structured assignments.

Students will be able to write a persuasive essay using appropriate sources within a format provided by the teacher.

Students will select the most appropriate format for a persuasive essay on a chosen topic and use multiple sources to address an argument and any possible counter arguments.

Proficient= 3.0 target learning goal

Heflebower, adapted from Nebraska Department of Education

Beginning= partial understanding with help

Progressing=simpler

Proficient=target goal

Advanced=complex

Declarative knowledge

Students will identify accurate statements about the rise and fall of Napoleon.

Students create a flowchart depicting the rise and fall of Napoleon.

Students will compare and contrast Napoleon and other military and political leaders.

Advanced= 4.0 More complex learning goal

Heflebower, adapted from Nebraska Department of Education

cutting-edge research concrete strategies sustainable success

The complete scale allows forhalf-point scores(3.5, 2.5, 1.5, .5).

4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go beyond what was taught in class

3.5 In addition to exhibiting level 3 performance, partial success at in-depth inferences and applications that go beyond what was taught in class

3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught

2.5 No major errors or omissions regarding any of the simpler information and/or processes and partial knowledge of the more complex information and processes

2 No major errors or omissions regarding the simpler details and processes BUT major errors or omissions regarding the more complex ideas and processes

1.5 Partial knowledge of the simpler details and processes, but major errors or omissions regarding the more complex ideas and processes

1 With help, a partial knowledge of some of the simpler and complex details and processes

.5 With help, a partial knowledge of some of the simpler details and processes but not of the more complex ideas and processes

0 Even with help, no understanding or skill demonstrated

Scale

Scale Discussion

• What did you Pilot?• What was the student response?• What worked well?• What would you change?

Scale Template

• The form is on the wiki at – http://centennialinstruction.wikispaces.com/

home

Sessions

• Today: Overview of Essentials and Scales• November 16 late start: Work on Essentials• January 4: Complete Essentials Draft• February 15 late start: Training on Scales for

Essentials• March 11: Complete Scales