Common Board Configuration

Transcription

1 Common Board Configuration Learning Goal: I can provide clear learning goals (Element 1) and engage students in reflection of learning(element 13). Essential Question: How does providing clear learning goals and reflecting on student learning enhance my teaching and student learning? Objective: Teachers will define and identify Elements 1 & 13 by reviewing examples and determining how to apply the components in the classroom. Vocabulary: scale, levels of performance, levels of understanding, learning goals Agenda: *Review Element Components and examples of Element Strategies *Model Element Strategies Ticket Out: Apply Elements 1 & 13 in your classroom.

2 Domain 1: Classroom Strategies and Behaviors Element 1: Element 13: Providing Clear Learning Goals and Scales (Rubrics) Reflecting on Learning

3 0 I do not know anything about the Marzano Elements. Hamburger Scale Elements 1 & 13 1 I can recognize features of the Marzano Elements with help. 2 I can recognize features of each element. 3 I can provide a clearly stated learning goal accompanied by a scale or rubric that describes levels of performance relative to the learning goal. I can engage students in activities that help them reflect on their learning and the learning process. 4 I can provide clearly stated learning goal accompanied by a scale or rubric that describes levels of performance relative to the learning goal. I can engage students in activities that help them reflect on their learning and the learning process. AND Analyze the impact of implementing the 2 elements on the outcome of my teaching and student learning. Getting Started Work in Progress Standard Work Deluxe Work

4 I think it s called a scale but mom calls it hahahahahahaha

5 1. Providing Clear Learning Goals and Scales (Rubrics) 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 Scale Levels: (choose one) Innovating Applying Developing Beginning Not Using Not Applicable

6 Level of Understanding Thumbs Down Thumbs To The Side Thumbs Up What? I don t understand. I think I get it, but I could use some help. I SO get it! Go me!

7 The Cupcake Scale 0 Even with help, no understanding or skill demonstrated. 1 Student needs re-teaching and extra support to understand what is required to meet the benchmark and/or objective. 2 Student has added to his/her understanding of the concept and/or performance. With some revision, this work can meet the benchmark and/or objective. 3 Student has demonstrated proficiency. He/she understands the concept and has met performance requirements. This work meets the benchmark and/or objective. 4 Student demonstrates understanding and performance beyond proficiency and has exceeded the benchmark and/or objective. Student could even teach a friend! Getting Started Work in Progress Standard Work Deluxe Work

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10 13. Reflecting on Learning The teacher engages students in activities that help them reflect on their learning and the learning process. Teacher Evidence Teacher asks students to state or record what they are clear about and what they are confused about Teacher asks students to state or record how hard they tried Teacher asks students to state or record what they might have done to enhance their learning Student Evidence When asked, students can explain what they are clear about and what they are confused about When asked, students can describe how hard they tried When asked, students can explain what they could have done to enhance their learning Scale Levels: (choose one) Innovating Applying Developing Beginning Not Using Not Applicable

11 Reflecting on Learning Have students reflect on their learning by asking What were you right about? What were you wrong about? How confident are you about what you learned? What did you do well during your learning experience? What could you have done better during your learning experience?

12 Reflection Ideas Name Exit Ticket Write 1 thing you still need help with before the test tomorrow. Write 1 thing you know how to do well enough to teach it. Rate yourself (1-4) Journal Entries Share with a partner Parking Lot (Sticky Notes) Stand and Share Walk around and talk to students while they are working

13 Questions and Answers

14 You are all fabulous!