Part 9 ADDITIONAL RESOURCES. Part 9 - Additional Resources 619. Visit to license this book in PDF or Paperback formats.

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1 Part 9 ADDITIONAL RESOURCES Part 9 - Additional Resources 619

2 GLOSSARY OF TERMS & RESOURCES Analytic Scoring Assigning separate scores for each criteria most appropriate for classrooms. Anchor An example that is used to anchor the meaning of a quality descriptor for a rubric an example of student work or performance that provides clarification of a rubric criterion. Anticipatory Set An activity done by the students (not the teacher) in which the students mentally engage with the content they are about to learn. Assessment The deliberate measuring of the extent of what students know, can do, or understand for the purpose of generating information (which could be in numerous forms) that will be used for coaching or other means to improve performance. In classroom situations if grades/marks are generated, with assessment, they are changeable. Closure An activity in which the students (not the teacher) mentally engage with the content they have learned. Cloud, Sprinkle, Shower, Soak, drip, Drip, DRIP A metaphorical tool for conveying a curriculum planning and delivery model based on pre-instruction (early seeding and exposure to initial learning), main instruction (The Soak Phase), and ongoing revisiting, extending and deepening (the expanding drips). Clouds A metaphorical tool for conveying a curriculum planning and delivery model based on pre-instruction (early seeding and exposure to initial learning), main instruction (Soak), and ongoing revisiting, extending and deepening (the expanding drips). Coaching Rubric A set of criteria used to coach students to excellence and the corresponding excellent grade or mark. Context A term that encompasses the entire learning environment including lighting, sound, movement, temperature, approaches, etc. Corrective The two-part experience designed for teachers to support students who have NOT demonstrated the desired levels of learning on a Demonstration Opportunity. The first phase of a corrective is the teaching/learning event during which the students are expected to learn the targeted objective(s) The instruction should be done in a manner different from those that were already utilized but were clearly not successful. The second phase is independent practice. Criteria Those components (or attributes) of a product, performance, or process that are essential for a high quality result and the expected standards of performance for each. Glossary of Terms & Resources 611

3 Criticism Externally controlled, evaluative, corrective information provided. (See feedback.) Demonstration Opportunities The situations established by teachers for students to show the extent of what they have learned as will be measured using specific criteria for purpose of coaching or documenting. They can be, but are not limited to, tests, essays, projects, rehearsals, and tasks. Distributed Practice Opportunities for the students to practice again (spread over extended time) what they are being asked to learn. Distributed practice should be selected to reinforce the memory curve within the unit and from previous units. It should also be used to seed the next lessons or units. Drip Metaphorical label for each event of revisiting content from the larger metaphor Clouds, Sprinkle, Shower, Soak, drip, Drip, DRIP. Drips are the vehicle for distributed practice and incremental development. When used effectively, the drips are used to develop deeper and more lasting proficiency, understanding or application. When written, the expanding size of the word drip is used to convey that the revisits of content continue to go deeper over time. Exemplar An example displaying excellence an exemplary example an example that shows superior work. Extrinsic Motivation A term for motivation caused by outside incentives, bribes, or threats. Evaluation The deliberate measuring of the extent of what students know, can do, or understand for the purpose of generating a grade, mark, portfolio component, or narrative that conveys the extent of the students knowledge at a given point in time. In classroom situations, the grades/ marks generated by an evaluation are NOT changeable. Feedback Learner controlled/requested evaluative, corrective information. Flow A human state that is identified by Mihaly Csikszentmihalyi as optimal for learning. Fluff A non-complimentary term for those things done in a classroom to improve the learning context. Freedom and Independence Key The need of people to have a sense of autonomy to have meaningful and valued choices to NOT feel controlled or dominated by others to have power over and within their environment. Fun and Enjoyment Key The need of people to feel enjoyment to have fun. Guided Practice Practice students are asked to do with the support/presence of the teacher after the students have shown they can do what is being learned but are not yet ready to be left on their own for independent practice. Holistic Scoring Assigning a single score to work based on an overall impression most appropriate at system levels. 612 Teaching for Excellence

4 Incremental Development The process of gradually deepening the extent and/or breadth to which the students are taught a concept or skill over numerous lessons and units. Independent Practice Practice students are asked to do without the guidance of the teacher after the teacher has already verified the students know how to do what is being learned. Intrinsic Motivation A term for motivation resulting from internal desires or needs. Love and Belonging Key The need of people to feel valued, respected, liked, cared for, and/or a part of the group. Motivation The focusing of energy caused by a desire or need. Pad Music that is used in the background during times when students are talking. Performance Actions The five actions that are typically executed and integrated in a complex performance done outside of school: access (information), interpret, produce, disseminate, and assess. PEAK The acronym component of the name Peak Learning Systems that stands for Performance Excellence for All Kids. PEAK Unit A standards-based, well-aligned unit incorporating research-supported practices including distributed practice, multiple demonstration opportunities, well-planned correctives, incremental development over time, and accountability for excellence. P-FACE An acronym for purpose, format, audience, content, and expectation five important components addressed in the development and statement of a performance task, assessment, or evaluation. Qualifier Any assignment or task that students are required to complete in order to become qualified for some next step. For example, many teachers treat homework as qualifiers for a second demonstration opportunity. Rehearsal A term borrowed from the theater to represent a demonstration opportunity for which a student may earn a grade or mark if he/she performs at an excellent level. Otherwise, the opportunity is considered a practice, and the student will be engaged in a corrective loop and another demonstration opportunity. Reliability A desirable characteristic of a good assessment/evaluation item characterized by the consistent results by students. Rubric The quality criteria that are used to either evaluate something or to assess and coach students to excellence with something. Safety Key The need of people to be safe from fear of embarrassment or physical harm. Glossary of Terms & Resources 613

5 Scoring Rubric A set of criteria that is used to produce a score, grade, mark, or other label for something that students have done or produced. Shower (from the phrase Cloud, Sprinkle, Shower, Soak, drip, Drip, DRIP ). Shower is the term used for the third level of pre-instruction after the cloud and sprinkle phases. A shower typically causes students to interact with future content for about 2-4 minutes. Soak the main instructional phase of curriculum delivery. It follows the pre-instruction phases of clouds, sprinkle and shower (from the metaphor Clouds, Sprinkle, Shower, Soak, drip, Drip, DRIP ), and it precedes the distributed practice phase. Sonoma Accountability/Testing The label used by Peak Learning Systems to refer to research-supported approach to evaluations and assessments. In the Sonoma Approach to testing/accountability, the learning for a unit extends beyond the typical closure of the unit. The assessment and/or evaluation is administered only after observations and research suggests the students have truly learned the content through the use of distributed practice with incremental development of concepts and skills. Sonoma Testing/Accountability is often characterized by the statement, We will test no kid before it is time. Sprinkle (from the phrase Cloud, Sprinkle, Shower, Soak, drip, Drip, DRIP ). Sprinkle refers to the first pre-instruction of a topic for up to 1 to 2 minutes, this typically begins at least a week prior to the actual instruction (Soak). Sponge Activity A learning activity to engage students as they enter the classroom or at any other time that may be potentially wasted. Standards A set of desired requirements that can be used to guide curriculum, assessment, and instruction. Standards-Based The act of basing actions, decisions, expectations, and requirements on a set of standards. Standards-Driven The act of basing actions, decisions, and expectations on a set of standards. Student-Developed Rubrics Rubrics, either scoring or coaching, developed by students through their analysis of examples. Success Key The need of people to have evidence of meaningful and challenging progress or mastery the need to feel competent, creative, powerful, and/ or skilled. TEAK The acronym for Teaching for Excellence for All Kids. Transition Time and experiences deliberately placed between two important situations to provide a break, movement, and/or processing. Twenty-Eight/Three Terminology used to label the need of people to correctly do something (or work with a concept) approximately twenty-eight times 614 Teaching for Excellence

6 spread out over a period of approximately three weeks in order for them to learn it in a meaningful/lasting level. Warm Ups Activities at the beginning of class to foster students thinking in the subject area. Warm ups to be effective start classes on a positive, successful note by using questions, problems or prompts that are relatively easy, from previous units, that will not require the teacher going over them. Validity An assessment/evaluation characteristic defined as a defendable match between the assessment/evaluation item and the identified learning target. Asking two questions can check validity. Can the learners have the targeted learning and not be able to perform the assessment item correctly? Can the learners not have the targeted learning and be able to do the assessment item correctly? Valued Purpose Key The need of people to believe that what they are doing is worthwhile, that it serves a purpose, will solve a problem, fulfill a need, or is important to someone or a cause that they deeply value. Verbs for Learning Knowledge Actions things students are asked to do to show they can recall or remember facts, topics, or procedures such as list, say, tell, describe, find in a list or place, give back in another form (write an essay rather than generate a list). Skill or Do Actions things students are asked to do to show they can do or perform a skill such as solve, compare, contrast, describe how, explain how, map, graph, paint, or draw. Understanding Actions things students are asked to do to show they are building understanding such as explain what, how, and why, create complex examples, develop deep and rich metaphors and similes, apply effectively in other appropriate contexts. Glossary of Terms & Resources 615

7 Resource References Allen, J. (2007). Inside Words: Tools For Teaching Academic Vocabulary, Grades Portland, Maine: Stenhouse Publishers. Allen, R.H. (2008). Green Light Classrooms: Teaching Techniques that Accelerate Learning. Corwin Press. Allen, R. H. (2002). Impact Teaching: Ideas and Strategies for Teachers to Maximize Student Learning. Boston, MA: Allyn & Bacon: A Pearson Education Company. Allen, Rich. Train Smart: Eff ective Trainings Every Time, 2nd Edition. Corwin Press. Armstrong, T. (2006). The Best Schools: How Human Development Research Should Inform Educational Practice. Alexandria, VA: ASCD Association for Supervision and Curriculum Development. Atkinson, J.W. (1964). An Introduction to Motivation, Princeton, NJ: Van Norstrand. Atkinson, J.W. (1987), Michigan Studies of fear of failure. In F. Halisch & J. Kuhl (Eds.) Motivation, Intention, 2nd volition (pp ). Berlin: Springer. Atkinson, J.W. (1957), Motivational determinants of risk taking behavior, Psychological Review, 64, Atkinson, J.W. & Raynor, J.O. (1974), Motivation and achievement, New York: Wiley. Cushman, K. (2003). Fires In The Bathroom: Advice For Teachers From High School Students. New York: The New Press. Garner, B. K. (2007). Getting to Got It! : Helping Struggling Students Learn How To Learn. Alexandria, VA: ASCD Association for Supervision and Curriculum Development. Guskey, T.R. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press. Heath, C. and Heath, D. (2007). Made To Stick: Why Some Ideas Survive and Others Die. New York: Random House. Margulies, N. (1991). Mapping Inner Space: Learning and Teaching Mind Mapping. Tucson, AZ: Zephyr Press. Marzano, R. J. (2004). Building Background Knowledge for Academic Achievement: Research On What Works In Schools. Alexandria, VA: ASCD Association for Supervision and Curriculum Development. Marzano, R. J. (2006). Classroom Assessment & Grading That Work. Alexandria, VA: ASCD Association for Supervision and Curriculum Development. Marzano, R. J., Pickering, D. J., Pollock, J. E. (2001). Classroom Instruction That Works: Research Based Strategies For Increasing Student Achievement. Alexandria, VA: ASCD Association for Supervision and Curriculum Development. 616 Teaching for Excellence

8 Marzano, R. J. with Marzano, J. S. and Pickering, D. J. (2003). Classroom Management That Works: Research-Based Strategies For Every Teacher. Alexandria, VA: ASCD Association for Supervision and Curriculum Development. Marzano, R. J., Waters, T., McNulty, B. A. (2005). School Leadership That Works: From Research To Results. Alexandria, VA: ASCD Association for Supervision and Curriculum Development. Aurora, CO: McREL Mid-Continent Research for Education and Learning. Marzano, R. J. (2000). Transforming Classroom Grading. Alexandria, VA: ASCD Association for Supervision and Curriculum Development. Marzano, R. J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Eff ective Instruction. Alexandria, VA: ASCD Association for Supervision and Curriculum Development. Maxwell, J. C. (2005). The 360 Leader: Developing Your Infl uence From Anywhere in the Organization. Nashville, TN: Nelson Business. Patterson, K., Grenny, J., Maxfield, D., McMillan, R., Switzler, A. (2008). Infl uencer: the Power to Change Anything. New York: McGraw-Hill. Pollock, J. E. (2007). Improving Student Learning One Teacher At A Time. Alexandria, VA: ASCD Association for Supervision and Curriculum Development. Rogers, S., Graf, B. (2003). Teaching and Training Techniques: Lighting The Way to Performance Excellence. Evergreen, CO: PEAK Learning Systems, Inc. Rogers, S., Graham, S. ( ). The High Performance Toolbox: Succeeding With Performance Tasks, Projects, & Assessments. Evergreen, CO: PEAK Learning Systems, Inc. Schmoker, M., (2006). Results Now: How We Can Achieve Unprecedented Improvements in Teaching And Learning. Alexandria, VA: ASCD Association for Supervision and Curriculum Development. Silver, F., Strong, R. W., Perini, M. J. (2000). So Each May Learn: Integrating Learning Styles & Multiple Intelligences. Alexandria, VA: ASCD Association for Supervision and Curriculum Development. Steptoe, S. (2004, November). Closing the Gap. Time Magazine, Tovani, C. (2000). I Read It, But I Don t Get It: Comprehension Strategies for Adolescent Readers. U.S.A. Stenhouse Publishers. Zike, D. (1992). Big Book Of Books and Activities. San Antonio, TX: Dinah-Might Adventures, L.P. Glossary of Terms & Resources 617

9 618 Teaching for Excellence