Common Board Configuration Learning Goal:
I can provide clear learning goals (Element 1) and engage students in reflection of learning(Element 13).
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I can provide clear learning goals (Element 1) and engage students in reflection of learning(Element 13).
Essential Question:
Vocabulary: scale, levels of performance, levels of understanding, learning goals
Agenda:
*Review Element Components and How does providing clear learning goals examples of Element Strategies and reflecting on student learning enhance my teaching and student *Model Element Strategies learning?
Objective:
Teachers will define and identify Elements 1 & 13 by reviewing examples and determining how to apply the components in the classroom.
Ticket Out:
Apply Elements 1 & 13 in your classroom.
Domain 1: Classroom Strategies and Behaviors
Element 1:
Providing Clear Learning Goals and Scales (Rubrics)
Element 13:
Reflecting on Learning
Hamburger Scale Elements 1 & 13 0
I do not know anything about the Marzano Elements .
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.
Getting Started
Work in Progress
Standard Work
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.
Deluxe Work
I think it’s called a scale but mom calls it a @#$@#$ hahahahahahaha
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
Level of Understanding
Thumbs Down
Thumbs To The Side
Thumbs Up
What? I don’t I think I get it, but I I SO get it! Go me! understand. could use some help.
The Cupcake Scale 0 Even with help, no understanding or skill demonstrated.
2 1 Student has added Student needs to his/her re-teaching and understanding of extra support to understand what is the concept and/or performance. required to meet the benchmark With some and/or objective. revision, this work can meet the benchmark and/or objective.
Getting Started
Work in Progress
3 4 Student has Student demonstrated demonstrates proficiency. understanding and He/she performance understands the beyond proficiency concept and has and has exceeded met performance the benchmark requirements. and/or objective. This work meets Student could even teach a the benchmark and/or objective. friend!
Standard Work
Deluxe Work
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
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?
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) _____________
Parking Lot (Sticky Notes)
Stand and Share
Journal Entries Share with a partner Walk around and talk to students while they are working
