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Marzano's The New Art and Science of Teaching

Chapter 1: Providing and Communicating Clear Learning Goals

Element 2: Tracking Student Progress

Chapter 1: Providing and Communicating Clear Learning Goals

Teachers can provide students with a clear idea of their understanding at the beginning of a topic and where they are currently. This element allows students to see their growth of knowledge.

Strategy: Charting Student Progress

  • Ex: Students have progress trackers in their portfolios. Grades are color-coded, the standards covered are tracked, and students are able to monitor their own progress through the unit.

Strategy: Charting Class Progress

  • Ex: Plickers Quizzes- Formative assessment that records individual scores, but also averages the class' overall performance as well as their scores on each individual element of the quiz.

Element 1: Providing Scales and Rubrics

It is important for teachers to provide effective feedback to students in order for students to understand the progression of knowledge that they are expected to master and where they are on their path to acquiring that knowledge; this insight gives them the opportunity to determine what they need to do in order to reach these goals, according to Marzano (2017).

Scales and rubrics are tools used to help students understand the progression of knowledge that they are expected to learn (learning targets).

  • Rubrics typically refer to the scoring of a specific task
  • Scales (proficiency scales/ performance scales) are intended for continued growth of knowledge or skill.

Element 3: Celebrating Success

Strategy- Creating Scales or Rubrics for Learning Goals

Teacher can state the learning target as the initial goal, setting a simpler and a more complex goal in the scale that relate to the target learning goal

Ex 1: Teacher’s scale for self in regards to understanding and using scales and rubrics

Ex 2: Scale of student progression through proportional relationships

Strategy- Clearly articulating learning goals

The teacher clarifies learning goals that state what students will know or be able to do at the end of a unit or set of lessons.

• Declarative knowledge: Students will understand _______.

• Procedural knowledge: Students will be able to _______.

Ex: At the beginning of the unit, review and explain the upcoming standards, and have students copy into their MINs the “I can” statements that correlate with the standards.

Implementing Elements 1 & 2 give way to celebrating two types of success:

1) Status: A student's score at one specific time

2) Growth: The difference between a student's first score and their current score on a topic.

Test/ Quiz

When teachers implement strategies from this element in their classroom, they should be able to observe:

  • Students demonstrating pride in terms of their accomplishments
  • Students striving for higher scores

According to Marzano (2017), students say they enjoy the celebration of their achievements.

"Helping students see a direct relationship between how hard they work and how much they learn is an important part of reinforcing effort" (Deci, Koestner, & Ryan, 2001; Deci, Ryan, & Koestner, 2001; Marzano, 2007).

Growth Monitoring

(IReady)

Strategies:

  • Applauding, cheering, ringing a bell when students reach a proficient score.
  • Verbal feedback- "You tried very hard on this- good job!" & "You came prepared for this- good job!"
  • Certificates of Achievement
  • Displaying names on a poster

Ex: Mental Break Day & Panther Celebration

Three Key Elements

Planning

1) Providing Scales and Rubrics

2) Tracking Student Progress

3) Celebrating Success

Implications for Change

Teachers can utilize the three elements for focused planning:

  • Element 1: How will I design scales or rubrics?
  • Element 2: How will I track progress?
  • Element 3: How will I celebrate success?

It is necessary to unpack the standard and determine the essential concepts to formulate a plan of instruction for the unit.

Marzano believes that what seems to be the biggest problems in K-12 educations is “namely, a curriculum that is so bloated and cumbersome that it is impossible for teachers to teach well and, therefore, difficult for students to learn efficiently.”

Proficiency scales are one way of combating this issue; teachers (or district curriculum writers) are able to sift through the standards and focus on the important content.

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