please sit three to a table and complete the first two columns in your kwl
DESCRIPTION
We accept learning as the fundamental purpose of our school and therefore are willing to examine all practices in light of the impact on learning. Please sit three to a table and complete the first two columns in your KWL. . - DuFour , DuFour , Eaker , Many. - PowerPoint PPT PresentationTRANSCRIPT
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We accept learning as the fundamental purpose of our
school and therefore are willing to examine all practices in light
of the impact on learning.
.Please sit three to a table and complete the first two columns
in your KWL.
- DuFour, DuFour, Eaker, Many
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We are committed to working together to achieve our collective
purpose. We cultivate a collaborative culture through
development of high-performing teams.
.
- DuFour, DuFour, Eaker, Many
Please sit three to a table and complete the first two columns
in your KWL.
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We assess our effectiveness on the basis of results rather than
intentions. Individuals, teams, and schools seek relevant data and
information, and use that information to promote continuous
improvement.- DuFour, DuFour, Eaker, Many
Please sit three to a table and complete the first two columns
in your KWL.
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TELL US WHAT YOU KNOW AND KWL…
http://www.havefunteaching.com/worksheets/graphic-organizers/kwl-kwhl/kwl-graphic-organizer-landscape.pdf
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GROUP NORMSAre Respectful of Other’s Opinions and Listen with an Open
Mind; Limit the Use of Electronics for Breaks
Collaborate in Group Work
Take Responsibility for Engaging in Learning and Continuous Growth
It’s Okay to have Fun! Suffering is Optional.
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SCPS Instructional
Model & Evaluation Webpage
From the DEPARTMENTS Tab, Choose:
Instructional Model & Evaluation
- OR -
SEMINOLE COUNTY PUBLIC SCHOOLS
From the EMPLOYEES Tab, Click Here.
Instructional Excellence & Equity
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TODAY’S LEARNING GOAL
Participants will be able to develop a scale for tracking student progress toward achieving a learning goal.
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Learning Goal: Participant will be able to develop a scale for tracking student progress toward achieving Score: the learning goal.
4.0Participant will design unobtrusive and obtrusive assessments to evaluate 2.0, 3.0, & 4.0 student performances.No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
Participant will construct a scale to track student progress toward achieving a learning goal.Scales should: be related to the learning goal articulate the levels of performance using the taxonomy be written in student language provide consistent feedback to students encourage students to improve.No major errors or omissions regarding the score 3.0 content
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
Participant recognizes and describes specific terminology such as: Learning Continuum Target Learning Goal Simpler Content More Complex ContentParticipant is able to communicate a clear learning goal. Goal is a statement of what a student will know or be able to do. Goal is not written as an activity or assignment. Goal supports the standards/benchmark for the course.No major errors or omissions regarding the score 2.0 content
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstratedSEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
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M.SOCRATIVE.COM
84809
1. In your web browser, go to m.socrative.com.2. Type 84809 for Room number.3. Click Join Room
2
3
1
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Click “Done”
Select Your Current Scale Score.
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TRACKING MY PROGRESSParticipants will be able to develop and use a scale to track student progress toward achieving the learning goal.
MarzanoResearch.com
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Four Critical Questions that Define the Work of a PLC
?1 2
3 4
What is it we expect
our students to learn?
How will we know when
students have
learned?
How will we
respond when
students have NOT learned?
How will we respond
when students
have learned?
- DuFour, DuFour, Eaker, Many
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CLASS BUILDING
DANCE PARTNERS
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DANCE CARD
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What Marzano’s research says - High Probability Strategies
- Marzano Research Laboratory
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LEARNING CONTINUUM SCALE
A Scale is an attempt to create a continuum that articulates distinct levels of knowledge and skill relative to a specific topic.
It can be thought of as an applied version of a learning progression.
A well written scale should make it easy for teachers to design and score assessment tasks that can be used to generate both formative and summative scores.
- Dr. Robert Marzano
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SCALES EXAMPLE FOR: A CLEAN KID’S ROOM
4• Entire room is sparkling and smells clean.
The rug has been recently vacuumed. The clothes are folded and put away. Toys are on their designated shelves. Bed is made.
3• The room is generally clean. All clothes are put away and most are folded. The rug show signs of a little dust build up. The bedspread has been pulled up over the sheets. Most toys are where they belong.
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CLEAN KID’S ROOM (CONT.)
2• Some clothes are put away. Laundry is in the
hamper, but the lid won’t close. The bed covers are pulled up over the sheets, but there is a wet towel on top. A few toys are on the floor, but it’s not a danger zone.
1
• Some clothes are put away. Laundry is near the hamper. The bed covers are on the bed, but not pulled up over the sheets. There is a wet towel on the floor. It is hard to find a path between the toys on the floor.
0• There is an odor as you enter the room. In addition to
toys on the floor there are dirty plates and food wrappers. A gym bag can be identified as the source of the odor, but the hamper is over flowing so the contents never make it into the laundry.
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Courtesy: Hamilton Elementary
1st Grade Team SEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
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Source: MarzanoResearch.com
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Four Critical Questions that Define the Work of a PLC
?1 2
3 4
How will we know when
students have
learned?
How will we
respond when
students have NOT learned?
How will we respond
when students
have learned?
What is it we expect
our students to learn?
- DuFour, DuFour, Eaker, Many
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Monitor Learning with Scales & Formative Assessments to
Track Student Progress & Inform Instruction
Plan Activities & Assignments to support the Learning Goal
Develop Units with Multiple Learning (Lesson) Objectives
Generate AssessmentsFormative and Summative
Create Clear Learning Goals & Develop ScalesAlign with Standards for Learning Over Time A Scale is written for a single Learning Goal.
Unpack Standards/BenchmarksEffectively "Chunk" the Standards
(Combine, or Break-Apart Standards/Benchmarks)
SEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
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LEARNING GOALS CHART
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A learning goal identifies what students will learn or be able to do as a result of instruction, separate from what they do to demonstrate the learning.Learning activities and
assignments help students reach learning goals.
MAKE A DISTINCTION BETWEEN LEARNING GOALS AND LEARNING ACTIVITIES OR ASSIGNMENTS
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LEARNING GOALS, ACTIVITIES & ASSIGNMENTS: EXAMPLE
Subject Learning Goal Activity Assignment
Physics Students will be able to analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.
Students will watch a video that demonstrates the relationship between velocity, distance, acceleration, and time.Students will design, construct, and launch a water bottle rocket with small groups to assess understanding.
Read pp 647-682 and complete a graphic organizer and the chapter review questions.
SEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
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Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.
4.0Participant will design unobtrusive and obtrusive assessments to evaluate 2.0, 3.0, & 4.0 student performances.No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
Participant will construct and use a scale to track student progress toward achieving the learning goal.Scales should: be related to the learning goal articulate the levels of performance using the taxonomy be written in student language provide consistent feedback to students encourage students to improve.No major errors or omissions regarding the score 3.0 content
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
Participant recognizes and describes specific terminology such as: Learning Continuum Target Learning Goal Simpler Content More Complex ContentParticipant is able to communicate a clear learning goal. Goal is a statement of what a student will know or be able to do. Goal is not written as an activity or assignment. Goal supports the standards/benchmark for the course.No major errors or omissions regarding the score 2.0 content
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstratedSEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
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Click “Done”
Select Where you are on the
Scale.
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TRACKING MY PROGRESSParticipants will be able to develop and use a scale to track student progress toward achieving the learning goal.
MarzanoResearch.com
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Four Critical Questions that Define the Work of a PLC
?1 2
3 4How will
we respond
when students have NOT learned?
How will we respond
when students
have learned?
What is it we expect
our students to learn?
How will we know when
students have
learned?
- DuFour, DuFour, Eaker, Many
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SCALES AND THE USE OF FEEDBACK
If• goals
provide clear targets for learning
Then• feedback
facilitates the process of reaching those targets.
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SCALES?
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4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:
• evaluate design changes and predict the effect of these changes on position, velocity, and acceleration of an object in motion.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will:• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.o calculate change in velocity, acceleration, position as a function of timeo attend to meaning of quantities (not just how to compute)o attend to precision
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:• velocity• acceleration• position• frame of reference
The student will:
• describe an object’s motion• understand the effect of force on an object in motion• calculate speed
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 score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated SEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
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Why is this not an example of a scale or rubric?
Water Bottle Rocket Lab
Possible Points Score
Creativity 15Listening/Following Directions Outside
10
Followed Criteria 10Team Effort 10Launched 15Time-of-Flight is a minimum of 3 Seconds
20
Calculations 20
SCALE NON-EXAMPLE
Learning Goal:Students will be able to analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.
SEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
![Page 37: Please sit three to a table and complete the first two columns in your KWL](https://reader036.vdocuments.us/reader036/viewer/2022062501/5681649f550346895dd68d70/html5/thumbnails/37.jpg)
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DEVELOPING SCALES In depth understanding of the Learning Goal
Declarative/Procedural Knowledge Requires Strategic and Extended Thinking
Articulation of a logical continuum of thinking Foundational Knowledge to Critical Thinking Taxonomies: Webb’s, Bloom’s, Marzano’s
Opportunity for students to extend thinking Score 4.0 on the scale
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MARZANO’S GENERIC SCALEOrganize Learning Goals into a Scale
• Advanced = 4.0 More Complex Content• Proficient = 3.0 Target Learning Goal
(Complex Content)• Progressing = 2.0 Simpler Content
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Development of a Scale for Student Learning: ExampleStudent Learning Goal:
Scale Comments
Score 4.0
Score 3.0
Score 2.0
Score 1.0 With help, partial success
Score 0.0 Even with help, no success
Students will be able to analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.
The student will:- define velocity, acceleration, gravity, change in velocity- understand the effect of force on an object in motion
The student will be able to predict the effect of design changes on position, velocity, and acceleration of an object in motion.
SEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
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EXERCISE 3.1 Simpler and More Complex Content for Learning Goals
DANCE PARTNERS
http://www.marzanoresearch.com/reproducibles/designing_teaching.aspx#reproducibles
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4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0The student will:
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:
The student will:
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 score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstratedSEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
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USING THE TAXONOMY
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Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.
4.0Participant will design unobtrusive and obtrusive assessments to evaluate 2.0, 3.0, & 4.0 student performances.No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
Participant will construct and use a scale to track student progress toward achieving the learning goal.Scales should: be related to the learning goal articulate the levels of performance using the taxonomy be written in student language provide consistent feedback to students encourage students to improve.No major errors or omissions regarding the score 3.0 content
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
Participant recognizes and describes specific terminology such as: Learning Continuum Target Learning Goal Simpler Content More Complex ContentParticipant is able to communicate a clear learning goal. Goal is a statement of what a student will know or be able to do. Goal is not written as an activity or assignment. Goal supports the standards/benchmark for the course.No major errors or omissions regarding the score 2.0 content
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstratedSEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
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Click “Done”
Select Where you are on the
Scale.
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TRACKING MY PROGRESSParticipants will be able to develop and use a scale to track student progress toward achieving the learning goal.
MarzanoResearch.com
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SCALE DEVELOPMENT FOR STUDENT LEARNING
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SEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
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4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:
• •
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will:•
o o o
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:• • • •
The student will:
• • •
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 score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated SEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
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4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:
• •
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will:• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.o o o
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:• • • •
The student will:
• • •
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 score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated SEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
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4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:
• •
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will:• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.o calculate change in velocity, acceleration, position as a function of timeo attend to meaning of quantities (not just how to compute)o attend to precision
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:• • • •
The student will:
• • •
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 score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated SEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
![Page 52: Please sit three to a table and complete the first two columns in your KWL](https://reader036.vdocuments.us/reader036/viewer/2022062501/5681649f550346895dd68d70/html5/thumbnails/52.jpg)
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:
• •
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will:• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.o calculate change in velocity, acceleration, position as a function of timeo attend to meaning of quantities (not just how to compute)o attend to precision
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:• velocity• acceleration• position• frame of reference
The student will:
• • •
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 score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated SEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
![Page 53: Please sit three to a table and complete the first two columns in your KWL](https://reader036.vdocuments.us/reader036/viewer/2022062501/5681649f550346895dd68d70/html5/thumbnails/53.jpg)
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:
• •
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will:• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.o calculate change in velocity, acceleration, position as a function of timeo attend to meaning of quantities (not just how to compute)o attend to precision
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:• velocity• acceleration• position• frame of reference
The student will:
• describe an object’s motion• understand the effect of force on an object in motion• calculate speed
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 score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated SEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
![Page 54: Please sit three to a table and complete the first two columns in your KWL](https://reader036.vdocuments.us/reader036/viewer/2022062501/5681649f550346895dd68d70/html5/thumbnails/54.jpg)
4.0
In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standardThe student will:
• evaluate design changes and predict the effect of these changes on position, velocity, and acceleration of an object in motion.
No major errors or omissions regarding the score 4.0 content
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
3.0
The student will:• analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to
a frame of reference) as functions of time.o calculate change in velocity, acceleration, position as a function of timeo attend to meaning of quantities (not just how to compute)o attend to precision
No major errors or omissions regarding the score 3.0 content (simple or complex)
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
2.0
The student recognizes and describes specific terminology such as:• velocity• acceleration• position• frame of reference
The student will:
• describe an object’s motion• understand the effect of force on an object in motion• calculate speed
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 score 2.0 content, but major errors or omissions regarding score 3.0 content
1.0With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content
0.0 Even with help, no understanding or skill demonstrated SEMINOLE COUNTY PUBLIC SCHOOLS
Instructional Excellence & Equity
![Page 55: Please sit three to a table and complete the first two columns in your KWL](https://reader036.vdocuments.us/reader036/viewer/2022062501/5681649f550346895dd68d70/html5/thumbnails/55.jpg)
“Two strategies seem especially promising for schools. One is to expand the quality and variety of formative assessments; a second is to promote and organize collective inquiry into and discussion of student progress and achievement based on a range of assessments.”
—Judith Warren Little, (2006) p. 9.Why Common Formative Assessments?
Tracking Student Progress
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WWW.MARZANORESEARCH.COM
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DEVELOP A SCALE FOR YOUR LEARNING GOAL
Scale CommentsScore 4.0 Inferential Understanding (Beyond Standards)
More Complex Content
Score 3.0 Essential Complex Content (Based on the Standards)
Target Learning Goal
Score 2.0 Essential Foundational Knowledge
Simpler Content
Start with Score 3.0 and write your Target Learning Goal
Continue to develop Score 2.0 and Score 4.0 Include specific indicators that would
demonstrate acceptable performance for that score.
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SHARE YOUR RESULTS Combine two PLCs Share your scale Each member of the host PLC will
ask questions and provide constructive feedback.
Revise your scale, if necessary.
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TRACKING MY PROGRESSParticipants will be able to develop and use a scale to track student progress toward achieving the learning goal.
MarzanoResearch.com
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Click “Done”
Select Where you are on the
Scale.
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LAST DANCE
Teachers work
together in
collaborative teams
Clarify what
students must
learn.
Gather evidence of
student learning.
Analyze that evidence & determine
how to respond.
Identify the most
powerful teaching
strategies.
“Reflective teaching must be based on evidence of student learning, and reflection is most powerful when it is collaborative.” (John Hattie, 2009)
The Most Powerful Strategy for Improving Student Learning:
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“Two strategies seem especially promising for schools. One is to expand the quality and variety of formative assessments; a second is to promote and organize collective inquiry into and discussion of student progress and achievement based on a range of assessments.”
—Judith Warren Little, (2006) p. 9.Why Common Formative Assessments?
Tracking Student Progress