We accept learning as the fundamental purpose of our school and therefore are willing to examine all...

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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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Transcript of We accept learning as the fundamental purpose of our school and therefore are willing to examine all...

Page 1: 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.. - DuFour,

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

Page 2: 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.. - DuFour,

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.

Page 3: 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.. - DuFour,

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.

Page 4: 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.. - DuFour,

GROUP NORMS

Are 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.

Page 5: 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.. - DuFour,

TODAY’S LEARNING GOAL

Participants will be able to develop a scale for tracking student progress towards achieving a learning goal.

Page 6: 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.. - DuFour,

TELL US WHAT YOU KNOW AND KWL…

http://www.havefunteaching.com/worksheets/graphic-organizers/kwl-kwhl/kwl-graphic-organizer-landscape.pdf

http://www.havefunteaching.com/worksheets/graphic-organizers/kwl-kwhl/kwl-graphic-organizer-landscape.pdf
http://www.havefunteaching.com/worksheets/graphic-organizers/kwl-kwhl/kwl-graphic-organizer-landscape.pdf
Page 7: 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.. - DuFour,

SELF-ASSESSMENT

0 I know nothing about this learning goal.

1 I really don’t understand what is included in a scale, I might be able write a goal and start a scale with some help.

2 I understand the parts of a scale and can communicate a learning goal but don’t think I can construct a scale by myself.

3 I can construct and use a scale to track student progress toward achieving the learning goal.

4 In addition to constructing and using a scale, I can design formative assessments to evaluate student performance at each of the scale scores.

Participants will be able to develop and use a scale to track student progress toward achieving the learning goal.

Page 8: 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.. - DuFour,

TRACKING MY PROGRESSParticipants will be able to develop and use a scale to track student progress toward achieving the learning goal.

MarzanoResearch.com

Page 9: 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.. - DuFour,

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

Page 10: 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.. - DuFour,

CLASS BUILDING

DANCE PARTNERS

Page 11: 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.. - DuFour,

DANCE CARD

Page 12: 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.. - DuFour,

What Marzano’s research says - High Probability Strategies

- Marzano Research Laboratory

Page 13: 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.. - DuFour,

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

Page 14: 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.. - DuFour,

Courtesy: Hamilton Elementary

1st Grade Team

Page 15: 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.. - DuFour,
Page 16: 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.. - DuFour,
Page 17: 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.. - DuFour,

Source: MarzanoResearch.com

Page 18: 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.. - DuFour,

Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.

4.0

3.5

3.0

2.5

2.0

1.5

1.0

0.5

0.0 SEMINOLE COUNTY PUBLIC SCHOOLS

Page 19: 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.. - DuFour,

Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.

4.0

3.5

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

2.0

1.5

1.0

0.5

0.0 SEMINOLE COUNTY PUBLIC SCHOOLS

Page 20: 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.. - DuFour,

Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.

4.0

3.5

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

2.0

Participant recognizes and describes specific terminology such as: Learning Continuum Target Learning Goal Simpler Content More Complex Content

No major errors or omissions regarding the score 2.0 content

1.5

1.0

0.5

0.0 SEMINOLE COUNTY PUBLIC SCHOOLS

Page 21: 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.. - DuFour,

Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.

4.0

3.5

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

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

1.0

0.5

0.0 SEMINOLE COUNTY PUBLIC SCHOOLS

Page 22: 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.. - DuFour,

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

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

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

1.0

0.5

0.0 SEMINOLE COUNTY PUBLIC SCHOOLS

Page 23: 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.. - DuFour,

Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal.

4.0

3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success

3.0

2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content

2.0

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

Page 24: 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.. - DuFour,

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 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 demonstrated SEMINOLE COUNTY PUBLIC SCHOOLS

Page 25: 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.. - DuFour,

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

Page 26: 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.. - DuFour,

LEARNING GOALS CHART

Page 27: 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.. - DuFour,

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

Page 28: 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.. - DuFour,

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.

Page 29: 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.. - DuFour,

TRACKING MY PROGRESSParticipants will be able to develop and use a scale to track student progress toward achieving the learning goal.

MarzanoResearch.com

Page 30: 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.. - DuFour,

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

Page 31: 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.. - DuFour,

SCALES AND THE USE OF FEEDBACK

If

• goals provide clear targets for learning

Then

• feedback facilitates the process of reaching those targets.

Page 32: 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.. - DuFour,
Page 33: 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.. - DuFour,

Why is this not an example of a scale or rubric?

Water Bottle Rocket Lab

Possible Points Score

Creativity 15

Listening/Following Directions Outside

10

Followed Criteria 10

Team Effort 10

Launched 15

Time-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.

Page 34: 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.. - DuFour,
Page 35: 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.. - DuFour,

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

Page 36: 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.. - DuFour,

MARZANO’S GENERIC SCALE

Organize Learning Goals into a Scale• Advanced = 4.0 More Complex Content• Proficient = 3.0 Target Learning Goal

(Complex Content)

• Progressing = 2.0 Simpler Content

Page 37: 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.. - DuFour,

Development of a Scale for Student Learning: Example

Student 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.

Page 38: 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.. - DuFour,

EXERCISE 3.1 Simpler and More Complex Content for Learning Goals

DANCE PARTNERS

http://www.marzanoresearch.com/reproducibles/designing_teaching.aspx#reproducibles

http://www.marzanoresearch.com/reproducibles/designing_teaching.aspx
http://www.marzanoresearch.com/reproducibles/designing_teaching.aspx
Page 39: 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.. - DuFour,

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 demonstrated

Page 40: 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.. - DuFour,

USING THE TAXONOMY

Page 41: 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.. - DuFour,

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 demonstrated SEMINOLE COUNTY PUBLIC SCHOOLS

Page 42: 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.. - DuFour,

TRACKING MY PROGRESSParticipants will be able to develop and use a scale to track student progress toward achieving the learning goal.

MarzanoResearch.com

Page 43: 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.. - DuFour,

SCALE DEVELOPMENT FOR STUDENT LEARNING

Page 44: 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.. - DuFour,
Page 45: 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.. - DuFour,

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

Page 46: 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.. - DuFour,

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

Page 47: 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.. - DuFour,

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

Page 48: 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.. - DuFour,

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

Page 49: 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.. - DuFour,

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

Page 50: 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.. - DuFour,

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

Page 51: 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.. - DuFour,

“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

Page 52: 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.. - DuFour,

WWW.MARZANORESEARCH.COM

Page 53: 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.. - DuFour,
Page 54: 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.. - DuFour,
Page 55: 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.. - DuFour,
Page 56: 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.. - DuFour,

DEVELOP A SCALE FOR YOUR LEARNING GOAL

Scale Comments

Score 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.

Page 57: 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.. - DuFour,

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.

Page 58: 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.. - DuFour,

TRACKING MY PROGRESSParticipants will be able to develop and use a scale to track student progress toward achieving the learning goal.

MarzanoResearch.com

Page 59: 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.. - DuFour,

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:

Page 60: 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.. - DuFour,

“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


DUFOUR DUFOUR 28, 1987, 25.000 € For Sale

DUFOUR DUFOUR 28, 1987, 25.000 € For Sale

DUFOUR LACOSTE 42

DUFOUR LACOSTE 42

Schools and digital learning: Ready, willing and able?

Schools and digital learning: Ready, willing and able?

DUFOUR DUFOUR 35, 1974, 33.000 € For Sale

DUFOUR DUFOUR 35, 1974, 33.000 € For Sale

Dufour Otoño Invierno 2012

Dufour Otoño Invierno 2012

things PLC - Amazon Web Services · expectations of a PLC is to use a con-tinuum to survey the sta˜ . ˛ e book Learning by Doing (DuFour, DuFour, Eaker, Many, & Mattos, 2016) is

things PLC - Amazon Web Services · expectations of a PLC is to use a con-tinuum to survey the sta˜ . ˛ e book Learning by Doing (DuFour, DuFour, Eaker, Many, & Mattos, 2016) is

Presenters Richard DuFour, Ed.D and Rebecca DuFour, Msites.placercoe.k12.ca.us/PLC/archived/duFours/DufourHandouts2010.pdfRichard DuFour, Ed.D and Rebecca DuFour, M.Ed Placer County

Presenters Richard DuFour, Ed.D and Rebecca DuFour, Msites.placercoe.k12.ca.us/PLC/archived/duFours/DufourHandouts2010.pdfRichard DuFour, Ed.D and Rebecca DuFour, M.Ed Placer County

Dufour verano-2014

Dufour verano-2014

Dufour - Research in socialmov

Dufour - Research in socialmov

Learning By Doing: A Handbook for - Amazon Web Services...By Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas Many _____ Action Guide . This action guide is intended to assist

Learning By Doing: A Handbook for - Amazon Web Services...By Richard DuFour, Rebecca DuFour, Robert Eaker, and Thomas Many _____ Action Guide . This action guide is intended to assist

Dufour 1981 JTSA RankTestsSerialDep

Dufour 1981 JTSA RankTestsSerialDep

Explorer PE. Demographics 25% Mobility Our Journey Book Studies: Getting Started (DuFour) Getting Started (DuFour) Whatever It Takes (DuFour) Whatever.

Explorer PE. Demographics 25% Mobility Our Journey Book Studies: Getting Started (DuFour) Getting Started (DuFour) Whatever It Takes (DuFour) Whatever.

Catalogo Dufour

Catalogo Dufour

Professional Learning Communities (PLC) Tighten what we do! (Adapted from Professional Learning Communities at Work Designed by DuFour, DuFour and Eaker)

Professional Learning Communities (PLC) Tighten what we do! (Adapted from Professional Learning Communities at Work Designed by DuFour, DuFour and Eaker)

Brochure Dufour 410 Grand Large Sweety · 2020-04-04 · Dufour 410 Grand Large- Sweety Page 1 of 12 Dufour 410 Grand Large - Sweety Make: Dufour Price: €149.500,- ex VAT Model:

Brochure Dufour 410 Grand Large Sweety · 2020-04-04 · Dufour 410 Grand Large- Sweety Page 1 of 12 Dufour 410 Grand Large - Sweety Make: Dufour Price: €149.500,- ex VAT Model:

poursuite Dufour

poursuite Dufour

Professional Learning Communities at Work: Bringing the ... Handouts.pdf · —DuFour, DuFour, Eaker, & Many (2006) The Pervasive Impact of the PLC Process A Professional Learning

Professional Learning Communities at Work: Bringing the ... Handouts.pdf · —DuFour, DuFour, Eaker, & Many (2006) The Pervasive Impact of the PLC Process A Professional Learning

“Professional Learning Communities: Getting Started”engage.ok.gov/wp-content/uploads/2015/07/EOK_Professional_Learning_C... · Robert Eaker, Richard DuFour, and Rebecca DuFour,

“Professional Learning Communities: Getting Started”engage.ok.gov/wp-content/uploads/2015/07/EOK_Professional_Learning_C... · Robert Eaker, Richard DuFour, and Rebecca DuFour,

Framework for Facilitating a Professional Learning Community · for students is continuous job-embedded learning for educators (Dufour, Dufour, Eaker, & Many, 2006, p. 98, 217). What

Framework for Facilitating a Professional Learning Community · for students is continuous job-embedded learning for educators (Dufour, Dufour, Eaker, & Many, 2006, p. 98, 217). What

Dr. Rick DuFour And Becky DuFour - admin.kasa.orgadmin.kasa.org/Professional_Development/documents/... · Dr. Rick DuFour And Becky DuFour ... Rick & Becky DuFour rdufour@d125.org

Dr. Rick DuFour And Becky DuFour - admin.kasa.orgadmin.kasa.org/Professional_Development/documents/... · Dr. Rick DuFour And Becky DuFour ... Rick & Becky DuFour [email protected]