The Handbook for the New Art and Science of Teaching. Robert J. Marzano

Чтение книги онлайн.

СКАЧАТЬ

      Using the template in figure 1.2, follow these four steps to create your own proficiency scale.

      1. Identify a target learning goal. This goal will become the score 3.0 content in the scale. For example, “Students will describe complex causal relationships in grade-appropriate passages.”

      2. Identify knowledge that is simpler than the target learning goal and a prerequisite to achieving the target learning goal. This content will become the score 2.0 level of the scale. For example, based on the example in step 1, a simpler goal could be, “Students will identify literary clues that signal a cause-effect relationship in a specific grade-appropriate text.” Score 2.0 often includes more than one content statement, as the simpler content might include vocabulary terms as well as several basic facts or processes.

      3. Identify knowledge that is more complex than the learning goal. This content will become the score 4.0 level of the scale. Content at this level goes beyond what teachers will directly teach in class and often includes complex comparisons, generalizations, or application of knowledge to real-world problems. Continuing the example, a more complex learning goal could be, “Students will explain the relationship between complex causal relationships in one story and those in other stories.” Some teachers, schools, and districts prefer to simply state, “Students will make inferences and applications beyond what was taught,” rather than explicitly stating a specific level 4.0 learning goal. Either approach is acceptable.

      4. Include generic descriptions of other levels. Scores 1.0 and 0.0 are general statements, rather than content specific, and do not change. The same goes for half-point scores, if teachers use them.

       Implementing Routines for Using Targets and Scales

      Routines provide several benefits to the classroom. In relation to element 1, routines encourage students’ attentiveness to learning targets and proficiency scales; they help students relate their learning back to the targets and scales; and they help teachers focus their lessons on the goals set in targets and scales. How might you develop a routine to include targets and scales? Following are a few examples.

      Begin and end every lesson by relating the activity or task back to the learning target and relating the learning target back to the scale. This should involve a brief review of the scale and should not take more than several minutes of class time. Extend this activity by giving students the opportunity at the end of class to explain how they see the lesson relating to the target and the scale.

      Post a copy of the scale and learning target in the same place every day so it is accessible to students. Students should instinctually know where to look for a scale and target during every class. For example, teachers can write the learning target for the day on the whiteboard and create cork boards for the various scales students might want to reference during class. Additionally, teachers can make individual copies of scales for students to use during class or at home.

      Create a routine that helps relate the lesson to the learning goal. For example, before a lesson, write and strategically place sticky notes around the classroom to remind yourself to relate the content back to the target and scale. Ask students individually or in groups to brainstorm how the lesson relates to the learning goal during a pause in instruction or near the end of class. Teachers can also ask students to give a quick signal to request an explanation whenever they aren’t certain how the lesson relates to the target and scale.

      The main benefit of establishing such routines is to reinforce the idea of a learning progression. Teachers can reinforce learning progressions in a number of ways: by asking students to summarize their progress toward a learning target at the end of a week, class period, or unit; by having students relate what they have just learned to their previous understanding or knowledge of the subject; or by asking students to identify where they are on a scale before leaving the classroom. Teachers should consistently engage students in activities that help them understand that they are getting closer to the goal with every lesson.

       Using Teacher-Created Targets and Scales

      Once you’ve spent the time and energy creating the scales, you must use them as a foundation for instruction; otherwise, that precious time has been wasted. For example, for a lesson with brand-new content, you might plan your lesson to first focus on score 2.0, which would be considered the daily learning target. Once you’ve established that the students are able to successfully meet this goal, move up to the set learning goal of score 3.0 content.

      Of course, to effectively implement targets and scales, you must be sure that students understand the learning progressions. Introduce or review the concepts of learning targets and proficiency scales in a general way before relating them directly to the content they’ll need to master. You may also consider using past student work to exemplify each level of the scale. Throughout instruction, relate assignments and activities back to the learning target or scale to help students absorb these concepts and become fluent in their use.

      Consider extending your use of targets and scales by putting them in the students’ hands. Ask students to set goals based on a target or scale. Or, ask students to describe how their actions contribute to their mastery of the target. Another option is to have students determine for themselves where they are on the scale and what they need to do to get to the next level.

       Creating Student-Friendly Scales

      In this strategy, the teacher asks students to translate the scale into student-friendly language. After explaining the target, simpler (2.0), and more complex (4.0) learning goals, the teacher divides the students into groups of three or four to write out their own versions of each of these levels. The teacher then compiles the students’ suggestions, presents the rewritten scale to students for feedback and comments, and revises as necessary.

      The benefits of this strategy are twofold. First, the students’ responses help the teacher to better identify the students’ understanding of both the target and the scale. Second, students are better able to internalize the learning progression having done this work rather than just viewing the scale on a whiteboard or poster.

      Figure 1.3, based on Robert J. Marzano’s (2006) work in Classroom Assessment and Grading That Work, shows student-friendly wording of each score on a proficiency scale.

      Source: Marzano, 2006.

Figure 1.3: Example of a student-friendly proficiency scale.

       Identifying Individual Student Learning Goals

      The teacher asks students to identify and record a personal learning goal that interests them and that relates to the teacher-identified learning goals. Students state their personal learning goals using the following formats.

      When this unit is completed, I will better understand ________________________.

      When this unit is completed, I will be able to ________________________.

      Instead of creating a proficiency scale for their personal goals, students can use the following generic scale to examine their progress.

      4 = I did even better than the goal I set.

      3 = I accomplished my goal.

      2 = I didn’t accomplish everything I wanted to, but I learned quite a bit.

      1 = I tried, СКАЧАТЬ