Common Board Configuration

Learning Goal: I can provide clear learning goals (Element 1) and engage students in reflection of learning(Element 13).

Essential Question: How does providing clear learning goals and reflecting on student learning enhance my teaching and student learning?

Objective: Teachers will define and identify Elements 1 & 13 by reviewing examples and determining how to apply the components in the classroom.

Vocabulary: scale, levels of performance, levels of understanding, learning goals

Agenda: *Review Element Components and examples of Element Strategies *Model Element Strategies

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.

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.

Getting Started

Work in Progress

Standard Work

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 understand.

I think I get it, but I could use some help.

I SO get it! Go me!

The Cupcake Scale

0 Even with help,

no understanding or skill demonstrated.

1 Student needs

re-teaching and extra support to

understand what is required to meet the benchmark

and/or objective.

2 Student has added

to his/her understanding of

the concept and/or performance. With some

revision, this work can meet the

benchmark and/or objective.

3 Student has

demonstrated proficiency.

He/she understands the concept and has

met performance requirements.

This work meets the benchmark

and/or objective.

4 Student

demonstrates understanding and

performance beyond proficiency and has exceeded the benchmark

and/or objective. Student could even teach a

friend!

Getting Started

Work in Progress

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) _____________

Journal Entries

Share with a partner

Stand and Share

Walk around and talk to

students while they are working

Parking Lot (Sticky Notes)

0 1 2 3 4

Questions and Answers

You are all fabulous!