Chapter+1+Design+Question

//Catherine Palmer// Note: As a older, new teacher, with years of "subbing" for Art teachers, and the persistence to obtain a 24 year dream of becoming an public school Art Teacher, I am working with 25 different classes a week, clerically coordinating 47 classes, for over 600 plus students, thus making time of the essence. Task 1. With that said, I believe in my desire to start an Elementary Pottery Program, coupled with firm foundations in clay visuals, vocabulary and the specific hand building demonstrations of basic techniques could not only produce a sense of pride and creative accomplishment in my students AND offer the collective community an exciting exposition showcasing student work. I tracked student achievement, first, by personal observation regarding the application of direction followed, time challenges, personal growth for higher order thinking, as well as community based participation, ie: set up and clean up. My students identified the learning goals every week, beginning with their expectation thumbnails, a sketch lesson, then weekly with classroom discussion and review of individual progress, checking construction and asking questions. Students completed a "Half way through Hand building" questionnaire. Results showed confidence ( lots of 2, 3, and some 4's) in all areas except clay vocabulary.

Task 2.It has been key for me to establish reasonable goals and expectations in an elementary clay class. I must communicate thtorugh decisive actions, both verbally and in print, learning goals and tasks given. I struggle sometimes finding the right words for the simplification process of a written goal, since I tend to compllicate things anyway, much like my students. Tracking student progress in my room is mostly performance based and as students follow directions, they gain more confidence in the process and this allows thier creativity to blossom. Caly lends itself to formative asseessment as it is directly visual and reminds students of their own progress within the piece. Individual learning is monitor through the perfomance with clay and as a community of learners who work together to create an authentic enviroment for all of us. We celebrate with appaulse and a finger snap, to show our appreciation for all the work, especially clean up. Often those students who feel compelled to stay behind are working at an intrinstic level to clean tables, wash canvas, tools and straighten up the art room for the next class. These students are rewards, sometime with a treat ( think marshmellows!) or a PBS card. They know how much I appreciate thier hard work, both on a project and in the artroom. Those who linger are often coaxed and encouraged to join in for the sheer fun of clean up.

Task 3. Revision of the Learning Goals. Rubric and Self Assessment, See attatched files.

Pre-reading

 * Task#1: Relfect and provide a response in the Academic Journal to the following**:
 * Identify a unit of instruction you taught this year. Identify your learning goals for the unit and how you tracked progress towards achieving the learning goals.
 * Did you have students identify learning goals?
 * Did you have students chart their own progress?
 * Task#2: Read Chpater 1-"What will I do to establish and communicate learning goals, track student progress and celebrate success?**

Post-Read

 * Task#3: Now that you've read the chapter, use the Action Step Documentation form to complete the following:**
 * Revise the learning goals you had for the unit
 * Design a rubruc(scale) to assess progress on the learning goals
 * Will you have students identify their own goals and self-assessment rubric (scale)? Explain:

John Earnhardt Task #1 A recent topic covered for elementary school teachers in a 35 minute block was assisting teachers in identifying K-5 low SES and ELL potential gifted students. The learning goal was that "teachers would be able to understand characteristics of low SES and ELL potential gifted students". The PD was short; therefore there was not a lot of time for tracking progress during the PD. I did, however, give teachers 2-3 one minute opportunities to share with a colleague something they had just learned that they did not already know. I did not give the teachers an opportunity to identify their own goals; however, as a group the teachers had "pre-identified" the goals as they requested the training prior to its occurrence. Teachers were given one opportunity to reinforce their learning via a quick paper copy quiz. We reviewed the answers together. A post-quiz was sent to the teachers as a word search, and teachers were forwarded the powerpoint training that was used during the presentation. I did ask during the presentation for teachers to raise their hands and use 4, 3, 2, or 1 finger signals to identify whether or not they were comprehending and understanding the material discussed. 

Amy Yeater Task #1
 * One topic I covered this year while training staff members was effectively accessing and utilizing our online IEP and staffing document program. I had identified the goal that learners would leave the full-day session knowing each step in accessing the program as well as what the compliance requirements were for each type of document they created within the program. The way I tracked participant progress was basically an objective judgement as I observed each of them working within the online system in the computer lab during my presentation. Basically, a person who asked very few questions and seemed to be following along with each step while demonstrating successful completion of the tasks was considered by me to be making progress toward the goal I set. Therefore, a person who asked many questions and seemed to be confused by subsequent steps I was demonstrating and unable to complete the tasks I present was considered by me to not be making progress toward the goal I set.
 * I did not have my participants identify learning goals for this session.
 * I did not have my participants track their own progress for this session.

Task #3

Sue Maliszewski
 * 1) 1 Task
 * The unit of instruction I taught was introduction of EXPOSITORY TEXT (S.Q.R.R.R.L.- Survey, Question, Read, Retell, Review, Learn) for ALL ABOUT APES. The learning goals for the unit was to have the student correctly use the S.Q.R.R.R.L. strategy to retrieve facts/information about Apes, using various graphic organizers (idea tree, Venn diagram, etc.) The clarifying strategy which was introduced previously have the class use their strategy for figuring out unfamiliar words/phrases partners with the new skill. There were several resources used for the lesson, such as photo gallery online, live videos of different apes, there were pictures arranged around the classroom with paragraphs of facts about these creatures. I tracked their progress by have partners answer pertinent questions from the APE story, many of my students offered to get additional research at home on their computers, several students went to the library at home and brought in APE facts and photos. Sharing was very enthusiastic and ongoing. The culminating project was to read a book they select and write a summary of the facts learned with illustrations to accompany the text.
 * At the front of the classroom there was K.W.L chart and the students shared what they KNEW about Apes, what they WANTED to know, and finally what they LEARNED.
 * The class added to the chart each day throughout the week, this gave me a great insight of each one of my students learning experience. The K.W.L chart demonstrated to each student their progress (names were share their knowledge, etct., and who gave input daily on the chart). Also, each day I asked the class to give me indications on a rubric (4- knowledgeable, 3- almost knowledgeable, 2-know a little about the subject, and 1-know very little about the subject). Fingers were raised to indicate familiarity of the APES. The idea tree organizer demonstrated new facts which were reviewed daily.
 * 1) 2 Task
 * I would post learning goals ON THE WHITE BOARD IN FRONT OF THE ROOM in student-friendly language and also put the rubric on paper indicating in plain language what 4,3,2,1 scores mean for the lesson. I would ask each student to answer orally what they learned that day about Apes, and to celebrate the students' success I would give Hi 5s, silent cheers, Bravos, and GREAT JOBS CLASS for sharing their new knowledge. Also, I would give constructive positive feedback to scaffold their learning for the next lesson.
 * 1) 3 Task
 * My initial learning goal was to use the S.Q.R.R.R.L strategy and clarify the unfamiliar phrases or words. REVISED LEARNING GOAL: I would break this up. I would have student feel comfortable Retelling what the read/learned, but review would start at the beginning of each class (survey, read, was already being done, I would emphasis RETELLING in their own words not READING again. Retelling already indicated what they learned. I would cut out survey, question, and learn is redundant. If they can retell what facts they learned everything else is accomplished.
 * RUBRIC- SCALE I would reconstruct or change is this: 3 GOT IT 2 NOT SURE 1 NO CLUE
 * I definitely would have students identify their own goals because they take OWNERSHIP of learning the lesson, they know what the expectations are for accomplishing a #3 because it is explained and modeled throughout the lessons and unit. At first the student may give him/herself a #3 but I explain what is required for a #3. Next, they are given a chance to alter their rating/score, and realize what it takes to get that #3, or #2, or #1. Students are thrilled when that #3 is accomplished, applauded and confirmed. So students work very diligently to get that high score but more importantly know HOW to get it and strive for that goal. Also, did #3 Task with revised Learning Goal on the Action Step Doc.

Note: As an administrator, I had to reflect on an instructional unit I helped design and deliver this year to our instructional staff (adult learners) as I have not designed a lesson for students (children) this year. The lesson topic is something that was prior to Marzano training.I hope that this will work for the purpose of our book study.
 * DDillon7**


 * Task #1 Identify a unit of instruction that you taught this school year. Identify your learning goals for this unit and how you tracked student progress towards achieving your learning goals.**

A unit of instruction that I facilitated this year was a unit on grading practices. I have been on a district committee that has looked at best practices in grading for the past two years. After completing a book study on "A Repair Kit for Grading: 15 Fixes for Broken Grades" by Ken O'Connor, principals were asked to design a professional learning community in which we looked at five identified grading practices that we would focus on in all schools. The learning objectives were the following:
 * To develop a standards based grading and reporting system that conveys meaningful, accurate information about student achievement wherein grades are consistent, accurate, meaningful and supportive of learning
 * To examine five focuses identified in the book and how they were incorporated in school/grade level grading practices and policies
 * To participate in professional dialogue and staff development using the book as a resource for best practices in grading and revise our current grading practices so they better communicate student achievement in a consistent,accurate, meaningful way that supports learning.
 * To communicate our school/grade level grading policies to our students and parents during Open House
 * Did you have students identify their own learning goals?**

I feel that the students (teachers) at each grade level, examined the research on best practices, reviewed their grading policies as they related to the five focuses identified and developed more consistency among their grade level team so that a grade in one classroom represented the same thing as the other classes in their grade level. I feel that during our school based inservices, grade levels charted what grades were used for, what they should communicate and what factors they included in letter grades then used this information to revise their grading policies for this school year that incorporated the five focused best practices identified in our PLC learning objectives.
 * Did you have students chart their own progress?**

After reading Chapter 1, it became clearer to me that many times when we establish the objective(s) of a unit lesson, we identify the learning activities that we want our students, be they children or adults, to complete as opposed to what we want the learning outcome to be. Marzano's chapter 1 keys in on three important elements of DQ1. The first establishing and communicating learning goals to our students is important so the learning outcome is clear to them. Many times in the past, the activity would have been identified and completed but because we did not include the formative assessment process to track student progress, the lesson ended there. The third element of DQ 1 celebrating success may have been by passed because of time or simply moving on to the next planned activity. This year as we began implementing the Marzano model in our schools, our focus was on DQ 1,5, & 6. As teachers learned more about how to establish learning goals and developing scales to help students track their own progress, I began to observe a difference in student's involvement in their learning. They are able to communicate to me what their learning goal is and are eager to share their progress. They enjoy taking more responsiibility for their own learning and find the scales something to work for.It has been a positive strategy to implement in all classrooms. DQ 1 has also had an impact on how teacher's write their lesson plans. Many have also designed and shared scales with other teachers.
 * Task #2 Read Chapter 1 - "What will I do to establish and communicate learning goals, track student progress and celebrate success?"**


 * Task #3 Revise your learning goals for the unit**
 * Design a rubric to assess progress on the learning goals**
 * Will you have students identify their own goals and self-assessment rubric? Explain**

__Revised Learning Goals__
 * Students (Teachers) will understand the research behing the five fixes identified in the grading practices PLC and the impact they have on determining student grades in support of learning
 * Students (Teachers) will be able to use their knowledge and understanding of grading best practices and establish a grade level grading policy that will be consistent, accurate, meaningful and support learning that will be shared with students and parents

__Scale/Rubric__ The scale would assess whether the grades in each content level met the criteria of being consistent, accurate, meaningful and support learning. Score of 2 - Content area grades are consistent, accurate and meaningful grades that support learning Score of 0 - Content area grades are inconsistent, inaccurate and not meaningful to support learning

Still working on how to create a rubric for the grading practices training, would like feedback on this. Not real happy with first submission. I will continue to work on this scale and would be open to suggestions. Maybe I would set up a rubric for a product submission establishing more specific criteria on what the grading policy should include by having teachers refer to the pupil progression plan. Just thinking out loud.

Own Learning Goals

Each teacher will identify their own goals and rubrics for assessing reading and other content areas with the learning outcome being a grade level grading policy that is consistent, accurate, meaningful that supports learning. The grading policies would reflect how we the five focus areas would be included in the grading policy. Grading policies would be submitted and reviewed by the principal before they would be communicated to students and parents at our Open House next year.

**Jennifer Kabis - Pre-Reading** Task #1: One unit of instruction taught this year was focused on the novel //Roll of Thunder, Hear My Cry//. The learning goals included gaining an understanding 1930s America in the south (the plight of the black community, Separate but Equal laws, 13th-15th Amendments which followed the Civil War, perseverance in the face of adversity, as well as the skills goals of vocabulary and literary analysis. The goals that were traced were more skill-based as we had a portfolio with sections that need to be completed for each chapter (vocabulary in which they were given the word, part of speech, derivatives, and definition and had to create a visual and high-level sentence; ‘Character Traits’ in which they tracked direct and indirect characterizations for each of the characters; ‘My Thinking’ in which they had to give evidence of their thinking through the use of sticky notes placed in the book while reading, transferred to the portfolio and explained; ‘Chapter Summary’ in which they summarized the chapter, drew a picture of an important scene, and justified why it was important to the plot; ‘Alternate Point of View’ in which they had to write a scene from another character’s PoV; ‘Reading Reflection’ in which they had to reflect upon a section, chapter, or question given; ‘Chapter Questions’; and ‘Strategic Reading/Literary Concepts’ acquired from the teachers resources). The students were assessed on a regular basis for vocabulary and story knowledge through multiple choice, true/false with correcting false statements, and short answer questions. We focused heavily on plot elements and literary devices. At the end of the unit, the students were given a ‘Menu’ of projects from which to choose with four projects total to create. The ‘appetizer’ focused on a written or verbal project (i.e. poem, letter), ‘salad’ focused on a hands-on project (i.e. Facebook page, wanted poster), ‘main course’ focused on a larger, more involved project (i.e. Jeopardy game, play, sculpture), and the ‘dessert’ a mixture of creative and written (i.e. crossword/word search, business card, character profile poster).
 * //Identify a unit of instruction you taught this year. Identify your learning goals for the unit and how you tracked progress towards achieving the learning goals.//

Learning goals were not identified by the students nor did students chart their own progress. This year has been a massive challenge to even get my students to complete assignments and I feel that doing these things would have provided them with some ownership in the process rather than feeling like passive learners. I have since moved on to another unit and have designed goals and a simple progress charting mechanism. We shall see if it makes the difference in their work ethics! <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">**Revised Learning Goal:** Students will be able to explain the justified system of segregation under the Separate but Equal laws that rose out of the Civil War and understand how the northern and southern states adapted to them.
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">//Did you have students identify learning goals?//
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">//Did you have students chart their own progress?//
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Task #3: Post-Read **

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Score 4: In addition to Score 3, student can make in-depth inferences and connect the details to elements beyond what is taught. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Score 3: Student can thoroughly explain the significance of the simple and complex details and can make basic connections to previously taught as well as new materials. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Score 2: Student is able to distinguish between simple and complex details and has a basic understanding of how to explain their significance to the time period. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Score 1: Student is able to identify the more simple details being taught with some guidance but is unable to distinguish them from more complex details. There is a complete lack of comprehension of the significance of the details related to the time period. <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Score 0: Student is unable to perform the learning goal with assistance from the teacher.
 * <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Rubric **

<span style="color: #800080; font-family: 'Comic Sans MS',cursive;">Yes, I definitely will have students identify their own learning goals in an effort to have them more personally engaged in the task. I also want to see where they extend their thinking as they can always come up with something that I hadn’t thought about that is worthy of additional lessons/research. I also think a self-assessment rubric is an exceptional idea because it will give me a better understanding of their view of how well they are doing. I think it will also allow me the opportunity to see if we have very differing ideas as to their progress. A lot of the time students are more passive and subjective and I think by making them active and objective it will increase their ‘buy in’ to what we are doing. I got a lot of ideas while reading this chapter and have already revised some things we are currently doing.
 * <span style="color: #800080; font-family: 'comic sans ms',cursive; font-size: 13px;">Will you have students identify their own goals and self-assessment rubric (scale)? Explain

Kim Nicholas
A unit of instruction that I have taught this year is writing an expository essay rough draft. Other learning goals included knowing and being able to perform the steps of the prewriting process (generating ideas, making a plan, using organizational tools and strategies), developing the main idea, logical sequence of ideas, and parts of an essay (intro, body, conclusion). Also included was a learning goal for reading and focusing on an expository essay writing prompt.
 * Task #1**

Formative assessments toward the goals took place as I observed and/or participated with the students in practice activities (round robin/table, quiz-quiz-trade, etc.). The individual learning goals were also assessed with practice prompts and a series of Thinking Maps. Students demonstrated their prewriting ability with a brainstorming map and a sequencing map. They demonstrated their ability to interpret and focus on a writing prompt with a classifying map. The maps would become part of their prewriting process during timed prompt writing. Development of introductory, body, and concluding paragraphs was done on individually-collected and assessed index cards, which became part of a combination sequencing-classifying map. At the end of the unit, students were formally assessed with a timed writing essay test.

Students did not create their own individual learning goals, nor did I have them chart their own progress toward the goals. They did regularly show fingers to indicate their perceived position on the 0-4 scale; however, there was no formal tracking or discussion about the accuracy of their assessment of their own knowledge and ability.
 * Task #3 [[file:Action+Step+Implementation ch 1.rtf]] **

** Karen Cobb **

**Task #1- Identify a unit of instruction you taught this year. Identify the learning goals and how you tracked progress towards achieving the learning goals.**

The unit of instruction that I taught earlier in the year was //The Earliest Americans//. Major learning goals included an understanding that the first Americans came to North America from Asia by way of a land bridge and they eventually spread throughout North and South America. Also, I wanted students to understand that the way of life for many Native Americans was determined by their environment, the part of the country in which they lived, and the resources found within the area. The third goal was to understand the way of life for the Hopi, Seminole, Iroquois, Tlinglit, and Sioux Native American tribes. I really wanted to enlighten my students to the great number of tribes that could be found within the United States along with their diverse traditions and cultures and to break the stereotype that Native Americans only lived in tepees and wore headdresses. I assessed my students’ knowledge at the beginning of the unit by using a prereading anticipation guide that helped me determine misconceptions that my students had and what they already knew. I also had students work in small groups to brainstorm and record all they knew about Native Americans. Also, I told them they could create a word splash with words that they associated with early Americans. I tracked progress of my learning goals through class discussions and questions. After each chapter, we recorded our comprehension questions in our Native American notebooks. This was beneficial to both me and the students. I could assess student understanding of the information they had just learned through these review questions, and it was also used later as a study guide/review in class when the students questioned one another on this material. As the unit progressed, I used several other formative assessments that were used to track progress. As we progressed though the unit, I had my students create posters that illustrated and labeled the vocabulary that was associated with a particular tribe. When we studied the various homes of Native Americans, students created riddles that described each particular home and we shared these with the class. The summative assessment was a Native American brochure that each student created. Each chose his or her tribe that was the most interesting and it included information about the region, food, clothing, traditions, and environment.

**Did you have students identify learning goals?** **Did you have students chart their own progress?**

Students didn’t identify individual goals or generate a a goal the class might want to achieve. Students are naturally curious, and many were intrigued and inquisitive when I taught them about ancient Americans crossing a land bridge. Some wanted to go on the Internet and research this fact to find more information. After reading chapter one, I now realize my students' questions and interests could have been "a teachable moment" and an ideal opportunity for me to start a discussion on the topic of student ownership of learning goals. Students didn’t chart their own progress on each learning goal; however, students occasionally filled out a 1-4 scale for self assessment of a concept or overall chapter understanding.

Task #3 Here is my rubric/learning scale to assess progress on learning goals.
 * **Revise Your Learning Goals For This Unit.**
 * **Students will understand that the first Americans developed innovative ways to live and survive.**
 * **Students will be able to describe how the American Indians used their environment to obtain food, clothing, and shelter.**
 * **Students will be able to identify, locate, and describe historical events of the Iroquois, Hopi, Seminole, Tlinglit, and Sioux tribes.**
 * **Students will be able to identify similarities and differences between various Native Amercian Tribes**
 * **The student interprets ideas and events from a historical perspective** ||
 * **SCALE** || ** COMMENTS ** ||  ||
 * ** Score 4.0 ** || * **The student has an appreciation and understanding of the differences in Native American cultures and lifestyles.**
 * The student understands how the Native Americans have influenced the American lifestyle of today.
 * **The student will be able to investigate and demonstrate the significance of the early Native Americans’ culture and lifestyles as each play a contributing role in the history, diversity, and beliefs of the American people.** ||
 * **Score 3.0** || * **Students can compare and contrast the five regions and Native American tribes that lived within these regions.**
 * **The student can find similarities and differences between the various tribes**
 * **The student can explain historical events from each tribe and why they occurred.** ||
 * **Score 2.0** || * **The students can locate the five regions and the Native Americans that lived within these regions.**
 * **The student recognizes each of the five different tribes and the historical events that occurred within each tribe**
 * **The student understands that the environment and region of each tribe determined how the tribe lived and survived** ||
 * **Score 1.0** || * **With help, partial understanding of some of the simpler facts, details, and processes and some of the complex ideas and processes** ||
 * **Score 0** || * **Even with help, there is no understanding** ||


 * Debby Brackett**
 * Task#1: Reflect and provide a response in the Academic Journal to the following**:

I am an ESE Para at the middle school level, so will be using things that have been done in classrooms in which I work. In a 6th grade, below level classroom we did a “Circle Lab.” Students were teamed up in groups of 4 and given a selection of circular items. For each item they were to find the diameter, radius, and then estimate Pi to 3 and find area and circumference of each circular object. The learning goals were that students would accurately determine diameter and radius of circular objects. In addition students would understand the application of formulas for area and circumference of each object. Each student was to show work for each step of the project. They were encouraged to work together, compare their work, and ask questions as needed. A rubric was devised to assist students in evaluating themselves. Each team showing good teamwork, and each student who showed work for the project, was rewarded with “great work” comments, and stickers (a big incentive for this group).

Students did not set learning goals, or chart progress other than the work on their papers, and the completion of the final worksheet.


 * Task#2: Read Chapter 1-"What will I do to establish and communicate learning goals, track student progress and celebrate success?**

Learning goals were posted on the board in the classroom. We could have brainstormed ideas from the students as to what they would like to learn from this lab and added their thoughts to the list. I like the idea of having each student add a score from the rubric to track his/her own progress.


 * Task#3: Now that you've read the chapter, use the Action Step Documentation form to complete the following:**

I would not change the learning goals for this unit, but have the students add onto them as a group: Students will be able to determine the diameter and radius of various circular objects. Students will understand the application of formulas for area and circumference of objects.

For a rubric I would use: 4 I understand and could teach this, 3 I think I get it!, 2 I’m beginning to understand, 1 I’m still not sure.

Students could be challenged to create their own learning goal and rubric for this lesson. With this particular group it would be a challenge, but might also help some of them see a reason to do the activity.

<span style="color: #008000; display: block; font-family: georgia,serif; font-size: 16px; text-align: left;">Mary Strickler >>
 * Task#1: Relfect and provide a response in the Academic Journal to the following ** :
 * Identify a unit of instruction you taught this year. Identify your learning goals for the unit and how you tracked progress towards achieving the learning goals.
 * **<span style="color: #008000; font-family: Georgia,serif; font-size: 120%;">One unit of instruction I taught this year was a third grade science unit on Classifying Plants and animals. For my learning goals, I focused on the Third Grade Science Benchmarks SC.3.L.15.1 and SC.3.L.15.2 "Classify animals into major groups according to their physical characteristics and behaviors" and "Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores." I tracked progress towards achieving these goals through the "Brain Check" pages in the science textbook, chapter quizzes, and reading response activities. **
 * Did you have students identify learning goals?
 * **<span style="color: #008000; font-family: Georgia,serif; font-size: 16px;">I had the benchmarks posted on the board, and went over them with the students, but they were unresponsive, and I don't think they really understood the goals. **
 * Did you have students chart their own progress?
 * **<span style="color: #008000; font-family: Georgia,serif; font-size: 16px;">No. :-( **

Mary Strickler Task 3 __ Revise the learning goals you had for the unit __
 * The student will be able to classify animals into major groups according to their physical characteristics and behaviors.


 * Score 4 - The student is able to classify vertebrates (mammals, birds, amphibians, reptiles, fish) and invertebrates (arthropods, snails, squids) into major groups according to their physical characteristics and behaviors. The student also identifies additional classes of invertebrates and classifies animals into groups not explicitly taught in class. ||
 * Score 3 – The student is able to classify vertebrates (mammals, birds, amphibians, reptiles, fish) and invertebrates (arthropods, snails, squids) into major groups according to their physical characteristics and behaviors. ||
 * Score 2 – Student is able to classify vertebrates and invertebrates into groups. The student is able to classify //__some__// vertebrates and invertebrates into major groups according to their physical characteristics and behaviors. ||
 * Score 1 – With help, the student will be able to classify vertebrates and invertebrates, and classify vertebrates into major groups according to their physical characteristics and behaviors. ||
 * Score 0 – Even with help, the student is unable to classify animals into major groups according to their physical characteristics and behaviors. ||


 * The student will be able to classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores.


 * Score 4 - The student is able to classify flowering plants and nonflowering plants, and plants that make seeds and plants that make spores into major groups according to their physical characteristics. The student is able to further expand the classification to include fungi, algae, etc. ||
 * Score 3 – The student is able to classify flowering plants and nonflowering plants, and plants that make seeds and plants that make spores into major groups according to their physical characteristics. ||
 * Score 2 –The student is able to classify //__some__// flowering and nonflowering plants into major groups according to their physical characteristics. ||
 * Score 1 – With help, the student will be able to classify flowering and nonflowering plants into major groups according to their physical characteristics. ||
 * Score 0 – Even with help, the student is unable to classify plants into major groups according to their physical characteristics. ||

The students will brainstorm a list of goals related to the ones identified by the teacher. Because some students may not have experience setting personal goals, a brainstorming chart can be produced whole group so students can have a framework from which to choose goals or have an idea about how to create their own personal goals. After students have created their personal learning goals, a generic scale such as the one provided by Marzano & Associates in __A Handbook for the Art and Science of Teaching__ (2007) page 22.
 * Will you have students identify their own goals and self-assessment rubric (scale)? Explain:
 * Generic Scale for Student Goals ||
 * 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, but I didn’t really learn much. ||
 * 0 = I didn’t really try to accomplish my goal. ||

Joanne HIlhorst


 * Task#1:**
 * **Identify a unit of instruction you taught this year. Identify your learning goals for the unit and how you tracked progress towards achieving the learning goals.**
 * UNIT - Biotechnology
 * GOALS (Objectives) Students will define biotechnology, construct a model of the DNA molecule, give examples of how biotechnology is being used to benefit animals and list 2 things that genes control.
 * A pretest is given at the beginning of the unit and a post test at the end. At least twice during the unit, students are informally assessed on what they are learning by being asked 4 questions by the teacher.
 * **Did you have students identify learning goals?**Students are told what the objectives of each lesson are.
 * **Did you have students chart their own progress?** No.


 * Task#2: Read Chpater 1-"What will I do to establish and communicate learning goals, track student progress and celebrate success?** Learning goals will be established for each unit would be posted on the board for students to see. Their attention will be deliberately directed to the lesson goals some time at the beginning of the lesson. A rubric will also be posted and student will be asked to rate themselves at the beginning, during and at the end of the lesson.

Post-Read

 * Task#3: Now that you've read the chapter, use the Action Step Documentation form to complete the following:**
 * **Revise the learning goals you had for the unit**. GOAL - Students will understand the role of DNA in Biotechnology.
 * **Design a rubruc(scale) to assess progress on the learning goals**
 * **Will you have students identify their own goals and self-assessment rubric (scale)? Explain.** I will continue to provide the goals and the rubric for the students as I do not think they really know what they should be learning. I would, however, make sure they have the opportunity to rate themselves as the lesson progresses, using the scale the I provide.

Deborah Smith

Pre-reading
<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">One unit of instruction that I taught to my third grade writing students was compare and contrast writing. In their reading/science class students were studying a unit on classifying plants and animals. Students had just finished learning about amphibians and reptiles and had some background knowledge to draw on. I wanted to extend this knowledge and teach them how to then write a compare and contrast essay on the subject. In writing, my students had previously been introduced to and worked on writing expository essays. Earlier in the year students were instructed on organization, leads, transition, and conclusions in writing. The goal was for students to go through the writing process to produce a compare and contrast draft essay utilizing these concepts already learned in writing. Students would use nonfiction materials on amphibians and reptiles to gather information. They would use two column notes to record information. Students would then organize that information using a Venn diagram. Next, students filled an expository graphic organizer identifying similarities and differences. From this point students worked on writing a rough draft. I modeled throughout all steps. As this was their first compare and contrast essay we did not take it through to the final stage of publishing. I tracked students’ process by conferencing with each student at each stage. For example, I checked two column notes, Venn diagrams, and then each paragraph as it was written (introductory paragraph, paragraph of similarities, paragraph of differences, and conclusion paragraph). After conferencing, students then revised and or edited their writing. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Yes, I gave students an overview of the unit and also recorded the goals on my board. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">No, I did not chart their progress other than conferencing with them as we went along. After conferencing students knew what they had done well, as well as what they needed to work on.
 * Task#1: Relfect and provide a response in the Academic Journal to the following**:
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Identify a unit of instruction you taught this year. Identify your learning goals for the unit and how you tracked progress towards achieving the learning goals.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Did you have students identify learning goals?
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Did you have students chart their own progress?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Deborah Smith

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Task #3


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Revise the learning goals you had for the unit

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student will be able to write a compare and contrast essay that contains an introductory paragraph, a paragraph of similarities, two paragraphs on differences, and a concluding paragraph.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Design a rubric(scale) to assess progress on the learning goals.


 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Score 4 - The student is able to write a compare and contrast essay, with no major errors or omissions. Ideas are well-developed, logical and layered. ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Score 3 – The student is able to write a compare and contrast essay, with no major errors or omissions. Support is adequate and well-organized. ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Score 2 –The student is able to write a compare and contrast essay, but with major errors or omissions with lack of support in the similarities and differences paragraphs. ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Score 1 – With given help, the student is able to write a partial compare and contrast essay. ** ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Score 0 – Even with help the student is unable to write a compare and contrast essay. ** ||


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Will you have students identify their own goals and self-assessment rubric (scale)? Explain:

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students will brainstorm a list of goals related to the ones identified by the teacher. Because some students may not have experience setting personal goals, a brainstorming chart can be produced whole group so students can have a framework from which to choose goals or have an idea about how to create their own personal goals.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">After students have created their personal learning goals, a generic scale such as the one provided by Marzano & Associates in __A Handbook for the Art and Science of Teaching__ (2007) page 22.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Generic Scale for Student Goals ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4 = I did even better than the goal I set. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3 = I accomplished my goal. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2 = I didn’t accomplish everything I wanted to, but I learned quite a bit. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1 = I tried, but I didn’t really learn much. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">0 = I didn’t really try to accomplish my goal. ||

Liberty Magnet Kindergarten Group Task #1:
 * We chose Topic 9 - Introducting Subtraction as our unit of instruction. Our learning goal is to solve word problems involving separating situations. We tracked student progress through observation and 1-2 formal assessments.
 * We did not have students identify their own learning goals.
 * We did not have students chart their own progress.

Task #3:
 * Our learning goal correlates with the Sunshine State Standards (MA.K.A.1.3) and will not need to be revised. However, we will post goals and objectives and review them with the students at the beginning of every lesson.
 * We designed a rubric to assess progress on learning goals based on 10 subtraction problems. The scale would be 8-10 is Super. 5-7 is Good. 0-4 Needs more practice.
 * We will give a pre-test of 10 subtraction problems and introduce the rubric to the children. The students will then identify their own goal. They will complete four practice worksheets where they will be given the opportunity to track their progress and reflect on their accomplishments verbally. Improvements and steps toward reaching their goal will be celebrated between the student and the teacher. After the post-test, students will compare the result with the goal they set and complete a final self-assessment. A whole class celebration will follow.

Debra Barnes Task #1 Task #2 I will continue to have students verbalize the weekly reading goal. I will develop smaller more specific activities to pinpoint goal progress (example- Name 2 characteristics of an informational text/ complete a chart with facts from story) When a student is able to name at least 2 characteristics on NF text we will celebrate with "snap claps" for each other!! .
 * I taught a lesson on understanding the characteristics of nonfiction and using graphic orgabizers as a strategy for comprehension.(LA1.1.7.5 & LA1.2.2.3) . The students read an informational text on several animals and thier adaptations. I tracked student progress with daily observations, quick checks, and center activities.
 * The students did identify the weekly reading goal as: "When I read a nonfiction story to learn information". I did not have students track their own progress.

‍
** I would provide students with several hort stories to practice determining if it is fiction or non fiction. **  ** the cumulative activity would be to for students to fill in chart with facts to be scored with rubric. ** || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Score 4 - The student is able to complete animal fact chart with 4 facts and no errors. ||
 * ** The revised Goal would be : I can learn and record information from a non fiction story. **
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Score 3 – The student is able to fill in chart with at least 2-3 animal facts with no major errors. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Score 2 –The student is able to fill in chart with at least 2 facts, but with major errors. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Score 1 – With given help, the student is able to fill in one or more facts about an animal **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> fromstory. ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Score 0 – Even with help the student is not able to fill in 1 fact about an animal from story. ||