Element 1
Providing Scales and Rubrics
Elements 1 -3 have a focus on Providing and Communicating Clear Learning Goals
Where do I start?
Your primary resource is your book The New Art and Science of Teaching by Robert J Marzano. This site will take you further into each element.
Click this link to view the folio. For Copyright reasons, this link will only work if you are logged into your D49 account.
Dive Deeper
The Marzano Compendium of Instructional Strategies is a great place to begin. This folio is designed to help teachers increase their effectiveness by focusing on professional growth. It includes numerous strategies and reproducibles.
Self Assess
This scale will help you assess and monitor your progress with this element.
4
Innovating
I adapt behaviors and create new strategies for unique student needs and situations.
A teacher has had a great deal of success introducing and using proficiency scales with her class. However, some students who are English language learners are having difficulty understanding the different levels of knowledge depicted in the scale. To help ensure that these students can use the scale, the teacher asks a friend of hers to translate the scale into the students’ native language, which in this case is Spanish. She also pairs monolingual Spanish speakers with students who speak both Spanish and English when discussing the various levels of the scale.
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3
Applying
I provide scales and rubrics, and I monitor the extent to which my actions affect students’ performance.
A teacher presents learning goals and scales and asks his students to translate scales into student-friendly language. He leads students in defining unfamiliar terms then puts them into small groups to generate specific, action-oriented descriptions of each level of the scale. He monitors each group to make sure each student understands the scale and the concept of a learning progression. Once the students have an understanding of the learning goals and scale, the teacher checks to ensure that students can describe how the scale relates to classroom activities.
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2
Developing
I provide scales and rubrics, but I do not monitor the effect on students.
A teacher has established a routine for using learning goals and scales. At the beginning and end of each lesson, she describes how the content in the lesson relates to a specific part of the scale. However, the teacher does not make sure students understand how to use the scale and isn’t sure if the routine is having an impact on students’ understanding of their progress.
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1
Beginning
I use the strategies and behaviors associated with this element incorrectly or with parts missing.
A teacher posts a learning goal embedded in a scale, but he does not review the goal or scale with his class or explain how daily assignments relate to the learning goal.
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0
Not Using
I am unaware of strategies and behaviors associated with this element.
A teacher does not typically articulate learning goals in her class. When she does, she does not embed those goals in a scale.
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What does it look like?
Here is an example video from one of our D49 teachers!
Watch Example: Providing and Communicating Clear Learning Goals Classroom: Kindergarten
Teacher: Jaci Reed (RVES)
iObservation Videos
More videos can be found in the Resource Library in iObservation.
Learning Goals and Scales
Grades: 9-12
Description:
View the Strategies in Action video for providing learning goals and scales. As an enhancement, access the debrief tool titled, Strategies In Action - Video 25: Learning Goals and Scales (Grades 9-12) Debrief.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.
Organizing a Scales
Description:
Description:In this video, Dr. Robert Marzano discusses the process of organizing learning goals into a scale, starting with the development of a target goal scored at a 3.0, then developing a simpler goal for 2.0 and a more complex goal for 4.0. Competency levels for 1.0 and 0.0 are also discussed. Debrief.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.
Click this link to view the video
For Copyright reasons, this link will only work if you are logged into your D49 account.
Student Friendly Scales
Grade Level(s): Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh, Twelfth
Description:
In this video, Dr. Robert Marzano discusses the merit and value of transitioning a scale into student friendly language. He explains how the teacher facilitates the student development of a rubric they can understand and use. The students become more confident in their ability to learn the content; they are more responsible for, and take ownership of, their own work based upon the scale levels. Debrief.
Click this link to view the video.
For Copyright reasons, this link will only work if you are logged into your D49 account.
Unit Level Goals
Description:
In this video, Dr. Robert Marzano introduces a system for establishing learning goals within a unit. In classrooms organized around learning goals and scales, students can start out at a lower score in a pre-assessment, but improve their score as they build their understanding; this is because the score represents a student's status at one point in time, only. Based upon the tracking of their score, students eventually take the initiative to take control of how they demonstrate mastery over the material. Debrief.