Learning Goals & Targets Marzano Instructional Model Learning Goals & Targets

STANDARD: Providing Clear Learning Goals and Scales (DQ1) Participants will.. Identify and describe “standards-based instruction” Apply the ideas of “standards-based instruction” to the development of learning goals and scales. Design and implement standards-based instruction using learning goals and scales. Tracking student progress has been shown in research to be the strategy that provides students with the highest probability of success. Starts with a clearly defined learning goal which is based on the standard.

LEARNING SCALE: 4.0 3.0 2.0 1.0 Participants will be able to: Adapt feedback specific to the level of implementation of instructional decisions for individual teachers to foster growth and increase teacher expertise No major errors or omissions regarding the 4.0 content 3.0 Participants will.. Design and implement standards-based instruction using learning goals and scales. No major errors or omissions regarding the 3.0 content 2.0 Participants will recognize and recall specific vocabulary including: learning targets, performance scales, formative assessment, tracking student progress, critical content strand Identify and describe “standards-based instruction” Apply the ideas of “standards-based instruction” to the development of learning goals and scales. No major errors or omissions regarding the 2.0 content 1.0 With help, partial success at level 2.0 content and level 3.0 content Even with help, no success

Reflection How do you currently use learning targets in your classroom? How do you currently use learning targets to drive instruction?

Criteria for Success State Standards Learning Goals Learning Targets Declarative or Procedural Knowledge State Standards Unpack Essential Knowledge and Skills

Standards-Based Classroom

Scope and Sequence Identify Essential Standards Cluster Targets into Unit Organizer Plan for Assessments Organize Targets into Scales Unpack Standards to Create Targets Group Standards into Units Identify Essential Standards

Learning Targets Are the essential knowledge and skills that students need in order to demonstrate the standard Include the foundational concepts that provide the underpinning necessary to reach the standards Include concepts that go deeper with the standards

“What is the most important is that teaching is visible to the student and that the learning is visible to the teacher.” Hattie, 2009 From LSI, Marzano Essentials for Achieving Rigor

What is the difference? Identifies what student will know and be able to do Based on standards Learning Goal & Scale Escalate in complexity Align with the increasingly difficult levels of a taxonomy and scale Learning Targets Align to the Learning Targets Advance student towards mastery of the learning goal Activities & Assignments From LSI, Marzano Essentials for Achieving Rigor

Learning Targets Are the essential knowledge and skills that students need in order to demonstrate the standard Include the foundational concepts that provide the underpinning necessary to reach the standards Include concepts that go deeper with the standard

What’s the difference Identifies what student will know and be able to do Based on academic standards Learning Goal Escalate in complexity and align with the increasingly difficult levels of a taxonomy and scale Learning Targets Align to the learning targets in order to advance students toward mastery of the learning goal Activities & Assignments

What’s the difference? Math Example Standard Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines, or the presence or absences of angles of a specific size. Recognize right triangles as a category, and identify right triangles. Learning Goal Students will be able to classify two-dimensional figures based on the presences or absences of parallel or perpendicular lines. Foundational Learning Target Students will be able to examine similarities and differences between the points of view of different characters in a text. Activity or Assignment Students will complete a comparison matrix to analyze Tom and Ben’s point of view from the fence whitewashing scene in The Adventures of Tom Sawyer. Students will compare the characters’ actions, thoughts, and feelings noting the similarities and differences, then summarize their discoveries.

Learning Target vs. Activity/Assignment Now You Try Learning Target vs. Activity/Assignment Practice Consider the statements from different subject areas. Determine whether each statement is a learning target or an activity/assignment. Debrief Consider how the attributes of a learning target and learning activity/assignment are different. For each of the activities, describe possible feedback on how to rewrite it as a learning target.

Understanding Scales It all works together Assessment Assignment Scale Activity Targets Instruction

Building the Standards into Scales What is a learning scale? A Learning Scale… Articulates distinct levels of knowledge and skill relative to achieving the standard Is a progression of learning Is based on ONE measurement topic There can be more than one scale per unit There can be more or less than one standard per unit. From LSI, Marzano Essentials for Achieving Rigor

Conative Skills in the Standards Skills that allow a person to examine his or her own knowledge and emotions in order to choose an appropriate course of action. Examples: Interacting responsibly Handling controversy and conflict resolution Taking various perspectives Becoming aware of the power of interpretations Avoiding negative thinking

Identifying Knowledge and Skills: Examine your standard. Circle the PROCEDURAL KNOWLEDGE (verb) Underline the DECLARATIVE KNOWLEDGE (noun) Box the conative skills

Let’s Try One Together! Example WL.K12.SU.3.3 Provide basic information on familiar topics using phrases and simple sentences. Let them try

Now You Try It! Example WL.K12.NM.2.2 Demonstrate understanding of simple written announcements with prompting and support. Let them try

Creating Learning Targets List the essential skills needed to demonstrate the standard. Identify the taxonomy of each essential skill. Integrate the remaining knowledge and other basic processes to provide the underpinning necessary to teach the essential skills.

STEP-BY-STEP GUIDE TO BUILDING LEARNING SCALES Marzano Taxonomy DETERMINE COMPLXITY LEVEL OF THE STANDARD. Decision Making, Problem Solving-Experimenting, Investigating Knowledge Utilization Matching, Classifying, Analyzing Errors, Generalizing, Specifying Analysis Integrating, Symbolizing Comprehension Executing, Recalling, Recognizing Retrieval

List the essential skills needed to demonstrate the standard Step 1 List the essential skills needed to demonstrate the standard Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines, or the presence or absences of angles of a specific size. Recognize right triangles as a category, and identify right triangles. Foundational Knowledge Nouns- Basic Processes Essential Skills Verbs- Action Phrases Taxonomy Level Scale Level Recognize and recall academic vocabulary Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines Classify two-dimensional figures based on the presence or absences of angles of a specified size Recognize right triangles as a category Identify right triangles Let them try

STEP-BY-STEP GUIDE TO BUILDING LEARNING SCALES What students need to know in order to show mastery of the standard. Chunks of the standard. At the level of cognitive complexity as the standard. Becomes the level 3.0- learning goal. STEP 2: DETERMINE LEARNING GOAL TARGETS- KNOWLEDGE AND SKILLS NEEDED TO DEMOSTRATE THE STANDARD. From LSI, Marzano Essentials for Achieving Rigor

Identify the taxonomy level of each essential skill Step 2 Identify the taxonomy level of each essential skill Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines, or the presence or absences of angles of a specific size. Recognize right triangles as a category, and identify right triangles. Foundational Knowledge Nouns- Basic Processes Essential Skills Verbs- Action Phrases Taxonomy Level Scale Level Recognize and recall academic vocabulary Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines Analysis Matching Classify two-dimensional figures based on the presence or absences of angles of a specified size Recognize right triangles as a category Retrieval Recognizing Identify right triangles Executing Let them try

STEP-BY-STEP GUIDE TO BUILDING LEARNING SCALES Build from what students already know and are able to do. ‘Unpack’ the standard. Move down a level of cognitive complexity on the taxonomy. Identify vocabulary that is key to learning and demonstrating the standard. Becomes the Level 2.0. DETERMINE FOUNDATIONAL TARGETS- KNOWLEDGE AND SKILLS THAT BUILD TO THE STANDARD. From LSI, Marzano Essentials for Achieving Rigor

Step 3 Integrate the reminding knowledge and other basic processes to provide the underpinning necessary to reach the essential skills Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines, or the presence or absences of angles of a specific size. Recognize right triangles as a category, and identify right triangles. Foundational Knowledge Nouns- Basic Processes Essential Skills Verbs- Action Phrases Taxonomy Level Scale Level Recognize and recall academic vocabulary Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines Analysis Matching 3 Classify two-dimensional figures based on the presence or absences of angles of a specified size Recognize right triangles as a category Retrieval Recognizing 2 Identify right triangles Executing Let them try

STEP-BY-STEP GUIDE TO BUILDING LEARNING SCALES DETERMINE TASKS WITH GREATER COGNITIVE COMPLEXITY. Move up a level of cognitive complexity on the taxonomy. Think about how students can extend the knowledge and skills of the standard. Becomes the Level 4.0. From LSI, Marzano Essentials for Achieving Rigor

Step 4 Determine the highest level taxonomy and set as the goal target for level 3 on the scale Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines, or the presence or absences of angles of a specific size. Recognize right triangles as a category, and identify right triangles. Foundational Knowledge Nouns- Basic Processes Essential Skills Verbs- Action Phrases Taxonomy Level Scale Level Recognize and recall academic vocabulary Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines Analysis Matching 3 Classify two-dimensional figures based on the presence or absences of angles of a specified size Recognize right triangles as a category Retrieval Recognizing 2 Identify right triangles Executing Let them try

Skills needed to demonstrate mastery of the standards Learning Goal Targets Skills needed to demonstrate mastery of the standards Tips ‘Chucks’ of the standard Identifies the proficiencies at the highest complexity in the standard 3.0 level on the scale

Foundational Targets Knowledge integrated with basic processes that provide the underpinning necessary to reach the Learning Goal Targets Tips Build from what the students already know and are able to do Lay the foundation necessary to reach the Learning Goal Targets Include the level(s) of cognitive complexity below the Learning Goal Targets Identify the vocabulary that is key to learning and demonstrating the standard 2.0 level on the scale

Scales Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines, or the presence or absences of angles of a specific size. Recognize right triangles as a category, and identify right triangles. 4.0 Students will be able to: Determine the best way to classify two dimensional figures into groups when comparing more than one attribute at a time. 3.0 Students will.. Classify two-dimensional figures based on the presence or absences of: Parallel or perpendicular lines Angles of a specified size 2.0 Students will recognize and recall specific vocabulary including: Absence, angle, parallel lines, perpendicular lines, presence, right triangle Describe the key parts of two-dimensional figures, including: Quadrilaterals (square, rectangle, trapezoid, parallelograms, rhombus) Triangles (right, acute, obtuse) Presences or absence of: Identify right triangles Recognize right triangles as a category of tow-dimensional figures 1.0 With help, partial success at level 2.0 content and level 3.0 content Even with help, no success

Step 5 Extend the learning progression by building Cognitively Complex Targets Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines, or the presence or absences of angles of a specific size. Recognize right triangles as a category, and identify right triangles. Foundational Knowledge Nouns- Basic Processes Essential Skills Verbs- Action Phrases Taxonomy Level Scale Level Recognize and recall academic vocabulary Classify two-dimensional figures based on the presence or absences of parallel or perpendicular lines Analysis Matching 3 Classify two-dimensional figures based on the presence or absences of angles of a specified size Recognize right triangles as a category Retrieval Recognizing 2 Identify right triangles Executing Let them try

STEP-BY-STEP GUIDE TO BUILDING LEARNING SCALES 3.0- Targets that align with the cognitive level of the standard. 2.0- Targets that are foundational in nature. 4.0- Targets that move students to a higher level of cognitive complexity than the standard. Sequencing Targets: Standard, Foundational, More Complex From LSI, Marzano Essentials for Achieving Rigor

Building Your Own Scale Create scales based on the standard, target skills, and cognitive levels you identified. 3.0 content and skills (standard specific) 2.0 content and skills needed to build to the 3.0 level (foundational knowledge) 4.0 content and skills that have individual students moving up a cognitive level from the goal (3.0 level) From LSI, Marzano Essentials for Achieving Rigor