Today’s Goals / Objectives Content Objectives Know the difference between content objectives and language objectives and the importance of displaying and articulating each. Understand how outdated grading practices penalize English learners and other at-risk students. Language Objective: Plan both content and language objectives for a lesson you plan to teach. Discuss and List merits and challenges of standards-based grading.

Vocabulary Self-Rating EL LEP L2 L1 ELD SIOP SDAIE BICS CALP Before After Acronym Definition Symbols for boxes: + I know what it means - I don’t know ? I’m not sure (maybe)

Key Terms EL = English learner whose native language is not English LEP = Limited English Proficient – English learners receiving services L2 = An individual's second language or the language an individual is working to acquire. L1 = An individual's native, or first language. ELD = English Language Development SIOP = Sheltered Instruction Observation Protocol SDAIE = Specially Designed Academic Instruction in English – Strategies that help ELs comprehend subject content

BICS & CALP BICS = Basic Interpersonal Communication Skills – Informal, social conversation – Up to 3 years for full competency CALP = Cognitive Academic Language Proficiency – Conversing to learn/communicate in a discipline – 5-7 years for competency

First Step Be clear – really clear – about what knowledge or skills you want students to master. – Put it in student friendly language. – Explain all vocabulary – never assume students understand every word. – Explain what students must do to prove they learned. – Display, introduce, AND review your objectives every day in every class.

Tyler, 1949 ● Objectives should include specific knowledge statements… ● …and result in behaviors that demonstrate proficiency

Wise & Okey, 1983 Up to 41 percentile gain, if objectives are stated: –Intentionally –Consistently –In the right way

Kendall & Marzano (2007) When objectives are written and articulated, there is a strong correlation to student learning Up to 23 percentile gain

Althoff et al. (2007) Posting objectives reduces miscommunication Up to 28 percentile gain

I know where to find objectives in the curriculum guides and textbooks Students can tell others what they are learning and why. Students know where to find objectives in my classroom. Students read Content Objectives & Language Objectives before and after each lesson I have posted the agenda and assignments on the board Teacher Student

CONTENT OBJECTIVES (The WHAT of Teaching) COMMON CORE / AP / State / Professional standards, etc.

LANGUAGE OBJECTIVES (The HOW of Teaching)

Language Objectives Must include one or more of the following domains: – W riting – R eading – S peaking – L istening

Students who spend their time (bell to bell) reading, writing, and talking are participating in… A College Prep Curriculum

Examples

Science Content Objective (What we are learning) Know the characteristics of the 6 terrestrial biomesKnow the characteristics of the 6 terrestrial biomes Language Objectives (How we are we learning) notes on chart paperSummarize notes on chart paper Chapter 6Read Chapter 6 and biome characteristics using a Stay and Stray structureDiscuss and write biome characteristics using a Stay and Stray structure

Content Objective (What we are learning) Define emotional, social and physical healthDefine emotional, social and physical health Language Objectives (How we are learning) Look at pictures Look at pictures Say and Write a sentence about each picture Say and Write a sentence about each picture Orally defend the 3 categories you created Orally defend the 3 categories you created Newcomer Health

Math Content Objective (What we are learning) Use (the unknown) inUse variables (the unknown) in algebraic expressions Language Objectives (How we are learning) word sentencesRead word sentences words into algebraic expressionsRewrite words into algebraic expressions in small groupsCollaborate in small groups

Reading Content Objective (What we are learning) Identify and analyze as story developsIdentify and analyze story elements as story develops Language Objectives (How we are learning) Chapter 8Read Chapter 8 definitions of vocabulary wordsWrite/draw definitions of vocabulary words developing story elements in 4 cornersDiscuss developing story elements in 4 corners connections/observations whole group and in journalAnalyze connections/observations whole group and in journal

Social Studies Content Objective (What we are learning) – Debate the causes of the Civil War and evaluate the importance of slavery as a principal cause of the conflict. Language Objectives (How we are learning) – Discuss the causes of the Civil War with your group. – List the causes of the Civil War by order of importance.

Science Content Objective (What we are learning) – Identify the six simple machines and how each works (wedge, screw, inclined plane, pulley, lever, wheel & axle). Language Objectives (How we are learning) – Examine pictures of simple machines and listen to descriptions – Read and discuss the main function of a simple machine

On blue cardstock… …list content objectives for one class you will teach tomorrow (The WHAT of teaching …list language objectives (The HOW of teaching – reading, writing, listening, speaking). Discuss with your table mates how these are different or the same from what you would regularly post for students.

Second Step Recognize that traditional grading methods were developed to help sort / “weed out” students. Students with limited English proficiency, who often live in poverty, are prime candidates for being “weeded.” So…what do we do?

WHAT IS THE CONNECTION BETWEEN OBJECTIVES AND GRADES? Fifteen Fixes for Broken Grades

The Allegory of the Cave In the “Allegory of the Cave” a group of people live in a cave underground. They are bound and unable to move or turn their heads, and so can only look straight in front of them. Before them is a wall and behind them a fire burns. Others in the cave pass before the fire holding objects that cast shadows on the wall. Later, a prisoner is released and taken to the outside world. At first he recoils from the bright light, but he gradually adjusts until he sees the outside world just as if he had lived his whole life above ground instead of in a cave. The meaning is that most people remain in “chains” and see only shadows of the truth during their lifetime. Only the few free themselves from the shackles and look the truth in the face, even if it is blinding at first.

A Poisonous Soup?

“Why would anyone want to change current grading practices? The answer is quite simple: grades are so imprecise that they are almost meaningless.” Bob Marzano, 2000

There Are Not 101 Levels of Achievement. WowYesYes, butNo Excellent Achievement Proficient Achievement Basic Achievement Insufficient Achievement Above Grade Level At Grade Level Near Grade Level Significantly Below Grade Level Exemplary, Exceptional, High quality, Outstanding Skilled, Adept, Appropriate, Solid, Capable Limited, Predictable, Within reason, Generally accurate Unsuccessful, Partial, Well below, Inadequate, Misconceptions, Omissions Some students will be within this level, very well prepared for the next grade level or course. Most students should be within this level, well prepared for the next grade level or course. Some students will be within this level, needing more direct support to succeed at the next grade. Students who are achieving within this level should be screened for alternate programming ABC-DRe-do %80-89%60-79%Below 60% Not Yet

Fix 1  Don’t include student behaviors (effort, participation, adherence to class rules, etc.) in grades; include only achievement.

This student was clearly present.

Fix 2 Don’t reduce marks on assignments submitted late; require the learner to finish the assignment or do an alternative to show evidence of learning. If Rory is a brilliant writer who always hands in assignments late, both aspects are hidden if she gets a C or a D in the course because of late work penalties.

Fix 3 Don’t give points for extra credit or use bonus points; seek only evidence that more work has resulted in higher levels of achievement.

Fix 6 Don’t include group scores in grades; use only individual achievement evidence. “There is a pattern to classroom life summarized as ‘learn it in a group, perform it alone.’” Johnson and Johnson, 2004

Fix 7 Organize information in grade book by learning targets / Common Core standards rather than assessment type (homework, quiz, test, etc.).

Traditional Instruction Same Learning Experiences for Every Student Same Assessment for Everyone Students whose learning styles match with experiences and assessment do well on tasks. Others struggle.

“There is nothing as unequal as the equal treatment of unequals.” Oliver Wendell Holmes U.S. Supreme Court Justice

Standards Based Instruction

Fix 12 Don’t include zeros in grade determination when evidence is missing or as punishment. Hold students accountable to show evidence that they have learned. “The consequence for not turning in an assignment should be TURNING IN THE ASSIGNMENT.” -Doug Reeves

Food for Thought “In the past, schools were apparently organized around the belief that students are motivated by the fear of failure; we now recognize that such a belief only reinforces an already poor self- concept. Fear of failure can only motivate students who have a pattern of success.” - “Success Breeds Success,” Charlotte Danielson

Forgot to check thermometer! Recorded temperature as 0º Average Temperature: 63º

Fix 13 Don’t use information from formative assessments and practice to determine grades; use only summative evidence. i.e., Don’t grade homework or class work assigned as practice.

Parent Concerns? “If we did in basketball what we frequently do in the classroom, the game would not start 0-0, but each team would start with a score based on an assessment of the quality of their practices in the days leading up to the game. This would be absurd – and is equally so in the classroom.”

Merits / Challenges of Grading Approaches Traditional Grading (tasks/points)  Merits  Challenges Standards-based grading  Merits  Challenges

“I never drop the lowest grade anymore. I no longer give participation grades to help buffer low test grades. In my class, student grades are a much better reflection of what they have learned than in years past. We talk to our students a lot more about learning rather than number of worksheets completed.” -Social Studies teacher with 37 years experience

In your e-log, tell me about your grading: why it works, what you would like to change, etc. Each E-log should clearly reflect the last class session. Points may be earned for the following: Details about *Case Study Student – BLUE font (2 pts). Successes / Aha Moments – GREEN font (2 pts). Reading, Writing, & Talking Activities in class– PINK font (2 pts). Use of Differentiation Strategies – ORANGE font (2 pts). Use of Cooperative Learning / Interaction – PURPLE font (2 pts). Academic Vocabulary Instruction – BROWN font (2 pts). Strategic Efforts to build community among your students – BLACK font (2 pts). Obstacles/Questions for Instructor – RED font (0 pts). Post content and language objectives this week. The WHAT and the HOW.