Enhancing Self-Efficacy and Motivation Through ... AWS
Tim Brown
Enhancing Self-Efficacy and Motivation Through Reflection and Goal Setting
Tim Brown
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Enhancing Self-Efficacy and Motivation Through Reflection and Goal Setting
Learning Outcomes !
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Enhancing Self-Efficacy and Motivation Through Reflection and Goal Setting Tim Brown
Examine, explore, and discuss the key components that enhance self-efficacy. Analyze strategies for goal setting with students Study products teams are creating to assist students in tracking and studying their learning progress.
Learning Outcomes
[email protected] twitter: @ctimbrown
Examine, explore, and discuss the key components that enhance self-efficacy. ! Analyze strategies for goal setting with studentsRegression Analysis ! Study products teams are creating to assist students in tracking and studying “… their answers the questions: learning progress. Which factors matter most? Which can we ignore? How do those factors interact with each other? And, perhaps most importantly, how certain are we about all of these factors?” !
Social Learning Theory “Regression analyses show that selfefficacy contributes to achievement twitter: @ctimbrown Tim Brown [email protected] behavior beyond the effects of cognitive skills.” ~Albert Bandura
—Gallo, “A Refresher on Regression Analysis” Harvard Business Review (Nov. 2015)
Social Learning Theory
~Albert Bandura
“Regression analyses show that selfefficacy contributes to achievement behavior beyond the effects of cognitive skills.”
Regression Analysis
“… answers the questions: Which factors matter most? Which can we ignore? How do those factors interact with each other? And, perhaps most importantly, how certain are we about all of these factors?”
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—Gallo, “A Refresher on Regression Analysis” Harvard Business Review (Nov. 2015)
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Student Self-Reporting “In the three decades since Bandura first introduced the concept, he and others have proven that it can be measured, that it can be influenced, and, most importantly, correlates with the actual probability of success in tasks that require motivation and persistence.”
Teachers would have more success if they addressed students’ low self-efficacy before trying to raise their achievement. (Hattie, Visible Learning, 2009) Highest effective size in study of educational innovations
1.44 SD
—Wolf, “What is Self-Efficacy?” Quantified Self, Nov. 2007
“In the three decades since Bandura first introduced the concept, he and others have proven it can measured, that Fourthat Keys ThatbeInfluence it can beOur influenced, and, most importantly, Efficacy Judgements correlates with the actual probability of success in tasks that require motivation ! Outcomes andPerformance persistence.” !
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Vicarious Experiences —Wolf, “What is Self-Efficacy?” !
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Quantified Self, Nov.of2007 Comparing our own competence in light other individuals
Improving the rateSelf-Reporting of learning by more than 50% Student Percentile gain of more than 35 points above the students where the strategy was not used.
Teachers would have more success if they addressed students’ low self-efficacy before trying to raise their achievement. (Hattie, Visible Learning, 2009) Highest effective size in study of educational innovations
1.44 SD
Over 2 to 3 years of growth Improving the rate of learning by more than 50% Percentile gain of more than 35 points above the students where the strategy was not used.
Physiological Feedback !
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Positive and negative experiences
Over 2 to 3 years of growth
The “feeling” we get from our experiences
Keys That VerbalFour persuasion !
Influence Our Efficacy Judgements The power of feedback, both encouragement and discouragement
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Performance Outcomes !
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The “feeling” we get from our experiences
Verbal persuasion !
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Comparing our own competence in light of other individuals
Physiological Feedback !
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Positive and negative experiences
Vicarious Experiences
The power of feedback, both encouragement and discouragement
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Advantages of Self-Efficacy Theory High levels of self-efficacy enhance one’s accomplishments and feelings of personal wellbeing. ! Self-efficacy helps one to remain calm when approaching challenging tasks. ! High self-efficacy increases one’s willingness to experiment with new ideas. !Advantages Self-efficacy encourages one to set higher of Self-Efficacy Theory expectations for future performance. !
High levels of self-efficacy enhance one’s accomplishments and feelings of personal wellbeing. Impacting Motivation and Self-Esteem ! Self-efficacy The Highly Engaged helps one to Classroom remain calm (Marzano, Pickering, & Heflebower, 2010) when approaching challenging tasks. !Emotions Interest increases Importance High self-efficacy one’s Self-Efficacy Use effective • Useto games. • Connectwith to The belief in one’s willingness experiment new ideas. pacing. • Initiate friendly students' lives. ability to perform ! Self-efficacy a task; probably controversy. Incorporate • Connect to to set encourages one higher the greatest physical students’ • Present unusual expectations for future performance. factor! movement. ambitions. information. !
What About Motivation?
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What About Motivation?
• Demonstrate intensity and enthusiasm. • Use humor. • Build positive teacher–student relationships.
• Question to increase response rates.
• Encourage applying knowledge.
• Students track and study progress. • Use effective verbal feedback. • Provide examples of self-efficacy.
Impacting Motivation and Self-Esteem The Highly Engaged Classroom
(Marzano, Pickering, & Heflebower, 2010)
Emotions • Use effective pacing. • Incorporate physical movement. • Demonstrate intensity and enthusiasm. • Use humor. • Build positive teacher–student relationships.
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Interest
Importance
• Use games. • Connect to • Initiate friendly students' lives. controversy. • Connect to students’ • Present unusual ambitions. information. • Encourage • Question to applying increase knowledge. response rates.
Self-Efficacy The belief in one’s ability to perform a task; probably the greatest factor! • Students track and study progress. • Use effective verbal feedback. • Provide examples of self-efficacy.
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Can I Do This? The Research
More Than Tracking Progress
“Self-efficacy has an effect size of .82 relative to students’ academic performance.
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“This translates to an expected 29 percentile point gain.”
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—Marzano, Pickering, & Heflebower, The Highly Engaged Classroom (2010)
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Can I Do This? The Research
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“Self-efficacy has an effect size of .82 relative to students’ academic performance. “This translates to an expected 29 percentile point gain.” —Marzano, Pickering, & Heflebower, The Highly Engaged Classroom (2010)
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I help students set personal academic goals and track their own progress over time. I have students examine and reflect on their effort and preparation for assignments and assessments. I have students connect to their personal theories about learning. I avoid verbal feedback that could create a fixed More Than Tracking Progress mindset. I use stories and quotes to promote a growth mindset.
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I help students set personal academic goals and track their own progress over time. ! I have students examine and reflect on their effort and preparation for assignments and assessments. ! I have students connect to their personal theories Dear Tim, about learning. I!have implemented a systematic approach to selfI avoid verbal feedback that could create a fixed regmindset. and metacognition over the last few years, and I!felt so grateful to be validated through your I use stories and quotes to promote a growth extensive research. Our program has doubled in mindset. size while also lowering the D/F rates significantly since we began this shift in focus for our students. They make weekly, strategic SMART goals based on their own grade check audits/individual data. !
Dear Tim,
Erin Chase AVID Coordinator, Los Amigos High School
I have implemented a systematic approach to selfreg and metacognition over the last few years, and I felt so grateful to be validated through your extensive research. Our program has doubled in size while also lowering the D/F rates significantly since we began this shift in focus for our students. They make weekly, strategic SMART goals based on their own grade check audits/individual data. Erin Chase AVID Coordinator, Los Amigos High School
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© Brown 2018. SolutionTree.com Do not duplicate.
Hi Mr. Brown, I had the pleasure of attending the PLC conference in San Antonio earlier this month. I really enjoyed your session on Student Data Notebooks. I brought the ideas back to my classroom and had kids work on graphing some math data prior to conferences to share with their parents. It was great for the kids to take ownership of their data and then show it to their families, and it helped us create goals for the kids based on their data.
Hi Mr. Brown, I had the pleasure of attending the PLC conference in San Antonio earlier this month. I really enjoyed your session on Student Data Notebooks. I brought the ideas back to my Assessment Reform United Kingdom classroom and had kids workGroup, on graphing some math data prior to conferences to share with their parents. It was recognition of the great for the kidsA to take ownership of profound their data and then influence assessment has on show it to their families, and it helped us create goals for motivation and self-esteem the kids based on their data.
Five Keys for Improving Assessment
Adjusting teaching to take account of the results of assessment
The provision of effective feedback to students
Five for Improving Assessment The needKeys for students to be The active involvement Assessment Reformand Group,ofUnited Kingdom able to assess themselves students in their own understand how to improve learning A recognition of the profound influence assessment has on motivation and self-esteem Adjusting teaching to take account of the results of assessment
The need for students to be able to assess themselves and understand how to improve
The provision of effective feedback to students
The active involvement of students in their own learning
“Self-assessment by pupils, far from being a luxury, is in fact, an essential component of formative assessment.” —Black & Wiliam, “Inside the Black Box: Raising Standards Through Classroom Assessment,” Phi Delta Kappan (Oct. 1998)
“Self-assessment by pupils, far from being a luxury, is in fact, an essential component of formative assessment.”to the Work Connections
—Black & Wiliam, “Inside the Black Box: Raising of Collaborative Teams Standards Through Classroom Assessment,” Phi Delta Kappan (Oct. 1998)
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What do we want our students to learn? (essential, guaranteed, and viable curriculum)
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How will we know they are learning? (frequent, team-developed, common formative assessments)
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How will we respond when they don’t learn? (timely, directive, systematic intervention)
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How will we respond when they do learn? of Collaborative Teams (timely enrichment and extension)
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What do we want our students to learn? (essential, guaranteed, and viable curriculum)
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How will we know they are learning? (frequent, team-developed, common formative assessments)
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How will we respond when they don’t learn? (timely, directive, systematic intervention)
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How will we respond when they do learn? (timely enrichment and extension)
Connections to the Work
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Elementary Examples
Connection to Collaborative Teams ! !
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All About Me My Goals
Student Interest/ Ambition Survey
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Attendance
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My Learning
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SMART Goals Unit Overview Sheets
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Test Reflection
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Progress and Grade Secondary Reflection and Goal Examples Setting
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Student Interest/ Ambition Survey
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SMART Goals
They formalize self-analysis and goal setting.
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They help teachers select appropriate resources, instructional design, and formative assessment strategies. They are a great tool for parent conferences.
Connection to Collaborative Teams
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Math
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Reading
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Writing Elementary
Examples My Victories
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They formalize self-analysis and goal setting.
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They help teachers select appropriate Campinstructional Point Firedesign, Department resources, and formative assessment strategies. and Data Notebooks
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All About Me My Goals
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Attendance
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Secondary Examples
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They are a great tool for parent conferences.
Additional Resources ! Unit Overview My Learning " "
Sheets
Math
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Test Reflection
Reading https://drive.google.com/open?
Progress and Grade " Writing id=0B9zNZDW9rW3BUXdMYVZBaV9WcG8 !
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My Victories
Reflection and Goal Setting
[email protected]
Camp Point Fire Department and Data Notebooks
Additional Resources https://drive.google.com/open? id=0B9zNZDW9rW3BUXdMYVZBaV9WcG8 [email protected]
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Thank You for Being a Learner! “Go visual with your data to help construct meaning, make sense, and prepare to engage in meaningful dialogue.” —Love, Stiles, Mundry, & DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry (2008)
Thank You for Being a Learner! “Go visual with your data to help construct meaning, make sense, and prepare to engage in meaningful dialogue.” —Love, Stiles, Mundry, & DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing
To schedule professional development the Power of Collaborative Inquiry (2008) at your site, contact Solution Tree at 800.733.6786.
To schedule professional development at your site, contact Solution Tree at 800.733.6786.
© Brown 2018. SolutionTree.com Do not duplicate.
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REPRODUCIBLE
Reflecting on Your Mid-Quarter Progress Student:_______________________ Class:____________________ Date:_________________ What aspects of your effort and preparation were most effective?
What aspects of your effort and preparation were least effective?
What specific action or actions will improve your performance?
What will you do differently starting this week?
What can I do to help you achieve your goal?
(Mid-quarter reflection, page 1 of 1)
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On Your Mark Grading © Solution Tree 2015 • SolutionTree.com • Reproducible.
REPRODUCIBLE
Academic Advising Name: Date: Period: Use your grade sheet to fill in the following information … Overall percentage in class: _________
Grade in class: _________
Standards: Pre-Algebra percentage: _________ Intermediate Algebra percentage: _________
Elementary Algebra percentage: _________ Coordinate Geometry percentage: _________
Plane Geometry percentage: _________
Weekly ACT Practice Test percentage: _________
ACT Growth percentage:_________
Summative Assessment percentage: _________ Weekly Performance percentage: _________ Circle any areas that are yellow (70%–79%). Box any areas that are red (69% or below).
© Brown 2018. SolutionTree.com Reproducible.
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REPRODUCIBLE Pre-Algebra • Have you met the learning target for multiples and factors?
Intermediate Algebra • Have you met the learning target for simplifying radicals?
Coordinate Geometry • What learning targets have you met?
• What leaning targets have you not met?
Plane Geometry • What learning targets have you met?
• What learning targets have you not met?
Now what? Are you satisfied with your overall grade in the class? Why? Why not? Are you planning on improving? Maintaining?
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© Brown 2018. SolutionTree.com Reproducible.
REPRODUCIBLE Please check any and all interventions that you think may help you recover some of your scores. Provide a 1–2 sentence explanation about why each specific intervention will help you. *Remember, these are outside of regular school day interventions.
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Retake Assessment: You understand your errors and mistakes, and you would like to try again.
Explanation:
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Preventative Measures: Maybe you’d like to take extra steps to prevent low scores. These steps could take the form of notetaking, assisted organizational practices, extra practice activities you can complete on your own time, etc.
Explanation:
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Small Group or Individual After School Help: You don’t understand something and would like to come after school for a re-teaching session.
Explanation:
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Other: You have an idea, and you’d like to suggest it to me.
Explanation:
© Brown 2018. SolutionTree.com Reproducible.
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REPRODUCIBLE
Quarterly Math Goal & Reflection My goal for quarter______: _______________________________________________ _______________________________________________ _______________________________________________ Did you meet your goal?
YES
NO
Explain: _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ GLOW for this quarter: ______________________ ______________________ ______________________ ______________________
GROW for this quarter: ______________________ ______________________ ______________________ ______________________
What is your goal for next quarter? _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________
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© Brown 2018. SolutionTree.com Reproducible.
Theories About Goal Setting Students often evaluate their progress in learning, and the belief that one is learning can enhance motivation. Here are key ideas about goal setting and motivation:
Key components of setting goals are choosing which to pursue and committing to pursuing them (Locke, Latham, Smith, & Wood, 1990).
As people work on tasks, they compare their performances with their goals (Bandura, 1986).
Performances offer the best source of information. Success generally raises selfefficacy, and failure can lower it (Bandura, 1997).
Self-efficacy and motivation are strengthened when people believe that they are making progress toward their goals (Bandura, 1986).
During self-reflection, learners determine whether their current approach is effective (Zimmerman, 2000).
Compared with general goals, specific goal promote higher self-efficacy and mathematical achievement (Schunk, 1995).
Researchers learned that when children received feedback on how well they used a reading comprehension strategy, their understanding, self-efficacy, and achievement improved. The study was conducted among children who experienced difficulty in reading (Schunk & Rice, 1989).
Teachers should shift students to focus on outcome goals that are self-referenced—to compare how well students do with how they did. This is preferential to a socially referenced focus, such comparing the performances of students with those of their classmates (Zimmerman & Kitsantas, 2005).
Because children have short time frames of reference, immediate goals are motivating, whereas long-term goals are not (Schunk, 2009).
Students who graduate from high school with a mindset that includes the importance of setting goals and assessing progress will be well prepared to meet future educational and life challenges (Schunk, 2009). (Theories, page 1 of 1) On Your Mark Grading Workshop © Solution Tree 2016 • SolutionTree.com • Do not duplicate.
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REPRODUCIBLE
Ms. Eby’s Room Leader in Me We will be starting the “Leader in Me” process in my district next year. Part of this is to have children record personal and academic goals and chart their progress toward these goals in data notebooks. These are a few pages I have created for our kindergarten notebooks.
Dear Parent or Guardian, Your child is on a team that believes learning is continuous and that students need to see themselves as capable and confident in their own learning. It is important for our students to see how they are progressing with the learning goals of each class. We will be implementing the use of “student data notebooks” in our classes this year. Our students will keep these notebooks and they will be available to you to see at any time. The notebooks are not for a grade, but a tool for students to track and study their progress throughout the year. We want our students to have a clear picture of the desired learning outcomes and reflect on their progress toward mastery. Students will be setting goals and focusing on the necessary actions that lead to success. Students will be able to tell you exactly where they are in accomplishing the learning goals in each class at any time. They will specifically be sharing their progress with you during our parent conference days. We are excited about our students discovering and owning their learning. Naturally, you are welcome to contact us about your child’s progress at any time, but we anticipate and will encourage your child to talk to you about their progress in class. We are looking forward to an exciting and adventurous year of learning!
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© Bunting, Books, and Bright Ideas, n.d. bainbridgeclass.blogspot.com Visit https://www.teacherspayteachers.com/Product/Basic-Data-Folder-821615 for free download.
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REPRODUCIBLE
Tracking My Attendance Week by Week You are important to our class goals! Being here gives you the chance to grow your brain power. Dare yourself to be the healthiest student in class! Month: Week
Monday
Tuesday
Wednesday
Thursday
Friday
Totals
Monday
Tuesday
Wednesday
Thursday
Friday
Totals
Monday
Tuesday
Wednesday
Thursday
Friday
Totals
Month: Week
Month: Week
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© Brown 2018. SolutionTree.com Reproducible.
REPRODUCIBLE
Charting Your Reading Fluency Set a Goal, Then Track Your Progress. 145 140 135 130 125 120 115 110 105 100 90 85 70 65 60 55 50 45 40 35 30 25 20 15 10 Test
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© Brown 2018. SolutionTree.com Reproducible.
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REPRODUCIBLE
Tenth-Grade Chemistry Chemical Reactions Unit 1. 2. 3. 4. 5. 6. 7. 8. 9.
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can identify synthesis reactions. can identify decomposition reactions. can identify single and double replacement reactions. can identify combustion reactions. can predict the products of combustion reactions. can predict the products of single and double replacement reactions. can write chemical equations in words. can write chemical equations in symbols. can balance chemical equations.
Chemical Reactions Unit Anyone who is too busy to reflect is too busy to learn. Prepare for your success by reflecting on how you did on the practice test (left-hand side of the chart). Question
Key Learning
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Solid
Had Doubts
Guessed
Got It Right
Got It Wrong
Simple Mistake
Misread Question
Need to Restudy
(Adapted from Stiggins, Arter, Chappuis, & Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well, Pearson Assessment Training Institute, 2006.)
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On Your Mark Grading Workshop © Solution Tree 2016 • SolutionTree.com • Do not duplicate.
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REPRODUCIBLE
Preparing for Success Determine your strengths and what you need to study the most based on your reflection sheet. My Strengths Learning Target #
Learning Target or Problem Description
My Highest Priority for Studying Learning Target #
Learni ng Target or Problem Description
What I Need to Review Learning Target #
Learning Target or Problem Description
(Adapted from Stiggins, Arter, Chappuis, & Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well, Pearson Assessment Training Institute, 2006.) On Your Mark Grading Workshop © Solution Tree 2016 • SolutionTree.com • Reproducible.
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Identifying My Strengths and Areas for Improvement Name: ____________________ Assignment: ______________________ Date: ___________________
Please look at your corrected test and mark whether each problem is right or wrong. Then look at the problems you got wrong and decide if you made a simple mistake. Problem 1 2 3 4 5 6 7
Learning Target
Right
Wrong
Simple Mistake
More Study
Place value: Write numerals in expanded form to 10 thousands place. Place value: Write numerals in expanded form to 10 thousands place. Place value: Write numerals in expanded form to 10 thousands place. Place value: Identify place value to the thousands place. Place value: Put numbers in order through the thousands. Place value: Put numbers in order through the thousands. Place value: Put numbers in order through the thousands.
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Write fractions to match models.
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Write fractions to match models.
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Write fractions to match models.
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Write fractions to match models.
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Subtract three-digit numbers with borrowing.
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Subtract three-digit numbers with borrowing.
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Subtract three-digit numbers with borrowing.
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Subtract three-digit numbers with borrowing.
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Measurement: Read time to the nearest minute.
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Measurement: Read a thermometer.
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Measurement: Know how much a liter is.
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Measurement: Know how long a centimeter is.
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Measurement: Choose the right tool to measure length, weight, liquid, and temperature.
(Source: Stiggins, Arter, Chappuis, & Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well, Pearson Assessment Training Institute, 2006) 18 20
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REPRODUCIBLE
Unit 5 Learning Targets: I Can … Name: _________________________________________________________________________
I Can Statements
Teach This to Others
Do This Do This Cannot by Myself With Help Do This
Strong mathematicians can determine a fraction by finding a part of a whole. (5.1) Strong mathematicians can write mixed numbers and improper fractions by understanding the whole, or one. (5.2) Strong mathematicians can compare fractions by • Thinking which is closest to 0, ½, or 1 • Finding common denominators • Noticing all the numerators are all the same (5.3)
Strong mathematicians can write equivalent fractions by multiplying or dividing the numerator and the denominator. (5.4) Strong mathematicians can rename fractions as decimals by finding equivalent fractions with 10 or 100 as the denominator (5.5) Strong mathematicians can rename fractions as decimals by dividing the fraction (5.6) Strong mathematicians can find decimal equivalents by using a calculator. (5.7) Strong mathematicians can convert fractions to percentages by changing the fractions to a decimal then to a percent. (5.8) Strong mathematicians can identify different graphs by knowing the properties of each. (5.9) Strong mathematicians can find the percentage of the area on a circle graph by using a percent circle. (5.10)
On Your Mark Grading Workshop © Solution Tree 2016 • SolutionTree.com • Reproducible.
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REPRODUCIBLE
Tracking My Own Learning Student: ______________________________________________________ Date: ___________ Learning goal: ___________________________________________________________________ ________________________________________________________________________________ My score at the beginning: _____________ My goal: ______________ By: ________________
How Did I Do?
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a b
3
c d
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g
f
g
h
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I make no mistakes. I understand completely.
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I make no major mistakes, maybe little errors, but I understand what is important.
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I make some major mistakes. My errors show that I don’t understand some important ideas.
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I make many major mistakes. I don’t understand yet.
On Your Mark Grading Workshop © Solution Tree 2016 • SolutionTree.com • Reproducible.
REPRODUCIBLE
Writing Goal and Action Plan Student: __________________________________________________ Date: _______________ Idea Development:
Current stage: _______________________ Goal: _______________
Steps I will take to reach my goal: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
Organization:
Current stage: _______________________ Goal: _______________
Steps I will take to reach my goal: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Conventions:
Current stage: _______________________ Goal: _______________
Steps I will take to reach my goal: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
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On Your Mark Grading Workshop © Solution Tree 2016 • SolutionTree.com • Reproducible.
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REPRODUCIBLE
Tracking My Learning Multiplication Facts Name: ___________________________________ Standard 3.0A.C.7 ‒ Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division or the properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
4 3 2 1 Learning Target:
I can fluently multiply numbers by 2, 5, and 10 to find correct products. Date:
Date:
Date:
Not Not Not Yet Yet Yet Facts: Facts: Facts:
Date:
Learning Target:
Learning Target:
I can fluently multiply numbers by 3 and 4 to find correct products.
I can fluently multiply numbers by 6 and 7 to find correct products.
Date: Date:
Date:
Date:
Not Not Not Not Yet Yet Yet Yet Facts: Facts: Facts: Facts:
Date:
Date:
Date:
Date:
Learning Target:
I can fluently multiply numbers by 8 and 9 to find correct products. Date:
Not Not Not Not Not Not Yet Yet Yet Yet Yet Yet Facts: Facts: Facts: Facts: Facts: Facts:
Date:
3 I found the correct product for ALL facts, but it took me a little bit longer on several of them. 2 I found the correct product for MOST facts, but it took me a little bit longer as I talked through my strategies. 1 I found the correct product for SOME facts, but I still need to work on strategies and fluency.
© Brown 2018. SolutionTree.com Reproducible.
Date:
Not Not Not Yet Yet Yet Facts: Facts: Facts:
4 I found the correct product for ALL facts automatically when my teacher checked my work.
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Date:
REPRODUCIBLE
My Name:__________________________ I am a counter. My Goal:
My Rating:
I can use the right counting words while counting a pile of ten blocks.
I can keep track of the blocks I have already counted while I am counting.
I can make a line out of ten blocks, a circle out of ten blocks, and a square out of ten blocks.
My Target Words: One Six More
Two Seven Less
Three Eight Adding
Four Nine Counting
© Brown 2018. SolutionTree.com Reproducible.
Five Ten Rearrange
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Unit: Ecosystems
Over the next three weeks, we’ll be studying the ecosystems of the world. Specifically, we’ll be exploring how species live and interact with each other, the factors that explain how ecosystems change over time, and how species adapt to their environments.
Essential Questions:
How do plants survive and reproduce?
What are photosynthesis and cellular respiration?
How do the non-living and living things in an ecosystem interact?
How do biotic/abiotic factors influence habitats?
Learning Target
How does energy flow through an ecosystem?
Your Proof:
(1). I can explain how flowering plants survive and reproduce. This means I can correctly label the petals, sepals, stamens, anthers, and pistils on an illustration of a flower and detail the role that they play in the survival and reproduction of flowers. This also means that I can explain how plants use dormancy and tropism to help them to survive and thrive. Rate Your Level of Understanding:
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Grades Earned:
(2). I can explain the role that photosynthesis and cellular respiration play in the survival of green plants. This means I can create a table that details the characteristics of both photosynthesis and cellular respiration.
Rate Your Level of Understanding:
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5
Grades Earned:
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© William M. Ferriter 2017. SolutionTree.com Available at https://www.dropbox.com/s/havecmz9lyvuo9q/Ecosystems_ICan_StatementsNEW2.doc?dl=0 for download.
(3). I can explain how energy flows through an ecosystem. This means I can create an energy pyramid for a habitat that includes producers, primary consumers, secondary consumers and decomposers.
Rate Your Level of Understanding:
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5
Grades Earned:
(4). I can discuss the different ways that matter cycles through the environment.
This means that I can explain the similarities and differences between the carbon, water and nitrogen cycle.
Rate Your Level of Understanding:
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Grades Earned:
© William M. Ferriter 2017. SolutionTree.com Available at https://www.dropbox.com/s/havecmz9lyvuo9q/Ecosystems_ICan_StatementsNEW2.doc?dl=0 for download.
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(5). I can describe the role that biotic and abiotic factors play in the development of a habitat. This means I can choose a biome and explain how factors like temperature, soil conditions, amount of sunlight, diversity of food sources, and existence of predators have impacted the development of the habitat.
Rate Your Level of Understanding:
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Grades Earned:
Vocabulary to Master:
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Petals
Sepals
Stamens
Anther
Pistil
Photosynthesis
Cellular Respiration
Cuticle
Stomata
Glucose (Sugars)
Producers
Consumers
Decomposers
Food Chain
Food Web
Dormancy
Tropism
Biotic
Abiotic
Limiting Factors
Biome
Freshwater
Marine
Desert
Tundra
Energy Pyramid
Transpiration
Parasitism
Mutualism
Commensalism
© William M. Ferriter 2017. SolutionTree.com Available at https://www.dropbox.com/s/havecmz9lyvuo9q/Ecosystems_ICan_StatementsNEW2.doc?dl=0 for download.
REPRODUCIBLE
Topic Proficiency Scale
Domain: Scientific Thinking and Practice Topic: Scientific Method Research and Application 4.0 Going Beyond 3.5
My understanding goes beyond all of the complex learning goals. My understanding goes beyond some of the complex learning goals. I know all of the simple and complex learning goals:
I understand how bias can affect scientific investigations and conclusions. (7.1.1.11.1)
3.0 Grade-Level Target (Complex Goals)
I understand how to critique procedures used to investigate. (7.1.1.11.2)
I understand how to analyze and evaluate scientific experiments.
I understand how to use various print and web resources, inform investigations, and answer a scientific hypothesis. (7.1.1.1.1)
2.5
I know all of the simple learning goals plus some of the complex goals. I know all of the simple learning goals:
2.0 Grade-Level Foundation (Simple Goals)
I know the six-step vocabulary: N/A
I know how to recognize bias in scientific investigations.
I know procedures used to investigate a hypothesis.
I know the parts of a scientific investigation.
I know how to identify appropriate print and web resources for scientific investigations.
1
I know some of the simple goals.
0
There is no evidence of knowing the learning goals.
© Brown 2018. SolutionTree.com Do not duplicate.
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Checklist: Letter to the Editor for Science Performance Task (Source: Burke, Balanced Assessment: From Formative to Summative, 2010, pp. 84–85) Task: Write a letter to the editor of a local newspaper to explain to the readers how moisture affects weather.
Not Yet 0
Yes 1
Accuracy of information: Did you … Include two facts? _____________________ and _________________________ Include two statistics? ____________________ and _______________________ Use one quote? ______________________________________________________ Organization: Did you …
Engage the reader? Write clear topic sentences? Write three supporting sentences to provide evidence? Provide a clear focus in your paragraphs? Provide a satisfying closure to your letter? Usage: Did you check for …
Correct grammar? Subject–verb agreement? Various sentence structures? Appropriate transitions? Mechanics: Did you check for correct …
Capitalization? Spelling? Punctuation? (Balanced Assessment letter, page 1 of 2)
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Balanced Assessment: From Formative to Summative © Solution Tree 2010. Do not duplicate.
Task: Write a letter to the editor of a local newspaper to explain to the readers how moisture affects weather.
Not Yet 0
Yes 1
Content: Did you include ... Two examples of weather patterns (for example, cold front)? _______________________ and _____________________ Two examples of weather events (for example, tornado)? _______________________ and _____________________ Accurate research on evaporation and weather? Charts, graphs, and diagrams: Did you …
Include two visuals (for example, one chart and one diagram)? Explain visuals clearly and accurately? Make your visuals easy to read? Make your visuals easy to understand? Present accurate information in the visuals? Letter format: Did you include …
The date? An appropriate salutation? A closing? Your signature? Total Points: _________ out of 26 23–26 = A 21–22 = B 18–20 = C 17 or under = Not Yet Grade: _______ Student comments:
(Balanced Assessment letter, page 2 of 2)
Balanced Assessment: From Formative to Summative © Solution Tree 2010. Do not duplicate.
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REPRODUCIBLE
Quality Control: Checking Your Product Graphic Display of Data Judge the quality of your graph based on the standards we have identified for accurately graphing data. Place a check in the square that best describes where you see your work. What do you need to work on to reach level 3?
Title
Labels
Accuracy
3
The graph contains a title that clearly tells what the data show.
All parts of the graph (units of measurement, rows) are correctly labeled.
All data are The graph is very accurately neat and easy to represented on the read. graph.
2
The graph contains a title that suggests what the data show.
Some parts of the graph are inaccurately labeled.
Data representation contains minor errors.
The graph is generally neat and readable.
1
The title does not reflect what the data show, or the title is missing.
The graph is incorrectly labeled, or labels are missing.
The data are inaccurately represented, contain major, errors, or are missing.
The graph is sloppy and difficult to read.
Comments:
Goals and Actions:
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© Brown 2018. SolutionTree.com Reproducible.
Neatness
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I Know My Letter Sounds Color in the letter sounds you know.
a
f
k
p
w
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b
h
o
j
u
c
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l
q
m
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t I Know My Numbers Color in the numbers you can read.
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© Brown 2018. SolutionTree.com Reproducible.
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Enhancing Self-Efficacy and Motivation Through Reflection and Goal Setting
Tim Brown
i
Enhancing Self-Efficacy and Motivation Through Reflection and Goal Setting
Learning Outcomes !
!
!
Enhancing Self-Efficacy and Motivation Through Reflection and Goal Setting Tim Brown
Examine, explore, and discuss the key components that enhance self-efficacy. Analyze strategies for goal setting with students Study products teams are creating to assist students in tracking and studying their learning progress.
Learning Outcomes
[email protected] twitter: @ctimbrown
Examine, explore, and discuss the key components that enhance self-efficacy. ! Analyze strategies for goal setting with studentsRegression Analysis ! Study products teams are creating to assist students in tracking and studying “… their answers the questions: learning progress. Which factors matter most? Which can we ignore? How do those factors interact with each other? And, perhaps most importantly, how certain are we about all of these factors?” !
Social Learning Theory “Regression analyses show that selfefficacy contributes to achievement twitter: @ctimbrown Tim Brown [email protected] behavior beyond the effects of cognitive skills.” ~Albert Bandura
—Gallo, “A Refresher on Regression Analysis” Harvard Business Review (Nov. 2015)
Social Learning Theory
~Albert Bandura
“Regression analyses show that selfefficacy contributes to achievement behavior beyond the effects of cognitive skills.”
Regression Analysis
“… answers the questions: Which factors matter most? Which can we ignore? How do those factors interact with each other? And, perhaps most importantly, how certain are we about all of these factors?”
© Brown 2018. SolutionTree.com Do not duplicate.
—Gallo, “A Refresher on Regression Analysis” Harvard Business Review (Nov. 2015)
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Student Self-Reporting “In the three decades since Bandura first introduced the concept, he and others have proven that it can be measured, that it can be influenced, and, most importantly, correlates with the actual probability of success in tasks that require motivation and persistence.”
Teachers would have more success if they addressed students’ low self-efficacy before trying to raise their achievement. (Hattie, Visible Learning, 2009) Highest effective size in study of educational innovations
1.44 SD
—Wolf, “What is Self-Efficacy?” Quantified Self, Nov. 2007
“In the three decades since Bandura first introduced the concept, he and others have proven it can measured, that Fourthat Keys ThatbeInfluence it can beOur influenced, and, most importantly, Efficacy Judgements correlates with the actual probability of success in tasks that require motivation ! Outcomes andPerformance persistence.” !
!
Vicarious Experiences —Wolf, “What is Self-Efficacy?” !
!
Quantified Self, Nov.of2007 Comparing our own competence in light other individuals
Improving the rateSelf-Reporting of learning by more than 50% Student Percentile gain of more than 35 points above the students where the strategy was not used.
Teachers would have more success if they addressed students’ low self-efficacy before trying to raise their achievement. (Hattie, Visible Learning, 2009) Highest effective size in study of educational innovations
1.44 SD
Over 2 to 3 years of growth Improving the rate of learning by more than 50% Percentile gain of more than 35 points above the students where the strategy was not used.
Physiological Feedback !
!
Positive and negative experiences
Over 2 to 3 years of growth
The “feeling” we get from our experiences
Keys That VerbalFour persuasion !
Influence Our Efficacy Judgements The power of feedback, both encouragement and discouragement
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Performance Outcomes !
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The “feeling” we get from our experiences
Verbal persuasion !
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Comparing our own competence in light of other individuals
Physiological Feedback !
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Positive and negative experiences
Vicarious Experiences
The power of feedback, both encouragement and discouragement
© Brown 2018. SolutionTree.com Do not duplicate.
Advantages of Self-Efficacy Theory High levels of self-efficacy enhance one’s accomplishments and feelings of personal wellbeing. ! Self-efficacy helps one to remain calm when approaching challenging tasks. ! High self-efficacy increases one’s willingness to experiment with new ideas. !Advantages Self-efficacy encourages one to set higher of Self-Efficacy Theory expectations for future performance. !
High levels of self-efficacy enhance one’s accomplishments and feelings of personal wellbeing. Impacting Motivation and Self-Esteem ! Self-efficacy The Highly Engaged helps one to Classroom remain calm (Marzano, Pickering, & Heflebower, 2010) when approaching challenging tasks. !Emotions Interest increases Importance High self-efficacy one’s Self-Efficacy Use effective • Useto games. • Connectwith to The belief in one’s willingness experiment new ideas. pacing. • Initiate friendly students' lives. ability to perform ! Self-efficacy a task; probably controversy. Incorporate • Connect to to set encourages one higher the greatest physical students’ • Present unusual expectations for future performance. factor! movement. ambitions. information. !
What About Motivation?
• •
What About Motivation?
• Demonstrate intensity and enthusiasm. • Use humor. • Build positive teacher–student relationships.
• Question to increase response rates.
• Encourage applying knowledge.
• Students track and study progress. • Use effective verbal feedback. • Provide examples of self-efficacy.
Impacting Motivation and Self-Esteem The Highly Engaged Classroom
(Marzano, Pickering, & Heflebower, 2010)
Emotions • Use effective pacing. • Incorporate physical movement. • Demonstrate intensity and enthusiasm. • Use humor. • Build positive teacher–student relationships.
© Brown 2018. SolutionTree.com Do not duplicate.
Interest
Importance
• Use games. • Connect to • Initiate friendly students' lives. controversy. • Connect to students’ • Present unusual ambitions. information. • Encourage • Question to applying increase knowledge. response rates.
Self-Efficacy The belief in one’s ability to perform a task; probably the greatest factor! • Students track and study progress. • Use effective verbal feedback. • Provide examples of self-efficacy.
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Can I Do This? The Research
More Than Tracking Progress
“Self-efficacy has an effect size of .82 relative to students’ academic performance.
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“This translates to an expected 29 percentile point gain.”
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—Marzano, Pickering, & Heflebower, The Highly Engaged Classroom (2010)
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Can I Do This? The Research
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“Self-efficacy has an effect size of .82 relative to students’ academic performance. “This translates to an expected 29 percentile point gain.” —Marzano, Pickering, & Heflebower, The Highly Engaged Classroom (2010)
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I help students set personal academic goals and track their own progress over time. I have students examine and reflect on their effort and preparation for assignments and assessments. I have students connect to their personal theories about learning. I avoid verbal feedback that could create a fixed More Than Tracking Progress mindset. I use stories and quotes to promote a growth mindset.
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I help students set personal academic goals and track their own progress over time. ! I have students examine and reflect on their effort and preparation for assignments and assessments. ! I have students connect to their personal theories Dear Tim, about learning. I!have implemented a systematic approach to selfI avoid verbal feedback that could create a fixed regmindset. and metacognition over the last few years, and I!felt so grateful to be validated through your I use stories and quotes to promote a growth extensive research. Our program has doubled in mindset. size while also lowering the D/F rates significantly since we began this shift in focus for our students. They make weekly, strategic SMART goals based on their own grade check audits/individual data. !
Dear Tim,
Erin Chase AVID Coordinator, Los Amigos High School
I have implemented a systematic approach to selfreg and metacognition over the last few years, and I felt so grateful to be validated through your extensive research. Our program has doubled in size while also lowering the D/F rates significantly since we began this shift in focus for our students. They make weekly, strategic SMART goals based on their own grade check audits/individual data. Erin Chase AVID Coordinator, Los Amigos High School
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© Brown 2018. SolutionTree.com Do not duplicate.
Hi Mr. Brown, I had the pleasure of attending the PLC conference in San Antonio earlier this month. I really enjoyed your session on Student Data Notebooks. I brought the ideas back to my classroom and had kids work on graphing some math data prior to conferences to share with their parents. It was great for the kids to take ownership of their data and then show it to their families, and it helped us create goals for the kids based on their data.
Hi Mr. Brown, I had the pleasure of attending the PLC conference in San Antonio earlier this month. I really enjoyed your session on Student Data Notebooks. I brought the ideas back to my Assessment Reform United Kingdom classroom and had kids workGroup, on graphing some math data prior to conferences to share with their parents. It was recognition of the great for the kidsA to take ownership of profound their data and then influence assessment has on show it to their families, and it helped us create goals for motivation and self-esteem the kids based on their data.
Five Keys for Improving Assessment
Adjusting teaching to take account of the results of assessment
The provision of effective feedback to students
Five for Improving Assessment The needKeys for students to be The active involvement Assessment Reformand Group,ofUnited Kingdom able to assess themselves students in their own understand how to improve learning A recognition of the profound influence assessment has on motivation and self-esteem Adjusting teaching to take account of the results of assessment
The need for students to be able to assess themselves and understand how to improve
The provision of effective feedback to students
The active involvement of students in their own learning
“Self-assessment by pupils, far from being a luxury, is in fact, an essential component of formative assessment.” —Black & Wiliam, “Inside the Black Box: Raising Standards Through Classroom Assessment,” Phi Delta Kappan (Oct. 1998)
“Self-assessment by pupils, far from being a luxury, is in fact, an essential component of formative assessment.”to the Work Connections
—Black & Wiliam, “Inside the Black Box: Raising of Collaborative Teams Standards Through Classroom Assessment,” Phi Delta Kappan (Oct. 1998)
1.
What do we want our students to learn? (essential, guaranteed, and viable curriculum)
2.
How will we know they are learning? (frequent, team-developed, common formative assessments)
3.
How will we respond when they don’t learn? (timely, directive, systematic intervention)
4.
How will we respond when they do learn? of Collaborative Teams (timely enrichment and extension)
1.
What do we want our students to learn? (essential, guaranteed, and viable curriculum)
2.
How will we know they are learning? (frequent, team-developed, common formative assessments)
3.
How will we respond when they don’t learn? (timely, directive, systematic intervention)
4.
How will we respond when they do learn? (timely enrichment and extension)
Connections to the Work
© Brown 2018. SolutionTree.com Do not duplicate.
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Elementary Examples
Connection to Collaborative Teams ! !
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All About Me My Goals
Student Interest/ Ambition Survey
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Attendance
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My Learning
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SMART Goals Unit Overview Sheets
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Test Reflection
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Progress and Grade Secondary Reflection and Goal Examples Setting
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Student Interest/ Ambition Survey
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SMART Goals
They formalize self-analysis and goal setting.
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They help teachers select appropriate resources, instructional design, and formative assessment strategies. They are a great tool for parent conferences.
Connection to Collaborative Teams
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Math
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Reading
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Writing Elementary
Examples My Victories
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They formalize self-analysis and goal setting.
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They help teachers select appropriate Campinstructional Point Firedesign, Department resources, and formative assessment strategies. and Data Notebooks
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All About Me My Goals
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Attendance
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Secondary Examples
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They are a great tool for parent conferences.
Additional Resources ! Unit Overview My Learning " "
Sheets
Math
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Test Reflection
Reading https://drive.google.com/open?
Progress and Grade " Writing id=0B9zNZDW9rW3BUXdMYVZBaV9WcG8 !
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My Victories
Reflection and Goal Setting
[email protected]
Camp Point Fire Department and Data Notebooks
Additional Resources https://drive.google.com/open? id=0B9zNZDW9rW3BUXdMYVZBaV9WcG8 [email protected]
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© Brown 2018. SolutionTree.com Do not duplicate.
Thank You for Being a Learner! “Go visual with your data to help construct meaning, make sense, and prepare to engage in meaningful dialogue.” —Love, Stiles, Mundry, & DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing the Power of Collaborative Inquiry (2008)
Thank You for Being a Learner! “Go visual with your data to help construct meaning, make sense, and prepare to engage in meaningful dialogue.” —Love, Stiles, Mundry, & DiRanna, The Data Coach’s Guide to Improving Learning for All Students: Unleashing
To schedule professional development the Power of Collaborative Inquiry (2008) at your site, contact Solution Tree at 800.733.6786.
To schedule professional development at your site, contact Solution Tree at 800.733.6786.
© Brown 2018. SolutionTree.com Do not duplicate.
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REPRODUCIBLE
Reflecting on Your Mid-Quarter Progress Student:_______________________ Class:____________________ Date:_________________ What aspects of your effort and preparation were most effective?
What aspects of your effort and preparation were least effective?
What specific action or actions will improve your performance?
What will you do differently starting this week?
What can I do to help you achieve your goal?
(Mid-quarter reflection, page 1 of 1)
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On Your Mark Grading © Solution Tree 2015 • SolutionTree.com • Reproducible.
REPRODUCIBLE
Academic Advising Name: Date: Period: Use your grade sheet to fill in the following information … Overall percentage in class: _________
Grade in class: _________
Standards: Pre-Algebra percentage: _________ Intermediate Algebra percentage: _________
Elementary Algebra percentage: _________ Coordinate Geometry percentage: _________
Plane Geometry percentage: _________
Weekly ACT Practice Test percentage: _________
ACT Growth percentage:_________
Summative Assessment percentage: _________ Weekly Performance percentage: _________ Circle any areas that are yellow (70%–79%). Box any areas that are red (69% or below).
© Brown 2018. SolutionTree.com Reproducible.
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REPRODUCIBLE Pre-Algebra • Have you met the learning target for multiples and factors?
Intermediate Algebra • Have you met the learning target for simplifying radicals?
Coordinate Geometry • What learning targets have you met?
• What leaning targets have you not met?
Plane Geometry • What learning targets have you met?
• What learning targets have you not met?
Now what? Are you satisfied with your overall grade in the class? Why? Why not? Are you planning on improving? Maintaining?
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© Brown 2018. SolutionTree.com Reproducible.
REPRODUCIBLE Please check any and all interventions that you think may help you recover some of your scores. Provide a 1–2 sentence explanation about why each specific intervention will help you. *Remember, these are outside of regular school day interventions.
□
Retake Assessment: You understand your errors and mistakes, and you would like to try again.
Explanation:
□
Preventative Measures: Maybe you’d like to take extra steps to prevent low scores. These steps could take the form of notetaking, assisted organizational practices, extra practice activities you can complete on your own time, etc.
Explanation:
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Small Group or Individual After School Help: You don’t understand something and would like to come after school for a re-teaching session.
Explanation:
□
Other: You have an idea, and you’d like to suggest it to me.
Explanation:
© Brown 2018. SolutionTree.com Reproducible.
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REPRODUCIBLE
Quarterly Math Goal & Reflection My goal for quarter______: _______________________________________________ _______________________________________________ _______________________________________________ Did you meet your goal?
YES
NO
Explain: _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ GLOW for this quarter: ______________________ ______________________ ______________________ ______________________
GROW for this quarter: ______________________ ______________________ ______________________ ______________________
What is your goal for next quarter? _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________
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© Brown 2018. SolutionTree.com Reproducible.
Theories About Goal Setting Students often evaluate their progress in learning, and the belief that one is learning can enhance motivation. Here are key ideas about goal setting and motivation:
Key components of setting goals are choosing which to pursue and committing to pursuing them (Locke, Latham, Smith, & Wood, 1990).
As people work on tasks, they compare their performances with their goals (Bandura, 1986).
Performances offer the best source of information. Success generally raises selfefficacy, and failure can lower it (Bandura, 1997).
Self-efficacy and motivation are strengthened when people believe that they are making progress toward their goals (Bandura, 1986).
During self-reflection, learners determine whether their current approach is effective (Zimmerman, 2000).
Compared with general goals, specific goal promote higher self-efficacy and mathematical achievement (Schunk, 1995).
Researchers learned that when children received feedback on how well they used a reading comprehension strategy, their understanding, self-efficacy, and achievement improved. The study was conducted among children who experienced difficulty in reading (Schunk & Rice, 1989).
Teachers should shift students to focus on outcome goals that are self-referenced—to compare how well students do with how they did. This is preferential to a socially referenced focus, such comparing the performances of students with those of their classmates (Zimmerman & Kitsantas, 2005).
Because children have short time frames of reference, immediate goals are motivating, whereas long-term goals are not (Schunk, 2009).
Students who graduate from high school with a mindset that includes the importance of setting goals and assessing progress will be well prepared to meet future educational and life challenges (Schunk, 2009). (Theories, page 1 of 1) On Your Mark Grading Workshop © Solution Tree 2016 • SolutionTree.com • Do not duplicate.
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REPRODUCIBLE
Ms. Eby’s Room Leader in Me We will be starting the “Leader in Me” process in my district next year. Part of this is to have children record personal and academic goals and chart their progress toward these goals in data notebooks. These are a few pages I have created for our kindergarten notebooks.
Dear Parent or Guardian, Your child is on a team that believes learning is continuous and that students need to see themselves as capable and confident in their own learning. It is important for our students to see how they are progressing with the learning goals of each class. We will be implementing the use of “student data notebooks” in our classes this year. Our students will keep these notebooks and they will be available to you to see at any time. The notebooks are not for a grade, but a tool for students to track and study their progress throughout the year. We want our students to have a clear picture of the desired learning outcomes and reflect on their progress toward mastery. Students will be setting goals and focusing on the necessary actions that lead to success. Students will be able to tell you exactly where they are in accomplishing the learning goals in each class at any time. They will specifically be sharing their progress with you during our parent conference days. We are excited about our students discovering and owning their learning. Naturally, you are welcome to contact us about your child’s progress at any time, but we anticipate and will encourage your child to talk to you about their progress in class. We are looking forward to an exciting and adventurous year of learning!
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© Brown 2018. SolutionTree.com Do not duplicate.
© Bunting, Books, and Bright Ideas, n.d. bainbridgeclass.blogspot.com Visit https://www.teacherspayteachers.com/Product/Basic-Data-Folder-821615 for free download.
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Tracking My Attendance Week by Week You are important to our class goals! Being here gives you the chance to grow your brain power. Dare yourself to be the healthiest student in class! Month: Week
Monday
Tuesday
Wednesday
Thursday
Friday
Totals
Monday
Tuesday
Wednesday
Thursday
Friday
Totals
Monday
Tuesday
Wednesday
Thursday
Friday
Totals
Month: Week
Month: Week
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© Brown 2018. SolutionTree.com Reproducible.
REPRODUCIBLE
Charting Your Reading Fluency Set a Goal, Then Track Your Progress. 145 140 135 130 125 120 115 110 105 100 90 85 70 65 60 55 50 45 40 35 30 25 20 15 10 Test
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© Brown 2018. SolutionTree.com Reproducible.
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Tenth-Grade Chemistry Chemical Reactions Unit 1. 2. 3. 4. 5. 6. 7. 8. 9.
I I I I I I I I I
can identify synthesis reactions. can identify decomposition reactions. can identify single and double replacement reactions. can identify combustion reactions. can predict the products of combustion reactions. can predict the products of single and double replacement reactions. can write chemical equations in words. can write chemical equations in symbols. can balance chemical equations.
Chemical Reactions Unit Anyone who is too busy to reflect is too busy to learn. Prepare for your success by reflecting on how you did on the practice test (left-hand side of the chart). Question
Key Learning
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Solid
Had Doubts
Guessed
Got It Right
Got It Wrong
Simple Mistake
Misread Question
Need to Restudy
(Adapted from Stiggins, Arter, Chappuis, & Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well, Pearson Assessment Training Institute, 2006.)
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On Your Mark Grading Workshop © Solution Tree 2016 • SolutionTree.com • Do not duplicate.
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REPRODUCIBLE
Preparing for Success Determine your strengths and what you need to study the most based on your reflection sheet. My Strengths Learning Target #
Learning Target or Problem Description
My Highest Priority for Studying Learning Target #
Learni ng Target or Problem Description
What I Need to Review Learning Target #
Learning Target or Problem Description
(Adapted from Stiggins, Arter, Chappuis, & Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well, Pearson Assessment Training Institute, 2006.) On Your Mark Grading Workshop © Solution Tree 2016 • SolutionTree.com • Reproducible.
17 19
Identifying My Strengths and Areas for Improvement Name: ____________________ Assignment: ______________________ Date: ___________________
Please look at your corrected test and mark whether each problem is right or wrong. Then look at the problems you got wrong and decide if you made a simple mistake. Problem 1 2 3 4 5 6 7
Learning Target
Right
Wrong
Simple Mistake
More Study
Place value: Write numerals in expanded form to 10 thousands place. Place value: Write numerals in expanded form to 10 thousands place. Place value: Write numerals in expanded form to 10 thousands place. Place value: Identify place value to the thousands place. Place value: Put numbers in order through the thousands. Place value: Put numbers in order through the thousands. Place value: Put numbers in order through the thousands.
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Write fractions to match models.
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Write fractions to match models.
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Write fractions to match models.
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Write fractions to match models.
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Subtract three-digit numbers with borrowing.
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Subtract three-digit numbers with borrowing.
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Subtract three-digit numbers with borrowing.
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Subtract three-digit numbers with borrowing.
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Measurement: Read time to the nearest minute.
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Measurement: Read a thermometer.
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Measurement: Know how much a liter is.
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Measurement: Know how long a centimeter is.
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Measurement: Choose the right tool to measure length, weight, liquid, and temperature.
(Source: Stiggins, Arter, Chappuis, & Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well, Pearson Assessment Training Institute, 2006) 18 20
© Brown 2018. SolutionTree.com Do not duplicate.
REPRODUCIBLE
Unit 5 Learning Targets: I Can … Name: _________________________________________________________________________
I Can Statements
Teach This to Others
Do This Do This Cannot by Myself With Help Do This
Strong mathematicians can determine a fraction by finding a part of a whole. (5.1) Strong mathematicians can write mixed numbers and improper fractions by understanding the whole, or one. (5.2) Strong mathematicians can compare fractions by • Thinking which is closest to 0, ½, or 1 • Finding common denominators • Noticing all the numerators are all the same (5.3)
Strong mathematicians can write equivalent fractions by multiplying or dividing the numerator and the denominator. (5.4) Strong mathematicians can rename fractions as decimals by finding equivalent fractions with 10 or 100 as the denominator (5.5) Strong mathematicians can rename fractions as decimals by dividing the fraction (5.6) Strong mathematicians can find decimal equivalents by using a calculator. (5.7) Strong mathematicians can convert fractions to percentages by changing the fractions to a decimal then to a percent. (5.8) Strong mathematicians can identify different graphs by knowing the properties of each. (5.9) Strong mathematicians can find the percentage of the area on a circle graph by using a percent circle. (5.10)
On Your Mark Grading Workshop © Solution Tree 2016 • SolutionTree.com • Reproducible.
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REPRODUCIBLE
Tracking My Own Learning Student: ______________________________________________________ Date: ___________ Learning goal: ___________________________________________________________________ ________________________________________________________________________________ My score at the beginning: _____________ My goal: ______________ By: ________________
How Did I Do?
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a b
3
c d
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e f
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g a
22
b
c
d
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g
f
g
h
h
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I make no mistakes. I understand completely.
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I make no major mistakes, maybe little errors, but I understand what is important.
2
I make some major mistakes. My errors show that I don’t understand some important ideas.
1
I make many major mistakes. I don’t understand yet.
On Your Mark Grading Workshop © Solution Tree 2016 • SolutionTree.com • Reproducible.
REPRODUCIBLE
Writing Goal and Action Plan Student: __________________________________________________ Date: _______________ Idea Development:
Current stage: _______________________ Goal: _______________
Steps I will take to reach my goal: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
Organization:
Current stage: _______________________ Goal: _______________
Steps I will take to reach my goal: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Conventions:
Current stage: _______________________ Goal: _______________
Steps I will take to reach my goal: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
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On Your Mark Grading Workshop © Solution Tree 2016 • SolutionTree.com • Reproducible.
23
REPRODUCIBLE
Tracking My Learning Multiplication Facts Name: ___________________________________ Standard 3.0A.C.7 ‒ Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division or the properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
4 3 2 1 Learning Target:
I can fluently multiply numbers by 2, 5, and 10 to find correct products. Date:
Date:
Date:
Not Not Not Yet Yet Yet Facts: Facts: Facts:
Date:
Learning Target:
Learning Target:
I can fluently multiply numbers by 3 and 4 to find correct products.
I can fluently multiply numbers by 6 and 7 to find correct products.
Date: Date:
Date:
Date:
Not Not Not Not Yet Yet Yet Yet Facts: Facts: Facts: Facts:
Date:
Date:
Date:
Date:
Learning Target:
I can fluently multiply numbers by 8 and 9 to find correct products. Date:
Not Not Not Not Not Not Yet Yet Yet Yet Yet Yet Facts: Facts: Facts: Facts: Facts: Facts:
Date:
3 I found the correct product for ALL facts, but it took me a little bit longer on several of them. 2 I found the correct product for MOST facts, but it took me a little bit longer as I talked through my strategies. 1 I found the correct product for SOME facts, but I still need to work on strategies and fluency.
© Brown 2018. SolutionTree.com Reproducible.
Date:
Not Not Not Yet Yet Yet Facts: Facts: Facts:
4 I found the correct product for ALL facts automatically when my teacher checked my work.
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Date:
REPRODUCIBLE
My Name:__________________________ I am a counter. My Goal:
My Rating:
I can use the right counting words while counting a pile of ten blocks.
I can keep track of the blocks I have already counted while I am counting.
I can make a line out of ten blocks, a circle out of ten blocks, and a square out of ten blocks.
My Target Words: One Six More
Two Seven Less
Three Eight Adding
Four Nine Counting
© Brown 2018. SolutionTree.com Reproducible.
Five Ten Rearrange
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Unit: Ecosystems
Over the next three weeks, we’ll be studying the ecosystems of the world. Specifically, we’ll be exploring how species live and interact with each other, the factors that explain how ecosystems change over time, and how species adapt to their environments.
Essential Questions:
How do plants survive and reproduce?
What are photosynthesis and cellular respiration?
How do the non-living and living things in an ecosystem interact?
How do biotic/abiotic factors influence habitats?
Learning Target
How does energy flow through an ecosystem?
Your Proof:
(1). I can explain how flowering plants survive and reproduce. This means I can correctly label the petals, sepals, stamens, anthers, and pistils on an illustration of a flower and detail the role that they play in the survival and reproduction of flowers. This also means that I can explain how plants use dormancy and tropism to help them to survive and thrive. Rate Your Level of Understanding:
1
2
3
4
5
Grades Earned:
(2). I can explain the role that photosynthesis and cellular respiration play in the survival of green plants. This means I can create a table that details the characteristics of both photosynthesis and cellular respiration.
Rate Your Level of Understanding:
1
2
3
4
5
Grades Earned:
26
© William M. Ferriter 2017. SolutionTree.com Available at https://www.dropbox.com/s/havecmz9lyvuo9q/Ecosystems_ICan_StatementsNEW2.doc?dl=0 for download.
(3). I can explain how energy flows through an ecosystem. This means I can create an energy pyramid for a habitat that includes producers, primary consumers, secondary consumers and decomposers.
Rate Your Level of Understanding:
1
2
3
4
5
Grades Earned:
(4). I can discuss the different ways that matter cycles through the environment.
This means that I can explain the similarities and differences between the carbon, water and nitrogen cycle.
Rate Your Level of Understanding:
1
2
3
4
5
Grades Earned:
© William M. Ferriter 2017. SolutionTree.com Available at https://www.dropbox.com/s/havecmz9lyvuo9q/Ecosystems_ICan_StatementsNEW2.doc?dl=0 for download.
27
(5). I can describe the role that biotic and abiotic factors play in the development of a habitat. This means I can choose a biome and explain how factors like temperature, soil conditions, amount of sunlight, diversity of food sources, and existence of predators have impacted the development of the habitat.
Rate Your Level of Understanding:
1
2
3
4
5
Grades Earned:
Vocabulary to Master:
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Petals
Sepals
Stamens
Anther
Pistil
Photosynthesis
Cellular Respiration
Cuticle
Stomata
Glucose (Sugars)
Producers
Consumers
Decomposers
Food Chain
Food Web
Dormancy
Tropism
Biotic
Abiotic
Limiting Factors
Biome
Freshwater
Marine
Desert
Tundra
Energy Pyramid
Transpiration
Parasitism
Mutualism
Commensalism
© William M. Ferriter 2017. SolutionTree.com Available at https://www.dropbox.com/s/havecmz9lyvuo9q/Ecosystems_ICan_StatementsNEW2.doc?dl=0 for download.
REPRODUCIBLE
Topic Proficiency Scale
Domain: Scientific Thinking and Practice Topic: Scientific Method Research and Application 4.0 Going Beyond 3.5
My understanding goes beyond all of the complex learning goals. My understanding goes beyond some of the complex learning goals. I know all of the simple and complex learning goals:
I understand how bias can affect scientific investigations and conclusions. (7.1.1.11.1)
3.0 Grade-Level Target (Complex Goals)
I understand how to critique procedures used to investigate. (7.1.1.11.2)
I understand how to analyze and evaluate scientific experiments.
I understand how to use various print and web resources, inform investigations, and answer a scientific hypothesis. (7.1.1.1.1)
2.5
I know all of the simple learning goals plus some of the complex goals. I know all of the simple learning goals:
2.0 Grade-Level Foundation (Simple Goals)
I know the six-step vocabulary: N/A
I know how to recognize bias in scientific investigations.
I know procedures used to investigate a hypothesis.
I know the parts of a scientific investigation.
I know how to identify appropriate print and web resources for scientific investigations.
1
I know some of the simple goals.
0
There is no evidence of knowing the learning goals.
© Brown 2018. SolutionTree.com Do not duplicate.
29
Checklist: Letter to the Editor for Science Performance Task (Source: Burke, Balanced Assessment: From Formative to Summative, 2010, pp. 84–85) Task: Write a letter to the editor of a local newspaper to explain to the readers how moisture affects weather.
Not Yet 0
Yes 1
Accuracy of information: Did you … Include two facts? _____________________ and _________________________ Include two statistics? ____________________ and _______________________ Use one quote? ______________________________________________________ Organization: Did you …
Engage the reader? Write clear topic sentences? Write three supporting sentences to provide evidence? Provide a clear focus in your paragraphs? Provide a satisfying closure to your letter? Usage: Did you check for …
Correct grammar? Subject–verb agreement? Various sentence structures? Appropriate transitions? Mechanics: Did you check for correct …
Capitalization? Spelling? Punctuation? (Balanced Assessment letter, page 1 of 2)
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Balanced Assessment: From Formative to Summative © Solution Tree 2010. Do not duplicate.
Task: Write a letter to the editor of a local newspaper to explain to the readers how moisture affects weather.
Not Yet 0
Yes 1
Content: Did you include ... Two examples of weather patterns (for example, cold front)? _______________________ and _____________________ Two examples of weather events (for example, tornado)? _______________________ and _____________________ Accurate research on evaporation and weather? Charts, graphs, and diagrams: Did you …
Include two visuals (for example, one chart and one diagram)? Explain visuals clearly and accurately? Make your visuals easy to read? Make your visuals easy to understand? Present accurate information in the visuals? Letter format: Did you include …
The date? An appropriate salutation? A closing? Your signature? Total Points: _________ out of 26 23–26 = A 21–22 = B 18–20 = C 17 or under = Not Yet Grade: _______ Student comments:
(Balanced Assessment letter, page 2 of 2)
Balanced Assessment: From Formative to Summative © Solution Tree 2010. Do not duplicate.
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REPRODUCIBLE
Quality Control: Checking Your Product Graphic Display of Data Judge the quality of your graph based on the standards we have identified for accurately graphing data. Place a check in the square that best describes where you see your work. What do you need to work on to reach level 3?
Title
Labels
Accuracy
3
The graph contains a title that clearly tells what the data show.
All parts of the graph (units of measurement, rows) are correctly labeled.
All data are The graph is very accurately neat and easy to represented on the read. graph.
2
The graph contains a title that suggests what the data show.
Some parts of the graph are inaccurately labeled.
Data representation contains minor errors.
The graph is generally neat and readable.
1
The title does not reflect what the data show, or the title is missing.
The graph is incorrectly labeled, or labels are missing.
The data are inaccurately represented, contain major, errors, or are missing.
The graph is sloppy and difficult to read.
Comments:
Goals and Actions:
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© Brown 2018. SolutionTree.com Reproducible.
Neatness
REPRODUCIBLE
I Know My Letter Sounds Color in the letter sounds you know.
a
f
k
p
w
z
b
h
o
j
u
c
y
l
q
m
d
n
s
x
i
e
g
r
v
t I Know My Numbers Color in the numbers you can read.
5
2
4
8
10
1
9
3
6
7
15
11
13
18
14
19
17
20
12
16
21
27
29
23
30
28
24
26
22
25
© Brown 2018. SolutionTree.com Reproducible.
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