Webinar 3: Setting Goals and Tracking Progress
Jeffco Proficiency Scales Webinar series. In the 3 of 6 webinars Marzano consultants Tammy Heflebower and Jan Hoegh, will take us on a deeper dive into setting student goals and tracking progress.
This webinar outlines the crucial student practice of setting goals and tracking their own progress toward these goals. It provides strategies for how teachers can encourage, both implicitly and explicitly, goal-setting behaviors in their students and highlight goals that will best encourage student learning. Finally, this chapter contains ways for teachers and students to track progress both individually and classwide, as well as suggestions for celebrating success as you reach goals.
Please use the link below and enter the password to access the webinar:
*Clock Hours- if you would like to earn 7 clock hours a google form will be available with the final of the 6 webinars you will need to complete a brief reflection and acknowledge having viewed all 6 webinars in the series to receive the clock hours*
Webinar #2: Instructing with Proficiency Scales
Jeffco Proficiency Scales Webinar #2, the second of the series, Marzano consultants Tammy Heflebower and Jan Hoegh, will take us on a deeper dive into standards based learning through proficiency scales.
In this webinar, teachers will learn how to instruct their classes using proficiency scales. Special mention is made about instruction techniques to use when beginning content instruction, as students develop proficiency, and when students move past proficiency.
To access the webinar click the link below and enter the password.
Webinar #1 Planning Instruction with Proficiency Scales
Jeffco Proficiency Scales Webinar #1, in the first of the series, school leader, Marazno consultant and Colorado native, Tammy Hefflebower, will take us on a deeper dive into standards based learning through proficiency scales.
Essential to standards-based learning is the use of the standards to identify, for teachers, students, and parents, what the students must know and be able to do by the end of the learning. This places what happens in the students’ heads at the center of everything pedagogical in the classroom. Perhaps the biggest paradigm shift for the teacher in the classroom is away from the notion that there is a substantial amount of content to work through in a school year toward the notion that there is a set of standards, including factual knowledge and sets of skills, that he or she must develop in students. The content is there as the vehicle to develop those standards. The sequence of dealing with the content will likely be very similar to what has been traditionally taught, but its purpose will be different. This webinar discusses how to plan instruction in a standards-based learning environment. It provides detailed guidance about how to understand the learning progressions within proficiency scales. It then discusses how teachers can use their proficiency scales to create and sequence cohesive lessons and unit plans to optimize student learning.
To access the webinar click the link below and enter the password.
Webinar Link: https://vimeo.com/442048805
Each week we will release a new webinar for a total of 6. After all have been released we will share a Google form for those seeking clock hours. For 7 clock hours participants will verify they have watched all 6 and completed a brief reflection question.
Student Friendly Proficiency Scales and Their Use in the Classroom
Student Friendly Proficiency Scale Examples are arriving, with many already in your current Bridge to Curriculum Units! We here in C & I are excited for the opportunities that these scales will offer to you and your students! This attached Student Friendly Scale Overview provides information about how the scale examples were created, as well as shares other examples of how the scales might be customized for your students.
WHY use proficiency scales with students?
Our work during the last two years with Marzano research has helped clarify the reasons why using proficiency scales with students is so impactful. In The New Art and Science of Teaching, Marzano encouraged teachers to ask: “How will I communicate clear learning goals that help students understand the progression of knowledge they are expert to master and where they are along that progression?” (p.6) Proficiency scales are designed to be the answer to that question. And our hope is that using proficiency scales with students will help them in their understanding of their current performance related to the grade level expectations. Students can reflect on their current performance using the 2.0 elements on the student friendly scales.
Student scales also enable students to set goals for their own learning as they work towards mastery of the 3.0 elements on the scale, and beyond. The scales are designed to be interactive, with space for students to either highlight, check off, or provide examples of content they have mastered. Students might also take notes for themselves to provide clarity about their understanding of the learning objectives. They can then record what their next steps will be in order to master the 3.0 elements on the scale.
Research shows us that goal setting with students focuses their attention on the task and learning target. Working towards a goal can stimulate the student’s effort and increase their persistence towards meeting their goal. Having goals can also improve students’ capacity and desire to adopt new learning strategies. Students can be encouraged to share their goals and progress with their families using the student friendly versions of the scales.
Proficiency scales can also help students see the connection between the assignments they complete in their classrooms and the learning presented on the scales. The “why do I have to do this” question often asked by students is answered by looking at the content of the proficiency scales. Increased clarity for students will lead to increased engagement and stamina in completing assignments with high effort.
HOW do I use proficiency scales with students?
The student friendly scale examples that we’ve shared vary slightly in format between contents. They are written in age appropriate language - meaning the text of the teacher proficiency scale may have been modified. This is quite evident in the scale samples at the younger grades. They are also constructed, differently than the teacher scales, with the 2.0 content at the top or left of the scale. The 2.0 content is what students should master first, so it was included at the beginning of the scale for students to make it easier to read.
The scales also include space for either student work samples or notes, or student goals to be recorded. It is intended that teachers will work with students in the use of the scales to set appropriate goals and/or record meaningful notes so that the scales are helpful for student learning.
The style and format of the scales are open for change. Teachers are welcome to use the scales just as they appear in the samples. All of the content is there and is aligned to the teacher scale. However, there may be language specific to a resource or strategy being used in the classroom that teachers might want to modify the scale with. Or visuals that have been used in the classroom, perhaps especially helpful for English Language learners or early readers, might be added to the scale to customize it.
We are very eager to hear and see how you are making use of Student Friendly proficiency scales in your classroom!
Curriculum & Instruction