Creating Marzano Scales in Physical Education€¦ · Creating Marzano Scales in Physical Education...

Creating Marzano Scales

in Physical Education

Ashley Grimes

Pre K-12 Physical Education

(727)588-6000 ext. 1323

[email protected]

mailto:[email protected]

Bike Rack (The New Parking Lot)

Level

4 Participants will be able to:

• Monitor for the desired result of communicating learning goals and

feedback by:

• Planning and implementing clear learning goals and scales for

grade-appropriate standards.


• Plan for the desired result of communicating learning goals and

feedback by:

• Create a clear learning goal and scale for a grade appropriate

standard


• Recognize and recall specific practices necessary for communicating

learning goals and feedback by:

• State the desired result of creating goals and scales

• Identify the key strengths of a scale

1 With help, partial success with the unit content

0 Even with help, no success

• On a post-it note provided, identify what

you have wondered about Marzano Scales

and what you would like to take away from

this training.

• In your table groups, share and determine

which take-away that your table feels is

most-critical.

Anticipation Guide

Directions: Write Agree or Disagree

in the Before column to indicate your

reaction to the statements.

Anticipation Guide Pre-Work Debrief

1. When I say go, create groups of 4. (Lost and Found)

2. Review answers as a group and share.

Marzano Design Question 1

A scale is composed of

a learning goal and

learning targets.

Learning Goal

- A learning goal (level 3): specific

educational expectations created

from the essential skills and

knowledge embedded in Florida

Standards and express what the

student will know and be able to

do.

- Although it may be bulleted and

broken down, the learning goal is

the standard.

Learning Targets

- Learning targets: descriptive phrases that detail the knowledge and skills students must understand and be able to perform to demonstrate understanding of an academic standard.

- Foundational targets (level 2): learning targets that contain essential prerequisites, knowledge, and basic processes not explicitly stated in the standard but necessary to master in order to achieve the goal.

- Cognitively complex targets (level 4): learning targets that go beyond the requirements of the standard.

Where do I begin when creating

learning goals and scales?

1. Identify standards to be taught during the unit

• http://www.cpalms.org/Public/

2. Group standards that are related and can fit into one scale

3. Unpack Standards

• break down the standard to determine exactly what each verb in the standard is expecting the student to be able to know/demonstrate/do upon mastery

• determine what cognitive level the standard is written to

Everything starts with the Standards!

http://www.cpalms.org/Public/

WEBB’S DEPTH OF

KNOWLEDGE

Skill Practice

• Using the handout, underline the

skill vocabulary and identify which

level (WEBBS DOK) the skill is in.

• Identify the content vocabulary to be

taught based on the standard.

• Choose a sample unit

Your unpacked standard becomes your learning

goal for the unit.

The learning goal is different than a daily

objective or essential question.

Learning Goal/Standard

One cognitive level below the Target Goal.

- What skills/knowledge is necessary one step before the goal?

- NOT just one grade level back.

One cognitive level above the Target Goal.

- What skills/ application is one step beyond the goal?

- NOT just one grade level up.

Sample Scales

A level 3 on a scale DOES

NOT mean level 3 in the

cognitive taxonomy

(Webb/Bloom/Marzano)

Sample Scale M/J Team Sports

Basketball Unit (PE.7.C.2.1)

Sample Scale: Pickleball

4 Students will be able to:

· Compare AND Contrast Pickleball rules, skills, and strategies to another sport.


· Identify the critical elements for successful performance in Pickleball. (PE.8.C.2.6)


· Identify the basic rules for Pickleball

r Court (dimensions and boundaries)

r Service o Foot placement

o Ball Contact (underhand)

o Cross-court

o Doubles vs. Singles

r Volley

r Double-bounce rule

r Faults

r Scoring

· Identify the equipment needed to play Pickleball

· Compare and Contrast the forehand and backhand strike in Pickleball.

· Perform the two types of serves in Pickleball

r Lob serve

r Drive serve

· Discuss the offensive and defensive strategies in Pickleball

1 With help, partial success at score 2.0 content and score 3.0 content


The following are commonly

asked questions from teachers

who have been part of the

Marzano pilot and have been

working with goals and scales

for 1-2 years within Pinellas

County Schools.

Do I have to include the zero level on my scale? Using the zero level is up to the discretion of the school. If you choose to use the zero level, it would always be a generic statement such as “even with help, no success.”

I’m confused about level 2. Is the level 2 of

the scale supposed to be vocabulary or

concepts?

This really depends on the standard. Vocabulary is

usually included in Level 2 as would be other

essential skills as applicable.

Can my level 4 on the scale be a generic

statement?

The level 4 on the scale should not be generic. The

level 4 will always be written out to detail for the

student what it takes to achieve one cognitive level

higher than the expectations of the level 3

Do I need a different learning goal and

scale every day?

No. Your learning goals and scales will last the

duration of the unit. Your daily targets/essential

questions will normally change on a daily basis.

Does the scale take the place of my

common board configuration?

No. The scale(s) last the duration of the unit

while your common board configuration

changes on a daily basis.

How do I

know I am

implementing

use of learning

goal and scales

effectively?

Looking at the protocol for Element 1: Learning Goals and

Scales

The focus statement, located directly under the element heading, provides a

description of the element and its key constructs. It can be used to guide

teachers planning to use a specific element in a lesson.

“The teacher provides rigorous learning goals and /or targets, both of which

are embedded in a performance scale that includes application of

knowledge.”

What do you think this statement means?

Looking at the protocol for Element 1: Learning Goals and Scales

Next, take a look at the teacher evidences. This is a list of evidences teachers

commonly use when incorporating an element into their lessons. This is not an

exhaustive list or a checklist.

Think about the focus statement and the teacher evidences. How can the teacher

evidences help you plan to implement learning goals and scales?

Finally, take a look at the student evidences. This is a list of student outcomes and

observable behaviors that relate to the element. It is also not an exhaustive list or a

checklist.

How could you plan to monitor the student evidences?

How could you use the student evidences to help you reflect on your teaching?

Level



feedback by:





feedback by:


standard








Desired Effect: Students know where their level of performance is in relation to the scale and can

describe their progress.

Design Question 1, Element 2: Tracking Student Progress

Sample Tracking

A differentiation between tracking progression of learning vs. student

reflection on learning

How would YOU have your students track

their progress?

At your tables, share ideas for tracking

progress. Choose one, write it on a large post

it, and Pin It! on the chart paper.

Revising Your Knowledge

• At the beginning of this session we asked you

to complete an anticipation guide with your

background knowledge on goals and scales.

• Re-visit your responses before this training

and on the opposite side, respond to the

statements with the correct answer. Provide

rationale to your responses.

“Providing clear learning goals and

scales” is an element in Design

Question 1 within the Marzano

Framework.

AGREE

Learning Goals are composed of

scales and targets .

DISAGREE

Scales are made up of Learning Goals and

Learning Targets (slide 9)

There are three levels that pertain to

Webb’s Depth of Knowledge (DOK).

The levels include: Recall,

Skill/Concept and Strategic Thinking.

DISAGREE

There are four levels that pertain to Webb’s

DOK. The levels include: Recall, Skill/Concept,

Strategic Thinking and Extended Thinking (slides

15 - 19)

The learning goal is the same as the

daily objective and/or essential

question.

DISAGREE

The learning goal is the same as the scale; it lasts

the duration of the unit. Your daily learning

targets and essential questions will usually change

on a daily basis (slide 36)

When designing a scale, the levels 4,

3, 2, 1, 0 should always be used.

DISAGREE

Although many scales include levels 4, 3, 2, 1, 0,

it is not always necessary to include a 0. Please

refer to you administrator expectations for the

scale layout (slide 33)

Course descriptions and standards can

be found on the CPALMS website.

AGREE

The level 2 of the scale is made up of the

foundational learning targets. These are

one cognitive level (according to

Webb’s/Bloom’s/Marzano’s taxonomy)

below the learning goal and are the things

a student must master before they can

master they goal.

AGREE

The level 4 on the scale should not be

generic. The level 4 will always be written

out to detail for the student what it takes to

achieve one cognitive level higher than the

expectations of the level 3.

AGREE

This year, the scale will replace the

common board configuration. As such,

the scale must change daily to reflect what

is being taught on that day.

DISAGREE

The scales last the duration of the unit

while your common board configuration

changes on a daily basis.

You should have a scale for every standard

taught within the course.

DISAGREE

It is not necessary to design a scale for every

benchmark. You may, however, create a

scale that encompasses more than one

standard.

Anticipation Guide Application

• Setting a purpose

• Elicit background knowledge

• Make connections

• Facilitates discussion

• Writing activity

Where do I post the scale in the

gym, court, field or classroom?

• Whiteboard

• Portable whiteboard

• Poster on wall

• Affix to Ball Cart

• Hook to the Fence

• Place into class notebook

• Locker Room Doors

Adhere to your school-wide expectations for

communicating and monitoring the scale.

Level



feedback by:





feedback by:


standard








Now it is your turn!!

We highly encourage goals and scales to be written collaboratively

with your team so please sit with your content team.

This is your time to begin building goals and scales.

1. Determine the standard(s); group them if possible

2. Unpack those standards and write the learning goal (level 3)

3. Identify the foundational targets (level 2)

4. Identifying the cognitively complex targets (level 4)

Creating Marzano Scales in Physical Education€¦ · Creating Marzano Scales in Physical Education...

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