Chapter 1: What will I do to establish and communicate learning goals, track students progress, and celebrate success?

For learning to be effective, clear targets in term of information and skill must be established. Track progress at the end and through the unit. Celebrate success. Begin the unit by passing out a sheet of paper with the three learning goals. At the bottom of the page the students record their own goal. By the end of the unit I want to know Brief whole class discussion. Say the personal goals are great. Create a rubric for each goal. Formative information is collected and students chart their progress using a graph. Progress is celebrated for each student. An effect size tells you how much larger or smaller you might expect the average score to be in a class where students use a particular strategy. Feedback is intimately related to goal setting. Goal setting and feedback used in tandem are probably more powerful than either one in isolation. Reinforcing effort means that students see a direct link between how hard they try at a particular task and their success at that task. Students see a direct relationship between how hard they work and how much they learn. Intrinsically motivated behaviors are ones for which there is no apparent reward except the activity itself. Extrinsically motivated behaviors refer to behaviors in which an external controlling variable can be readily identified. The effect of extrinsic reward on free-choice behavior was negative. In contrast, positive effects are reported when the measure of intrinsic motivation is students interest. When verbal rewards are employed (positive comments about good performance, acknowledgments of knowledge gain) the trend is positive when intrinsic motivation is measured either by interest/ attitude or by freechoice behavior. It is an injustice to the integrity of our teachers and students to simply advocate that educators focus on the use of rewards to control behavior. Learning goal: a statement of what students will know or be able to do. They can be stated in one of the following formats -Students will be able to (procedural knowledge) -Students will understand(declarative knowledge) Content knowledge can be organized in two broad categories -Declarative knowledge: it is information in nature. -Procedural knowledge: it involves strategies, skills, and process. The simplified scale contains five whole- points value only: 4.0; 3.0; 2.0; 1.0; 0.0. The simplified scale is a good starting place for teachers who are not familiar with using scales of this design. A more detailed scale has half point scores: 3.5; 2.5; 1.5; 0.5. The half point scores allows for partial credit to be assigned to items. The more values a scale ahs, the more precise the measurement. Students can relate their own interest to the content addressed in class.

In the Classroom

Research and Theory

Actions steps Action step 1. Make a distinction between learning goals and learning activities or assignments.

Action step 2. Write a rubric or scale for each learning goal.

Action step 3. Have students identify their own learning goals.

Action step 4. Assess students using a formative approach.

Action step 5. Have students chart their progress on each learning goal. Action step 6. Recognize and celebrate growth

Students personal goals -When this unit is completed I will better understand -When this unit is completed I will be able to They can scale their own progress with a simplified scale. It allows students to observe their own progress. It is used while students are learning new content. Examining the gradual increase in knowledge for specific learning goals throughout a unit. Identify the progress they wish to make and willing to do to make that progress. See their progress in time. Focusing on knowledge gain also provides a legitimate way to recognize and celebrate (like with a round of applause).

Summary What will I do to

Establish and communicating learning goals.

Track students progress.

Celebrate success

Using Involves Distinguish between Formative assessment Learning goals Learning activities Scale Charting progress Recognizing Acknowledging students knowledge gain