student data notebooks: developing ownership, motivation ... · student data notebooks: developing...

Student Data Notebooks:Developing Ownership, Motivation

and a Growth Mindset

Tim Brown

Student Data Notebooks Developing Ownership, Motivation,

and a Growth Mindset

Tim Brown [email protected] • twitter @ctimbrown

Teachers would have more success if they addressed students’ low self-efficacy before trying to raise their achievement.

(Hattie, Visible Learning, 2009)

1.44 SD

Highest effective size in study of educational innovations

Over 2 to 3 years of growth

Improving the rate of learning by more than 50%

More than 84% of students not receiving the innovation

¨ What are the essential components of a highly motivated and engaged classroom?

¨ What products are teams developing to help build student self-efficacy while answering critical questions of the PLC process?

¨ How do teachers use these products effectively and give students ownership in their own learning?

Essential Questions

Empowerment +

Engagement =

Ownership of Learning

© Brown 2016. SolutionTree.comReproducible. 1

Characteristics of Goals That Motivate Students (Center on Education Policy)

¨ The goal is realistic and attainable, yet challenging. ¨ The goal is desirable and education dependent. ¨ The goal is suggested, or at least embraced, by the student. ¨ The student can see a clear path for attaining the goal. ¨ The goal is supported by people important to the student.

¨ Goals can be tailored to recognize that different students may need different types of goals, based on their mindsets and motivational styles.

¨ Goals are mastery based, which involve demonstrating increased understanding, skills, and content knowledge.

Emotions Interest Importance Self-Efficacy• Use effective

pacing. • Incorporate

physical movement.

• Demonstrate intensity and enthusiasm.

• Use humor. • Build positive

teacher–student relationships.

• Use games. • Initiate friendly

controversy. • Present unusual

information. • Question to

increase response rates.

• Connect to students' lives.

• Connect to students’ ambitions.

• Encourage applying knowledge.

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.

Impacting Motivation and Self-EsteemThe Highly Engaged Classroom

(Marzano, Pickering, & Heflebower, 2010)

Can I Do This? The Research

“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)

1 2 3 4 5

¨ 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 mindset.

¨ I use stories and quotes to promote a growth mindset.

The Self-Efficacy Factor

© Brown 2016. SolutionTree.comReproducible.2

Five Keys for Improving Assessment(Assessment Reform Group)

Adjusting teaching to take account of the results of assessment

The provision of effective feedback to students

A recognition of the profound influence assessment has on motivation and self-esteem

The need for students to be able to assess themselves and understand how to improve

The active involvement of students in their own learning

Research Findings

Study S.D. Gains Bloom (1984) 1.0 to 2.0*

Black and Wiliam (1998) .5 to 1.0**

Meisels et al. (2003) .7 to 1.5

Rodriguez (2004) .5 to 1.8**

* Rivals one-on-one tutorial instruction

** Largest gains for low achievers

(Stiggins, Arter, Chappuis, & Chappuis, Classroom Assessment for Student Learning: Doing It Right—Using It Well, 2004)

“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 (October 1998)

Data Notebooks: Why Use Them?

¨ They formalize self-analysis and goal setting.

¨ They help teachers select appropriate resources, instructional design, and formative assessment strategies.

¨ They are a great tool for parent conferences.


Unit Overview Sheets

Engage students in their own learning. Give clear vision of expectations in age-appropriate language. Connect the student to expected outcomes and actions that can and will be measured or observed. Act as a monitoring and self-assessment tool for their own learning. Are not complicated: “I can ...”, “I will be able to ...”, “I am learning to …” statements. Are effective vehicles for communication between home and school.

Consider Checklists for Clear Targets

¨ Valuable instructional tool ¨ Valuable assessment tool ¨ Valuable organizational tool for students ¨ Valuable study skill tool for students

“[Learning progression] is composed of the step-by-step building blocks students are presumed to need in order to successfully attain a more distant, designated instructional learning outcome.”

—Popham, Transformative Assessment (2008), p. 24


Camp Point Fire Department and Data Notebooks

“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)

Classroom Data Walls to Motivate

Classroom Data Walls to Motivate


Thank You for Being a Learner!

To schedule professional development at your site, contact Solution Tree

at 800.733.6786.

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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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)


7On Your Mark Grading Workshop

© Solution Tree 2015 • SolutionTree.com • Reproducible.

First-Quarter Student Reflection

Now that we have come to the end of the first quarter, it is a good time to look back at your progress.

Take a few minutes to look at your first writing piece and the paper you received today. Compare the work and your feedback comments. Identify areas of improvement and areas you need to work on throughout the rest of the year. Then use the questions below to guide your thoughts and record them on the lines provided.

1. What areas did you focus on this quarter?2. Did you show improvement in these areas?3. What can you do to continue to improve your writing?4. What is your writing strength?5. How can you use your writing strength to help you in other areas?

(First-quarter reflection, page 1 of 1)


Semester Reflection Sheet

Name: _________________________________________________________________________________

1. What things about algebra class do you like?

2. What strategies have you used for success in algebra?

3. If you failed a six-week period, what are some reasons you think that happened? What strategies would you consider putting in place for next semester to ensure your success?

4. Did you feel that I was available to help you when you needed it? If so, how? If not, why? Do you take advantage of help?

5. What goals do you have for the second semester? (Please be specific.) Here are a few goals toconsider:

a. I will take notes in class. b. I will ask questions in class. c. I will do my homework. d. I will attend tutoring before a quiz or test. e. I will attend tutoring immediately if I fail a quiz or test.

6. Do you prefer to take notes and do work in your own notebook or did you like creating a packet? Do you want to store your notebook in class or would you prefer to take your notes home?

(Semester, page 1 of 1)




Semester Reflection Sheet Name: _________________________________________________________________________________ 1. What things about algebra class do you like? 2. What strategies have you used for success in algebra? 3. If you failed a six-week period, what are some reasons you think that happened?

What strategies would you consider putting in place for next semester to ensure your success? 4. Did you feel that I was available to help you when you needed it?

If so, how? If not, why? Do you take advantage of help? 5. What goals do you have for the second semester? (Please be specific.) Here are a few goals to

consider:

a. I will take notes in class. b. I will ask questions in class. c. I will do my homework. d. I will attend tutoring before a quiz or test. e. I will attend tutoring immediately if I fail a quiz or test.

6. Do you prefer to take notes and do work in your own notebook or did you like creating a packet?

Do you want to store your notebook in class or would you prefer to take your notes home?

(Semester, page 1 of 1)




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 self-efficacy, 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

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Characteristics of Goals That Motivate Students

In Student Motivation: An Overlooked Piece of School Reform, authors Usher and Kober (2012) examine topics related to students’ academic motivation, a critical but often overlooked aspect of education. Students are most often motivated when:

The goal is realistic and attainable, yet challenging.

The goal is desirable and education dependent.

The student suggests or embraces the goal.

The student can see a clear path for attaining the goal.

People close to the student support the goal.

Goals can be tailored to suit student needs. Different students may need different types of goals, based on their mindsets and motivational styles.

Goals need to be mastery based, demonstrating increased understanding, skills, and content knowledge.

(Characteristics, page 1 of 1)

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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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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

Month:


Month:


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Charting Your Reading Fluency

Set a Goal, Then Track Your Progress.

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Seventh Grade English Language Arts: Unit 1

Performance task: Construct an outline (plot hill). Label the exposition, rising action, conflict, climax, falling action, and resolution.

I can analyze the organization of an informational text.

I can identify aspects of text that reveal an author’s point of view or purpose.

I can determine a theme or central ideas in literary text.

I can analyze the interaction of literary elements in a story or drama.

I can determine the meanings of words and phrases in text (figurative language).

I can use correct grammar and usage when writing.

I can use correct capitalization, punctuation, and spelling.

I can analyze figurative language, word relationships and nuances in word meanings.

I can use a variety of strategies to determine the meaning of unknown words or phrases.

(Source: El Rancho Unified School District Grade 7 Curriculum Map: Implementing the Common Core, www.erusd.org)

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Tenth-Grade Chemistry Chemical Reactions Unit

1. I can identify synthesis reactions. 2. I can identify decomposition reactions. 3. I can identify single and double replacement reactions. 4. I can identify combustion reactions. 5. I can predict the products of combustion reactions. 6. I can predict the products of single and double replacement reactions. 7. I can write chemical equations in words. 8. I can write chemical equations in symbols. 9. I 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 Solid Had Doubts Guessed Got It

Right Got It Wrong

Simple Mistake

Misread Question

Need to Restudy

1 1 2 2 3 3 4 7 5 3 6 3 7 9 8 6 9 2, 9 10 3 11 4, 6, 9 12 5 13 5

(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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Fifth Grade Fractions Math Unit

• I can determine a fraction by finding a part of a whole. • I can write mixed numbers and improper fractions by understanding the whole, or one • I can compare fractions by:

o Thinking which is closest to 0, ½, or 1 o Finding common denominators o Noticing all the numerators are all the same

• I can write equivalent fractions by multiplying or dividing the numerator and the denominator.

• I can convert fractions to percentages by changing the fractions to a decimal then to a percent.

• I can identify different graphs by knowing the properties of each • I can find the percent of the area on a circle graph by using a percent circle.

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. Use the left side of the chart.

Question Key Learning Solid Had Doubts Guessed

Got It Right

Got It Wrong

Simple Mistake

Misread Question

Need to Restudy

1 1

2 2

3 3

4 7

5 3

6 3

7 9

8 6

9 2, 9

10 3

11 4, 6, 9

12 5

13 5

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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.)


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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 Learning Target Right Wrong Simple Mistake

More Study

1 Place value: Write numerals in expanded form to 10 thousands place.



4 Place value: Identify place value to the thousands place.

5 Place value: Put numbers in order through the thousands.



8 Write fractions to match models. 9 Write fractions to match models. 10 Write fractions to match models. 11 Write fractions to match models. 12 Subtract three-digit numbers with borrowing. 13 Subtract three-digit numbers with borrowing. 14 Subtract three-digit numbers with borrowing. 15 Subtract three-digit numbers with borrowing. 16 Measurement: Read time to the nearest minute. 17 Measurement: Read a thermometer. 18 Measurement: Know how much a liter is. 19 Measurement: Know how long a centimeter is. 20

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)

© Brown 2016. solution-tree.comDo not duplicate.18


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© Brown 2016. solution-tree.comReproducible. 19

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Unit 5 Learning Targets: I Can …

Name: _________________________________________________________________________

I Can Statements Teach This to Others

Do This by Myself

Do This With Help

Cannot 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)

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Unit 5 Learning Targets: I Can …

Name: _________________________________________________________________________

I Can Statements Teach This to Others

Do This by Myself

Do This With Help

Cannot 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)


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Tracking My Own Learning

Student: ______________________________________________________ Date: ___________ Learning goal: ___________________________________________________________________ ________________________________________________________________________________ My score at the beginning: _____________ My goal: ______________ By: ________________

4 How Did I Do?

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4 I make no mistakes. I understand completely. 3 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.


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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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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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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

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Learning Target: I can fluently multiply numbers by 2, 5, and 10 to find correct products.

Learning Target: I can fluently multiply numbers by 3 and 4 to find correct products.



Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date:

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4 I found the correct product for ALL facts automatically when my teacher checked my work.

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.


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Unit Overview Sheet Reading Functional Text (Reading to Survive)

Start: February 22, 2014 World-famous cardiologist Robert Eliot coined the phrase “Don’t sweat the small stuff.” The truth is, many times it’s the small stuff that makes a huge difference in what happens to us. Consider the people who didn’t read their mortgage contracts, or missed the fine print for the free trip to Disney World.

Over the next two weeks we will be reading a variety of everyday material, (Mr. Anderson calls it survival reading; others call it functional text). As we read different types of functional text, we will be reading for details, searching for solutions to problems, making predictions, uncovering clues, and drawing conclusions to make good decisions.

Ms. Stevens has found that having this skill can save you money, lead you through a process, and help you create a fine, finished product. Mr. Carlson has developed this skill to build his knowledge about the guns he owns and wants to own, and target shooting. He has also found that having the skill to wade through and understand functional text helps in his planning for outdoor activities such as fishing, camping, and hunting.

Paying attention to details and developing the ability to cite specific information from a text to make good decisions is an essential skill. At the end of the unit you will be given an assessment that will have multiple-choice and extended-response questions. The following learning targets and classroom lessons and activities will help you understand what will be required of you.

3 I know how to do this skill and I can teach it to another person.

2 I can do this skill some of the time but still make mistakes and need to practice this skill to get better.

1 I have difficulty with this skill and need help to learn how to do it correctly.

Learning Target Task 1 Task 2 Task 3 I can find, cite, and explain why certain details are important to complete a task.

I can read a selection (pamphlet, brochure, website, recipe, policy, law, etc.), tell what is important, and apply that information to make a good decision.

Self-Reflection • What steps can you use to achieve your goals? • How can I help you achieve your goals? • Which learning target do you need to focus on the most?

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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 does

energy flow through an ecosystem?

How do non-living and living things in an ecosystem interact?

How do biotic/abiotic factors influence habitats?

Learning Target 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 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 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:


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:


On Your Mark Grading Workshop© Solution Tree 2015 • solution-tree.com • Do not duplicate.24

Unit: Ecosystems

26© William M. Ferriter 2016. SolutionTree.com

Available at https://www.dropbox.com/s/havecmz9lyvuo9q/Ecosystems_ICan_StatementsNEW2.doc?dl=0 for download.

27© William M. Ferriter 2016. SolutionTree.com

Do not duplicate.

Scientific MethodStudent Overview Sheet

Over the next couple weeks, the class will take a look at the steps of the scientific method in detail. You will learn how to use each step to evaluate scientific problems. This skill also will be used throughout the year in class activities and labs.

Essential Question How is the scientific method used to test and evaluate solutions to scientific problems?

Essential Vocabulary scientific method observation hypothesis inference

control group constants variables dependent variable

independent variable quantitative data qualitative data

Learning Targets Need to Know

1. I can list and describe appropriate steps to solve a problem using the scientificmethod.

2. I can ask scientific questions and define problems.

3. I can make detailed observations.

4. I can describe and compose an appropriate hypothesis.

5. I can design and run my own experiment, record the data, and report out my results.

Nice to Know 1. I can effectively use a variety of resources to gather reliable information or research.

2. I can describe and identify terminology (control, constants, variables, and so on) usedwhen performing the scientific method.

3. I can identify the components of and create appropriate charts and graphs.

4. I can perform and apply steps of the scientific method to solve a scientific problem.

(Scientific method, page 1 of 5)

On Your Mark Grading Workshop © Solution Tree 2016 • solution-tree.com • Do not duplicate. 63

On Your Mark Grading Workshop© Solution Tree 2016 • SolutionTree.com. Do not duplicate.28

Scientific MethodStudent Data Sheet

Directions: Use the rating scale to determine how well you understand each of the following learning targets both before and after the lesson.

1 I’m Still Learning!

I have very little to no understanding of the learning target and need to be retaught and to practice more.

2 I’m Almost There!

I have little understanding of the learning target. I just need a little more practice.

3 I Get It!

I have a complete understanding of the learning target. I can work independently.

4

I Got This!

I have a complete understanding of the learning target. I can teach it to others or apply my learning in new ways.

Note: Your understanding of the learning targets will change throughout the course of your learning.

Essential Question

How is the scientific method used to test and evaluate solutions to scientific problems?

Need-to-Know Learning Targets Your Proof (Assessments, grades, assignments)

Target 1: I can list and describe the steps for solving a problem using the scientific method. This means:

I can identify each step of the scientific method. I can explain what is done during each procedure.

Rate Your Level of Understanding: Pre-Lesson

1 2 3 4

Rate Your Level of Understanding: Post-Lesson

1 2 3 4


On Your Mark Grading Workshop © Solution Tree 2016 • solution-tree.com • Do not duplicate.64



Target 2: I can ask scientific questions and define problems. This means:

I can identify and state a problem for any givenexperiment, as well as propose a testable question,by performing an experiment.


1 2 3 4


1 2 3 4

Target 3: I can make detailed observations. This means:

I can make both quantitative and qualitativeobservations.

I can make logical inferences based upon myobservations.


1 2 3 4


1 2 3 4





Target 4: I can describe and compose an appropriate hypothesis. This means:

I can identify and differentiate between adependent and independent variable.

I can write a hypothesis as an “if … then statement”for any given example.


1 2 3 4


1 2 3 4

Target 5: I can design and run my own experiment, record data, and report my results. This means:

I can write procedures to perform an experiment totest my hypothesis.

I can communicate relevant data using tables andgraphs.

I can report out my results to support or challengemy hypothesis.


1 2 3 4


1 2 3 4


On Your Mark Grading Workshop © Solution Tree 2016 • solution-tree.com • Do not duplicate.66


Scientific Method

Opportunities for Personal Improvement

Please check one or two of the following that will help you to improve your understanding of the learning targets. Write in other options.

Commit to completing all assigned tasks.

Ask questions during or after class lesson when I do not understand something.

Use core time wisely by asking questions on areas where I need help.

Participate more in class activities.

Pay better attention during class.

(Source: Scientific method example used with permission from Christopher Stranger, grade-8 science teacher, Bullen Middle School, Kenosha, Wisconsin.)




(Controlling Elements, page 1 of 4)

Controlling the Elements of an Argumentative Essay Student Overview Sheet

(Source: Julie Short and administrative staff at Stiern Middle School, Bakersfield City Schools, 2016)

Over the next couple weeks, we will take a look at four elements of an argumentative essay and how you can use each element to evaluate your work. You will use these components throughout the year to develop your writing.

Essential Question How do writers develop an argumentative essay that is interesting and written with logical, analytical claims supported by relevant resources?

Essential Vocabulary Synonym Provide an Example

evidence

counterclaim

relevant

irrelevant

distinguish

primary sources

secondary sources

logical

Need-to-Know Learning Targets I can find sufficient, relevant information to write a convincing argument to a specific

audience. I can state a claim and a counterclaim within my argumentative essay. I can cite evidence to support my claim and the counterclaim. I can determine the relevant versus the irrelevant evidence in a text. I can effectively use a variety of resources to gather reliable information or research.

Nice-to-Know Learning Targets How to use a thesaurus to make a more effective argumentative argument. How to use a graphic organizer to determine relevant and irrelevant information.



Controlling the Elements of an Argumentative Essay Student Data Sheet

Directions: Use the rating scale before and after the lesson to determine how well you understand each of the following learning targets.

1I Am Still Learning! I have very little to no understanding of the learning target and need to be retaught and practice more.

2I Am Almost There! I have little understanding of the learning target. I just need a little more practice.

3I Get It!

I have a complete understanding of the learning target and can work independently.

4I Got This!

I have a complete understanding of the learning target. I could teach it to others or apply my learning in new ways.

Note: Your understanding of learning targets will change throughout the course of learning.

Essential Question How do writers develop an argumentative essay that is interesting and written with logical, analytical claims that are supported by relevant resources?

Need to Know Learning Targets Your Proof (Assessments, grades, assignments)

I can find sufficient, relevant information to write a convincing argument to a specific audience.

This means I can effectively communicate my thoughts and ideas to convince a specific or given group of people.

Rate your level of understanding prelesson.

1 2 3 4

Rate your level of understanding postlesson.

1 2 3 4

© Brown 2016. SolutionTree.comDo not duplicate.34


I can state a claim and a counterclaim within my argumentative essay.

This means I can state the focus and intention of my writing to my intended audience.


1 2 3 4


1 2 3 4

I can cite evidence to support my claim and the counterclaim.

This means I can cite evidence to prove my claim and disprove my counterclaim.


1 2 3 4


1 2 3 4

I can determine the relevant versus the irrelevant evidence in a text.

This means I can fully understand both sides of the argument or claim.

This means I can fully understand different points of view and cite valid supporting evidence.


1 2 3 4


1 2 3 4



I can effectively use a variety of resources to gather reliable information and research.

This means I can identify and cite relevant information from relevant sources that directly relate to my claims.


1 2 3 4


1 2 3 4

Opportunities for Personal Improvement Please check one or two of the following that will help you improve your understanding of the learning targets above.

Commit to completing all assigned tasks.

Ask questions during or after the class lesson when I do not understand something.

Use core time wisely by asking questions about what I need help with.

Participate more in class activities.

Pay better attention during class.

Topic Proficiency Scale Domain: Scientific Thinking and Practice

Topic: Scientific Method Research and Application

4.0Going Beyond

My understanding goes beyond all of the complex learning goals.

3.5 My understanding goes beyond some of the complex learning goals.

3.0Grade-Level

Target(Complex 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)

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.

2.0Grade-Level Foundation

(Simple Goals)

I know all of the simple learning 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 2016. SolutionTree.comDo not duplicate.36

Topic Proficiency Scale Domain: Scientific Thinking and Practice

Topic: Scientific Method Research and Application

4.0Going Beyond

My understanding goes beyond all of the complex learning goals.

3.5 My understanding goes beyond some of the complex learning goals.

3.0Grade-Level

Target(Complex 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)

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.

2.0Grade-Level Foundation

(Simple Goals)

I know all of the simple learning 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.


REPRODUCIBLE

Group Checklist: Build a Classroom Terrarium

(Source: Burke, Balanced Assessment: From Formative to Summative, 2010, p. 91–92)

Task: Build a classroom terrarium that demonstrates your knowledge of the water cycle. Keep detailed notes and a log about the environment in the terrarium.

Not Yet 0

Yes 1

Construction of project

Did you follow the directions?

Did you complete the project? Log entries

Did you observe the water cycle?

Did you record your data?

Did you use the science vocabulary?

Did you write in complete sentences?

Do your sentences have end punctuation?

Did you complete your log by the due date? Social skills

Did you stay on task?

Did you use care with the materials?

Did you contribute to the group work?

Did you respect the opinions of the members in your group?

Did you take turns to build the terrarium?

Did you complete your project in the allotted time? Student comments:

Teacher comments:

(Balanced Assessment terrarium, page 1 of 1)

38Balanced Assessment: From Formative to Summative

© Solution Tree 2010. Do not duplicate.

Checklist: Letter to the Editorfor 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 Yet0

Yes1

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)



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 Neatness

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 accuratelyrepresented on the graph.

The graph is very neat and easy to read.

2 The graph contains a title that suggestswhat the data show.

Some parts of the graph are inaccurately labeled.

Datarepresentationcontains 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:

Task: Write a letter to the editor of a local newspaper to explain to the readers how moisture affects weather.

Not Yet 0

Yes1

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)



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 Neatness

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 accuratelyrepresented on the graph.

The graph is very neat and easy to read.

2 The graph contains a title that suggestswhat the data show.

Some parts of the graph are inaccurately labeled.

Datarepresentationcontains 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:


REPRODUCIBLE

K–5 Math Rubrics: A Work in Progress

Level 1 Insufficient

Progress

Level 2 Making

Progress

Level 3 Met

Standard

Level 4 Exceeds

Expectation

Mathematical Concepts and Procedures (Computation Accuracy): The student understands mathematical concepts and performs related operations, chooses the appropriate math operations, and performs computations correctly.

I couldn't get started. I don't know how to begin.

I have part of the solution, but now I don't know what operation to use. I could complete simple calculations but cannot do complex computations.

I can select the proper operation. I can identify important information and solve the problem with accuracy.

I can complete the problem with accuracy. I can solve the problem in multiple ways to confirm accuracy.

Mathematical Communication: The student explains the process, reasoning, and strategy used in solving the problem.

I did not explain how I solved the problem. My explanation is mostly restating the problem.

I explained part of the process and I explained my answer but not my thinking. Someone will need to add additional information for my explanation to make sense.

I clearly explained the process I used and my solution to the problem using numbers, words, pictures or diagrams.

I can explain a meaningful academic application to this task across contents.

Mathematical Problem Solving: The student selects and carries out a strategy to find a solution, and checks results for reasonableness.

I'm not sure what the problem asked me to do. I didn't know which strategy to use.

I understand parts of the problem and I got started but I couldn’t finish. My strategy seemed to work at the beginning, but did not work well for the whole problem.

I understood the problem and had an appropriate solution. All parts of the problem are addressed. I checked my solution for reasonableness.

My explanation can be read by others and easily understood.


REPRODUCIBLE

Data Graph: Rhythm Assessments

These assessments will test your ability to read (say, sing, or play rhythms correctly), dictate (write a pattern I say or play on an instrument), and compose (create your own music) using rhythms you already know or are learning. Goal setting: After each assessment, you will set a goal for the next one by _________. A goal is the score that you aim to get on the next assessment.

Score 10

9

8

7

6

5

4

3

2

1

1 2 3 4 5 6

Use the Seven Habits

Habit 1: I will be proactive in music class by always doing my best to learn everything I can. Habit 2: I will begin with the end in mind by setting a goal for each assessment. Habit 6: I will synergize by working with others and Mrs. Fricke. I will let others know when

I don’t understand or when I need help.


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


REPRODUCIBLE

My Writing Data

Six Traits Stage Stage Stage Stage Stage Stage Stage Stage

Idea Development

Organization

Voice

Word Choice

Sentence Fluency

Conventions

Date:


REPRODUCIBLE

Reading Log

Congratulations, you have met the second-grade benchmark! You will now keep a log of the variety of books read during our guided reading groups.

Title Author Genre Code

Date Started

Date Ended


REPRODUCIBLE

student data notebooks: developing ownership, motivation ... · student data notebooks: developing...

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