using learning goals and proficiency scales in drama year 7 drama storybook drama exploring...
TRANSCRIPT
Using Learning Goals and Proficiency Scales in Drama
Year 7 DramaStorybook Drama
Exploring Indigenous Perspectives
By Diane PashenHolland Park State High School
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About the session…
0The focus is on:0Marzano as an instructional strategy within the
Drama classroom; and0Using Learning Goals and Proficiency Scales.
0Sample work is framed around:0Indigenous Perspectives in picture books; and0Year 7 Drama students.
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About this session…
In this session:0Presentation of my approach to Marzano in
the Drama classroom;0Developing and writing Learning Goals;0Developing and writing Proficiency Scales;0Measuring Attainment; and 0Using Data.
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About me…0Using Marzano instructional strategy for about a year
and a half at Holland Park State High.0School Focus has largely been on:0 Design Question 6 – Rules and Procedures; and0 Design Question 2 – interacting with knowledge.
02015 school focus on Design Questions 3, 4, 5 – Symphony of Learning – engaging with knowledge.
0My interest was in Design Question 1 and going beyond setting Learning Goals – because we already do it! What else? What is the point?
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Info drawn from:
0Marzano, R.J (2007) “The Art and Science of Teaching: A comprehensive framework for effective instruction”. Hawker Brownlow Education.
0http://www.marzanoresearch.com
…And from my own “trial and error”
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Focus Unit
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The Unit
0Based around the text: ‘Where the Wild Things Are’0Using supporting Indigenous texts.0Use information from Elders (Aunty Peggy).0Create a class performance.0Characters informed by qualities of Indigenous animals.0Storyline for class performance based on Indigenous
history, White settlement etc.0Class performance to expand and explore key moments.
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DQ1: What will I do to establish and communicate learning goals, track student progress and celebrate success?
3 elements to Learning Goals: 0 Communication of the goal;0 Tracking student progress; and0 Providing feedback and celebrating success.
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Starting point: Learning GoalsGoals: Statement of what students should know or be able to do.
0They are the focus point for the lesson;0Starting point for making decisions about
attainment of knowledge;0Learning goals can go across multiple lessons
and be broken down into smaller ‘chunks’.
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Writing Learning Goals0Must be:0Clear;0Specific;0Address one skill only;0Measurable;0Referred to throughout the lesson;0Reviewed and reflected upon at end of lesson.
0Usually simple statements starting with: 0Students will be able to…0Students will understand…0 I can…
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EXAMPLES…Year 10Students will be able to understand and demonstrate use of the element: Human Context (Role) – Purpose, Status and Attitude in performance.
Year 7I understand ‘Role’ and can create a character with Indigenous qualities.
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What did I do with LG?0Within a 10 week unit, broken down skills and
elements needed to complete assessment task or key concepts.
0Based on 3 X 70 minute lessons per week;0Used each week to focus on one area – EOD;0Larger EOD ‘chunked’ into smaller sections for each
lesson (3 aspects)0Proficiency in each element measured at end of week -
One formative assessment piece.0Only assessing the element as it related to the LG for
the task – not all developed skills.
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What does that look like for 7s?Handouts: 0Week 3 lessons on Focus;
0Learning Goal listed for each lesson;0Developed across the week;0Time for reflection included;0Formative Task: Abstract performance;0Complete Proficiency Scale – both Teacher and
Student.
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Lesson Plans 3
09/02
Focus
LG: To develop and understand Focus (Performers and Framing the action) Warm up: Two headed monster – one word story about object – via improv. Explain element of Focus (of actors) Activity: Actor to talk on a topic whilst
another tries to distract them Note the importance of actor focus. Shifting focus: Discuss fractured fairy tales
Eg. Wolf and 3 mean pigs or Burglar Goldie Locks
Create 2 scenes and flip it: o Real fairy tale in a minuteo Fractured fairy tale in a minuteo Prepare and present
Apply to “Wild Things”: o Select moment.o Play scene then flip it to change
focuso Rehearse and Present
Last two groups present simultaneously (will be loud and messy)
Brainstorm: What can we do to allow both to have focus? Create a list on board
Merge groups of 2 and apply brainstorm ideas for scenes to run simultaneously.o Present
LG: Able to draw Focus using Gesture & Voice Warm up: Charades – film titles Review previous lesson – ways to gain focus of a
scene. Explain gesture and voice. Clumps (Still Images):
o Person lost in crowd (5)o One happy person (4)o Family portrait with naughty kid (4)o PM giving speech (6)
Bring scene to life:o Select group’s favouriteo Use mime and one key phrase eacho Short rehearsal and perform
Using pictures and text from narrative: o Recreate scene – freeze frameo Bring to life with symbolic gestureso Use choral speak for line of dialogue (SDW
p.76) – manipulate text from literary source into aural experience using: sound, song, repetition, emphasis, man voices, volume
o Longer rehearsal time neededo Teacher assistance within groups
Perform – Audience firstly listen only to the performance and then watch
REFLECTION - Class tableaux
o Image of ?o Add movemento Add voice / sound
LG: Able to manipulate areas of Focus – actor, gesture, voice and Contrast Warm up: Improv. “Say Again” (using negatives/opposites) – may need to skip or reduce Discuss natural contrasts?
o M & F, Light & dark, Loud and soft Role-play: Run-away children:
o Students devise a 3 scenes with dialogueo Requires message about running awayo Longer rehearsal time to get detailo Perform
Flip the action changing only the voice so it is adults who are running away from children:o Manipulate voice to show contrasto Short Rehearsal timeo Perform
Abstract performance:o Ask: How could we create the same
message (dramatic meaning) manipulating focus, choral speak and contrast
o Longer rehearsalo Teacher assistance within groupso Present
REFLECTION: How does focus create / add to dramatic meaning?Scale: Ability to: create, manipulate and maintain focus; incorporate gesture, voice and contrast for dramatic effect/ affect. Teacher: Record student score on class rubric.Student: Own reflection – indicate score in book.
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Measuring Attainment of LGThere are multiple ways to check for understanding during lessons:0Thumbs: up, down, or sideways;0Recording in book next to LG a score; (private)0Indicating by show of hands;0Coloured Post-it notes;0Heads down and indicate (private)
0Offer multiple ways – private and public.0More formal: Proficiency Scales.
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Proficiency ScalesHandout:0Week 3 Proficiency Scale
Proficiency Scales:0Involves formative assessment task;0Specifically designed scale for the formative
assessment piece;0Will address a single goal;0Will use a rubrics – not points or letters;0Will also require charting of progress.
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Proficiency Scale
4 Advanced 3 Proficient 2 Developing 1 Beginning
0Not Yet Using
I completely understand this topic and can apply it to many different areas. I could even teach others!
I fully understand the topic and am ready to learn about using this information further.
I understand some information but still have many questions. I am still developing the idea.
I am beginning to learn but need all the help I can get.
Even with help, no under-standing or skill shown
Can do ALL of 3 PLUS: Highly believable, sustained
character living within the scene. Uses Focus to heighten Dramatic
Meaning Selects and organises framed
moments which show a strong performance with actors, characters, techniques, and moments.
Understanding of Elements of Drama as connected to Focus.
Can do ALL of 2 and 3: Recognises or recalls specific
terminology such as:o Actor Focuso Framing Actiono Drawing Focus
Incorporate Focus in performance. Appropriate selection of key
moments (Framing Action). Strong use of voice and gesture to
create Focus.
Appropriately uses voice and gesture to draw Focus.
Focused moments are linked to meaning.
Attempts to direct Focus away from own character (give and take).
Actor Focus throughout performance.
I need help with understanding Focus.
I need help to create Focus in performance.
I need help to understand the different types of Focus.
Week 3 Learning Goal: I can create and maintain Focus using: gesture, voice and contrast.
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For Senior Level…Score Scale for FOCUS Ach. Notes on Score
4.0 In addition to Score 3.5, student demonstrates in-depth inferences and applications that go beyond what was taught such as: Highly believable, sustained character living within the scene Manipulates strategies that create Focus to heighten Dramatic Meaning Selecting and organising sophisticated framed moments which result in a connected performance –
actors, characters, techniques, and moments. Understanding of Elements of Drama as connected to Focus
3.5 In addition to Score 3.0 performance, partial success at Score 4.0. No major errors or omissions regarding Score 3.0 content.
3.0 While involved in task, student: Appropriately uses contrast, voice and gesture to draw Focus. Focused moments are crafted for Dramatic effect/affect Ability to manipulate Focus by negating Focus away from own character (give and take) Sustained Actor Focus throughout entire performanceThe student exhibits no major errors or omissions in using, creating, or manipulating various types of Focus.
2.5 No major errors or omissions regarding Score 2.0 content and partial success at Score 3.0 content.
2.0 There are no major errors or omissions regarding the simpler details and processes as the student: Recognises or recalls specific terminology such as:
o Actor Focuso Framing Actiono Drawing Focus
Attempts to incorporate Focus in performance – with some errors in maintaining Actor Focus or
Drawing Focus Uses Focus in performance by using:
o Appropriate selection of key moments (Framing Action)o Mostly sustains Actor Focus during performanceo Attempts to use voice and gesture to create Focus
However, major errors or omissions regarding maintaining and manipulating various types of Focus in performance.
1.5 With help, partial success at Score 2.0 content and Score 3.0 content. Student demonstrates the simpler details and processes but has major errors or omissions regarding the more complex ideas and processes of identifying, creating, or using Focus.
1.0 With help, a partial understanding of some of the simpler details and processes of Focus and some of the more complex ideas and processes in using and creating Focus.
0.5 With help, a partial understanding of some of the simpler details of Focus within Score 2.0 but not at Score 3.0.
0.0 Even with help, no understanding or skill demonstrated within this element.
Week 3 – Students will be able to: create, manipulate and maintain Focus; incorporate gesture, voice and contrast for dramatic effect/ affect.
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Your turn…
Activity 1:Using the blank template, create a proficiency scale (based on a formative task) that you could use in your unit of work.
0Select a unit;0Select a skill and write a learning goal;0Devise a formative task to assess skill;0Write scale (see template).
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Blank Templates 4 Advanced 3 Proficient 2 Developing 1 Beginning
0Not Yet Using
I completely understand this topic and can apply it to many different areas. I could even teach others!
I fully understand the topic and am ready to learn about using this information further.
I understand some information but still have many questions. I am still developing the idea.
I am beginning to learn but need all the help I can get.
Even with help, no under-standing or skill shown
Can do ALL of 3 and:
Can do All of 3:
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Score Scale for FOCUS Ach. Notes on Score4.0 In addition to Score 3.5, student demonstrates in-depth inferences and applications that go beyond what
was taught such as:
3.5 In addition to Score 3.0 performance, partial success at Score 4.0. No major errors or omissions regarding Score 3.0 content.
3.0 While involved in task, student: The student exhibits no major errors or omissions in using, creating, or manipulating...
2.5 No major errors or omissions regarding Score 2.0 content and partial success at Score 3.0 content.
2.0 There are no major errors or omissions regarding the simpler details and processes as the student: However, major errors or omissions regarding
1.5 With help, partial success at Score 2.0 content and Score 3.0 content. Student demonstrates the simpler details and processes but has major errors or omissions regarding the more complex ideas and processes of _________________________
1.0 With help, a partial understanding of some of the simpler details and processes of ________________ and some of the more complex ideas and processes in using and creating…
0.5 With help, a partial understanding of some of the simpler details of ________________ within Score 2.0 but not at Score 3.0.
0.0 Even with help, no understanding or skill demonstrated within this element.
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Anyone wish to share?
Questions? Comments? Statements?
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Measuring Attainment0Student Evaluation:
0 Complete formative task;0 After reflection, complete scale based on own perceived
ability;
0Teacher Evaluation:0 Teacher gives score based on ability demonstrated
during formative task.0 Verbal feedback also given at time of task completion.0 Chart to keep record.0 Compare student score with teacher score.
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Charting Progress
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Why use the data?0Easily identify ‘at-risk’ students;0Highlights specific learning area requiring assistance;0Allows for timely intervention;0Students have a clear idea of their learning level – ‘no
surprises’;0Allows for grouping of students based on ability;0Students see development of skills and learning;0Provides clear areas for reflection (student and
teacher)
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How do you use the data?0Create charts and maps to identify students;0Make student intervention plan and strategies;0Use to make groupings:0Mixed ability groups – learn from others;0Same level groups – Work out the problem
together; or0Same learning area - focused instruction;
0Use with seniors for ‘selective update’0As a basis for conversation – difference between
perceived ability and actual ability.
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Activity 2
Your turn:Look at the data given on this sample Year 7 class. 0What does the data tell you?0What students are ‘at-risk’?0What activities would you create to help?
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Anyone wish to share?
Questions? Comments? Statements?
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Mapping Assessment to Scales
Week 8 0 Students are given a sheet with ‘feedback’ that has been
mapped to the assessment criteria and scales and is based on a rehearsal (as formative task). Same process for a written task.
Week 90 Students complete a self-appraisal sheet based on the
summative performance and feedback from rehearsal. This can be used by students to compare with final grade awarded.
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Any Questions?
