Transcript Using Learning Goals and Proficiency Scales in Drama

Using Learning Goals and
Proficiency Scales in Drama
About the session…
0 The focus is on:
0 Marzano as an instructional strategy within the
Drama classroom; and
0 Using Learning Goals and Proficiency Scales.
0 Sample work is framed around:
0 Indigenous Perspectives in picture books; and
0 Year 7 Drama students.
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About this session…
In this session:
0 Presentation of my approach to Marzano in
the Drama classroom;
0 Developing and writing Learning Goals;
0 Developing and writing Proficiency Scales;
0 Measuring Attainment; and
0 Using Data.
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About me…
0 Using Marzano instructional strategy for about a year
and a half at Holland Park State High.
0 School Focus has largely been on:
0 Design Question 6 – Rules and Procedures; and
0 Design Question 2 – interacting with knowledge.
0 2015 school focus on Design Questions 3, 4, 5 –
Symphony of Learning – engaging with knowledge.
0 My 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:
0 Marzano, R.J (2007) “The Art and Science of
Teaching: A comprehensive framework for
effective instruction”. Hawker Brownlow
Education.
0 http://www.marzanoresearch.com
…And from my own “trial and error” 
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Focus Unit
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The Unit
0 Based around the text: ‘Where the Wild Things Are’
0 Using supporting Indigenous texts.
0 Use information from Elders (Aunty Peggy).
0 Create a class performance.
0 Characters informed by qualities of Indigenous animals.
0 Storyline for class performance based on Indigenous
history, White settlement etc.
0 Class 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; and
0 Providing feedback and celebrating success.
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Starting point: Learning Goals
Goals: Statement of what students should know
or be able to do.
0 They are the focus point for the lesson;
0 Starting point for making decisions about
attainment of knowledge;
0 Learning goals can go across multiple lessons
and be broken down into smaller ‘chunks’.
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Writing Learning Goals
0 Must be:
0 Clear;
0 Specific;
0 Address one skill only;
0 Measurable;
0 Referred to throughout the lesson;
0 Reviewed and reflected upon at end of lesson.
0 Usually simple statements starting with:
0 Students will be able to…
0 Students will understand…
0 I can…
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EXAMPLES…
Year 10
Students will be able to understand and
demonstrate use of the element: Human
Context (Role) – Purpose, Status and Attitude
in performance.
Year 7
I understand ‘Role’ and can create a character
with Indigenous qualities.
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What did I do with LG?
0 Within a 10 week unit, broken down skills and
elements needed to complete assessment task or key
concepts.
0 Based on 3 X 70 minute lessons per week;
0 Used each week to focus on one area – EOD;
0 Larger EOD ‘chunked’ into smaller sections for each
lesson (3 aspects)
0 Proficiency in each element measured at end of
week - One formative assessment piece.
0 Only 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:
0 Week 3 lessons on Focus;
0 Learning Goal listed for each lesson;
0 Developed across the week;
0 Time for reflection included;
0 Formative Task: Abstract performance;
0 Complete Proficiency Scale – both Teacher and
Student.
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Lesson Plans
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LG: To develop and understand Focus (Performers
and Framing the action)

LG: Able to draw Focus using Gesture & Voice

LG: Able to manipulate areas of Focus – actor, gesture,
voice and Contrast

Warm up: Charades – film titles
Warm up: Two headed monster – one word story
about object – via improv.

09/02
Focus
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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:
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Real fairy tale in a minute
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Fractured fairy tale in a minute
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Prepare and present
Apply to “Wild Things”:
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Select moment.
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Play scene then flip it to change
focus
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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.
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Present
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Review previous lesson – ways to gain focus of a
scene. Explain gesture and voice.
Clumps (Still Images):
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Person lost in crowd (5)
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One happy person (4)
o
Family portrait with naughty kid (4)
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PM giving speech (6)
Bring scene to life:
o
Select group’s favourite
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Use mime and one key phrase each
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 Short rehearsal and perform
Using pictures and text from narrative:
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Recreate scene – freeze frame
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Bring to life with symbolic gestures
o
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 needed
o
Teacher assistance within groups
Perform – Audience firstly listen only to the
performance and then watch
 REFLECTION - Class tableaux
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Image of ?
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Add movement
o
Add voice / sound
Warm up: Improv. “Say Again” (using negatives/opposites)
– may need to skip or reduce
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 Discuss natural contrasts?
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M & F, Light & dark, Loud and soft
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Role-play: Run-away children:
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Students devise a 3 scenes with dialogue
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Requires message about running away
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 Longer rehearsal time to get detail
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Perform

Flip the action changing only the voice so it is adults
who are running away from children:
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Manipulate voice to show contrast
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 Short Rehearsal time
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Perform
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Abstract performance:
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 Ask: How could we create the same
message (dramatic meaning) manipulating
focus, choral speak and contrast
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 Longer rehearsal
o
Teacher assistance within groups
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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 LG
There are multiple ways to check for understanding
during lessons:
0 Thumbs: up, down, or sideways;
0 Recording in book next to LG a score; (private)
0 Indicating by show of hands;
0 Coloured Post-it notes;
0 Heads down and indicate (private)
0 Offer multiple ways – private and public.
0 More formal: Proficiency Scales.
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Proficiency Scales
Handout:
0 Week 3 Proficiency Scale
Proficiency Scales:
0 Involves formative assessment task;
0 Specifically designed scale for the formative
assessment piece;
0 Will address a single goal;
0 Will use a rubrics – not points or letters;
0 Will also require charting of progress.
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Proficiency Scale
Week 3 Learning Goal: I can create and maintain Focus using: gesture, voice and contrast.
 4 Advanced
 2 Developing
 3 Proficient
 1 Beginning
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.
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 Focus
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Framing Action
o
Drawing Focus

Incorporate Focus in performance.

Appropriate selection of key
moments (Framing Action).

Strong use of voice and gesture to
create Focus.
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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.
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
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Not Yet
Using
Even with
help, no
understanding or
skill shown
I need help with
understanding Focus.
I need help to create
Focus in
performance.
I need help to
understand the
different types of
Focus.
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For Senior Level…
Week 3 – Students will be able to: create, manipulate and maintain Focus; incorporate gesture, voice and contrast for dramatic effect/ affect.
Score
4.0
3.0
2.0
Scale for FOCUS
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
Ach.
Notes on Score
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.
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 performance
The 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.
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 Focus
o
Framing Action
o
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 performance
o
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
but not at Score 3.0.
0.0
Even with help, no understanding or skill demonstrated within this element.
Focus within Score 2.0
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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.
0 Select a unit;
0 Select a skill and write a learning goal;
0 Devise a formative task to assess skill;
0 Write scale (see template).
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Blank Templates
 4 Advanced
 3 Proficient
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.
Can do ALL of 3 and:
Can do All of 3:
 2 Developing
I understand some information but still
have many questions. I am still
developing the idea.
 1 Beginning
I am beginning to learn but
need all the help I can get.
0
Not Yet
Using
Even with
help, no
understanding or
skill shown
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Score
4.0
3.0
Scale for FOCUS
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
omissions regarding Score 3.0 content.
While involved in task, student:
Ach.
Notes on Score
major errors or
The student exhibits no major errors or omissions in using, creating, or manipulating...
2.0
2.5
No major errors or omissions regarding Score 2.0 content and partial success at Score 3.0
content.
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 Attainment
0 Student Evaluation:
0 Complete formative task;
0 After reflection, complete scale based on own perceived
ability;
0 Teacher 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?
0 Easily identify ‘at-risk’ students;
0 Highlights specific learning area requiring assistance;
0 Allows for timely intervention;
0 Students have a clear idea of their learning level – ‘no
surprises’;
0 Allows for grouping of students based on ability;
0 Students see development of skills and learning;
0 Provides clear areas for reflection (student and
teacher)
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How do you use the data?
0 Create charts and maps to identify students;
0 Make student intervention plan and strategies;
0 Use to make groupings:
0 Mixed ability groups – learn from others;
0 Same level groups – Work out the problem
together; or
0 Same learning area - focused instruction;
0 Use with seniors for ‘selective update’
0 As 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.
0 What does the data tell you?
0 What students are ‘at-risk’?
0 What 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 9
0 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?
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More info…
Diane Pashen
Holland Park State High School
[email protected]
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