First, on your fingers, show me how much you know about using Marzano scales….

0 means you know nothing at all….

4 means you not only know what they are used for, you are already using them to evaluate your work and other people’s work. Write down your number…you’ll need to know it later 

How can scales help us learn?

This is a district wide initiative, so there’s no escaping them. Scales are not meant to torture you, but to help ME help YOU learn. So, let’s give them a try and we’ll help each other as we go through the process. I promise, you’ll be a stronger learner once we get going…

Here’s why I like using scales… •

I want you to always know what you are learning and how well you are progressing as you learn in my class.

•

I want you to be able to tell me where you are in your learning so I can help you achieve the goal of… 1. becoming fluent in Spanish 2. learning to love the language and culture as much as I do.

3. pass the class so you can graduate.

4. knowing how you learn best

Your mom told you to clean the fridge then she graded your work using a Marzano scale. What grade to you deserve for your work?

4 Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories.

3 Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or don’t fit) and are sitting upright.

2 Some of the shelves are wiped clean, although there are some crusty spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware.

1 Items stick to the shelves when they are picked up. The smells linger long after the refrigerator door is closed. Several items need to be thrown out —Tupperware and all.

Let’s check out a generic form of a scale.

2 1 0 4 3 Your use of Spanish demonstrates no major errors or omissions regarding any of the information and/or processes (THAT WERE EXPLICITLY TAUGHT)

4 3 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes Your responses indicate major errors or omissions regarding the more complex ideas and processes; however you do not indicate major errors or omissions relative to the simpler details and processes 1 0

4 3 2 1 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes You provide responses that indicate a distinct lack of understanding of the knowledge. However, with help, you can demonstrates partial understanding of some of the knowledge.

0

4 3 2 1 0 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.

You provide little or no response. Even with help you do not exhibit a partial understanding of the knowledge.

3 2 1 0 4 In addition to exhibiting level 3 performance, your responses demonstrate in depth inferences and applications that go beyond what was taught in class The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge.

The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge.

3 2 4 1 0 In addition to exhibiting level 3 performance, your responses demonstrate in-depth inferences and applications that go beyond what was taught in class.

Your responses demonstrate no major errors or omissions regarding any of the information and/or processes Your responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes You provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, you demonstrates partial understanding of some of the knowledge.

You provide little or no response. Even with help you do not exhibit a partial understanding of the knowledge.

Throughout this course I will ask you to use our scales to tell me what you can do. This will help guide my teaching because I will know better where you struggle, and we can use the scale to motivate us to “do things”.

Let’s look at some sample “I can…” statements and how you might respond to them with a scale…

I can use the vocabulary and grammar that I learned in the foods unit to order a meal in a restaurant.

I think we can both agree that this would be a good goal to work towards in our food unit, right? So, the “I can…” statement helps you and me agree that we are working toward the same goal —I will teach you everything you need to know to do this, and you will reflect on this goal often to make sure you are on track.

One the first day of the unit, you might mark yourself at a ZERO because you don’t know anything yet!

“0--You provide little or no response. Even with help you do not exhibit a partial understanding of the knowledge” It is OK to be at a ZERO on the first day of a unit. ! If I haven’t taught you anything yet, it means we can work together to reach a 3…or higher.

Maybe in a few days, after we have learned some new vocabulary, some grammar, you may put yourself at a 2.

2 –You make errors in your usage, but you demonstrate an understanding of the language as it is used contextually. Don’t fret…there’s still more time…

A few day later, after watching a video of people ordering food in a café, reading a dialogue about ordering in a restaurant, and working with partners to write and perform a skit with people ordering in a restaurant, I may ask you to rate your understanding on the scale again. This time you put yourself at a 3. This is where I want everyone to be. This is where I want all students to be at the end of the unit. 3 -Your responses demonstrate no major errors or omissions regarding any of the information and/or processes we have learned in class. You are able to order in a restaurant and a native speaker would have no trouble understanding you. You have accomplished what we set out to do this unit.

At the end of the unit we all go out to eat. We arrive to the restaurant and you ask for a table with a view, talk with the waiter for a few minutes in Spanish, and inquire about the specialty of the day. You discuss your food likes and dislikes with him and ask for extra items. Again, I ask you to rank your understanding and you put a 4!

4 -In addition to exhibiting level 3 performance (which is meeting the expectations for the unit), your responses demonstrate in-depth inferences and applications that go beyond what was taught in class. You have gone above and beyond what I expected of you.

Any questions? Ready for scales?

On a scale of 0-4, where is your understanding of use scales?

How much has your understanding improved?