I am going crazy! Because of this whole merit pay mess (which we will never get because there is no money!) we have to have all this junk on our boards. Can anyone give me advice on scales? I want to make a generic one that can be used with any learning goal. I don't know if I will get away with it, but I need help. I am wasting all my prep time worrying about this stuff on the board when i should be working on lesson plans!
I'm just curious because I haven't been told of anything new I need to put up. We have our LFS bulletin boards which already make for a pretty boring classroom and we just started this new vocabulary process which I made a poster for. What else are you looking for?
First we were told that we must have the date, learning goal for each subject and the activity. Now we are starting to go through the Marzano book and the new thing is this scale which you have to use to see if the kids get the learning goal. Everything is so confusing right now. No one seems to know exactly how this is all supposed to look.
I have been working at my school to help with the evaluations at our school. Once you register at i instruction, you will have access to the checklists that your administrators will be using when they walk through your classroom. From there, you can see on the scale where you fall. I hope that helps.
It's not the scale for the teachers. We already went over that and I am registered. These are the scales you have to have for the students. Some other teachers and I got together and we are just going to do something generic for right now until someone tells us we are wrong or we get more information. We are going to teach the kids to hold up one finger if they don't understand at all, two if they kind of get it, and three if they totally understand. We have to have that scale up where the kids can see it. We were also told we have to document it and the kids are supposed to be aware if they are making progress toward the learning goal. Unless you have a scale for the students, you can't go beyond developing on the teacher scale.
Ringleader, I misunderstood. We are working as a team to create scales for each subject. In first, we're going to have the students color in as they progress. For example, the reading words are broken down into smaller groups by units. We also were not given much scale information. I do like the fingers, since our lower grades were stressing over what to do. Thanks
My 4th grade class utilizes two scales the team has come up with.
1-red yellow green flash cards on a flip chart. Red "I do not understand, I need help to keep working" Yellow "I do not understand everything, but I can keep working" Green-"I understand, I am working fine" This color scale can be monitored by the teacher and help can be provided to individuals 1 on 1 or teacher can pull a small group based on the colors students show.
2-"Strive to be five" fingers in the air poster. 5 "I've got it, I can teach it" 4 "I've got it but couldn't quite teach it" 3 "I think I've got it" 2 "I don't think I understand" 1"I don't understand what we're talking about" This fingers raised scale is posted on the wall. I stop during the lecture to ask for anyone who is NOT a 4 or 5 and reteach the concept from the beginning after assigning those that "have it" practice work.
Marzano evaluations = administration SEEING that teacher knows what to do when students' monitor their learning and teacher can do a reteach to catch everyone up. Admin cannot just rely on "she is a good teacher" anymore
We are all freaking out at my school. No one has a clear idea of what is expected. We are under the impression that you must have your goals for each subject posted and the kids are supposed to be able to say what the goals are. We are also supposed to have a rubric/scale-we're using the 1,2, or 3 fingers-posted and the kids are supposed to be able to explain the rubric. We are all VERY confused about if we are supposed to be tracking the kids' assesments of themselves or not. Everyone is on edge and we are all so worried.
We were told last week that the "Finger check" or the general scale that all the teachers in our school have are not valid anymore!!! They now want us to make specific written scales for each LG. I feel like I am spinning the wheel and not getting anywhere. Worst year of my career, I feel sorry for the kids. All they have learned this year is the Learning Goals and scales, but no content!!! Talking to my fellow teachers, they feel the same way!
We are being told that you have to have a specific scale for each and every learning goal. Learning goals cannot be confused with activities or else you will be in trouble. I am spending an enormous time creating this idiot stuff which my students don't care about. After you have mastered the learning goals, scales and hand signals (they go in and out every day) you will have to have your students discuss the learning goals and review the scales 3 or 4 times a class. Several of my students have questioned why all the teachers are doing this all the time. We sound like robots. No learning or teaching time left.
We are also implementing Marzano's Teaching Strategies. Rubrics do not always need to be a written grid. For instance, I have three tags that the students hold up. If they understand, they hold up a plus sign; if they understand but need guidance, they hold up a question mark; if they do not understand, they hold up a minus sign (I teach math).
I have seen teachers use red, yellow, and green circles to demonstrate the same ideas. It is a fast way to evaluate the student's understanding of the goal on which you are working.
Kagan Cooperative Learning also has student response dials if you would like another idea on how to evaluate the students' understanding.