Taken from The art and science of teching by Marzano

1. Chapter 1: What will I do to establish and communicate learning goals, track students’ progress, and
celebrate success?
For learning to be effective, clear targets in term of information and skill must be established.
Track progress at the end and through the unit.
Celebrate success.
In the Classroom Begin the unit by passing out a sheet of paper with the three learning goals.
At the bottom of the page the students record their own goal. “By the end of
the unit I want to know…”
Brief whole class discussion. Say the personal goals are great.
Create a rubric for each goal.
Formative information is collected and students chart their progress using a
graph.
Progress is celebrated for each student.
Research and Theory An effect size tells you how much larger or smaller you might expect the
average score to be in a class where students use a particular strategy.
Feedback is intimately related to goal setting.
Goal setting and feedback used in tandem are probably more powerful than
either one in isolation.
Reinforcing effort means that students see a direct link between how hard
they try at a particular task and their success at that task.
Students see a direct relationship between how hard they work and how
much they learn.
Intrinsically motivated behaviors are ones for which there is no apparent
reward except the activity itself.
Extrinsically motivated behaviors refer to behaviors in which an external
controlling variable can be readily identified.
The effect of extrinsic reward on free-choice behavior was negative. In
contrast, positive effects are reported when the measure of intrinsic
motivation is students’ interest.
When verbal rewards are employed (positive comments about good
performance, acknowledgments of knowledge gain) the trend is positive
when intrinsic motivation is measured either by interest/ attitude or by free-
choice behavior.
It is an injustice to the integrity of our teachers and students to simply
advocate that educators focus on the use of rewards to control behavior.
Actions steps
Action step 1. Make a distinction Learning goal: a statement of what students will know or be able to do. They
between learning goals and learning can be stated in one of the following formats
activities or assignments. -Students will be able to … (procedural knowledge)
-Students will understand…(declarative knowledge)
Content knowledge can be organized in two broad categories
-Declarative knowledge: it is information in nature.
-Procedural knowledge: it involves strategies, skills, and process.
Action step 2. Write a rubric or scale The simplified scale contains five whole- points value only: 4.0; 3.0; 2.0; 1.0;
for each learning goal. 0.0.
The simplified scale is a good starting place for teachers who are not familiar
with using scales of this design.
A more detailed scale has half point scores: 3.5; 2.5; 1.5; 0.5.
The half point scores allows for partial credit to be assigned to items.
The more values a scale ahs, the more precise the measurement.
Action step 3. Have students identify Students can relate their own interest to the content addressed in class.
their own learning goals.

2. Students personal goals
-When this unit is completed I will better understand…
-When this unit is completed I will be able to…
They can scale their own progress with a simplified scale.
Action step 4. Assess students using a It allows students to observe their own progress.
formative approach. It is used while students are learning new content.
Examining the gradual increase in knowledge for specific learning goals
throughout a unit.
Action step 5. Have students chart their Identify the progress they wish to make and willing to do to make that
progress on each learning goal. progress.
Action step 6. Recognize and celebrate See their progress in time.
growth Focusing on knowledge gain also provides a legitimate way to recognize and
celebrate (like with a round of applause).
Summary
What will I do to…
Establish and Track students’ Celebrate success
communicating progress.
learning goals.
Using
Involves
Distinguish between
Formative Scale Charting
Recognizing Acknowledging
assessment progress
students’
Learning Learning
knowledge gain
goals activities