Running Head: CELEBRATING CLEAR LEARNING GOALS

Celebrating Clear Learning Goals, Rubrics and Assessments in the AVID Biology Classroom. Dianne J.E. Kraus Wilkes University

CELEBRATING CLEAR LEARNING GOALS Abstract An advanced freshman AVID biology classroom of sixteen girls and twelve boys, participated in the videotape based on the Marzano protocol segments involving routine events; communicating learning goals, tracking progress and celebrating success. The learning goal was: Students will be able to illustrate their data graphically to show how changes in the independent variable affect the dependent variable in a controlled experiment. The participants included Hispanic, Caucasian, Asian, and African-American students. As a result of this analysis, I have improved my instructional effectiveness and motivation of students by stating clear learning goals and using hierarchal rubrics. I have also improved student achievement by implementing student progress tracking and by celebrating the success of achievement gains.

CELEBRATING CLEAR LEARNING GOALS Celebrating Clear Learning Goals, Rubrics and Assessments in the AVID Biology Classroom

Introduction General Introduction The content of this unit is based on a progression of learning goals that have been prepared for a continuous build of knowledge for experimental design beginning with students learning basic vocabulary for experimental design writing, recalling and recognizing the variables in an experimental design, making a hypothesis, collecting data from an experiment and now graphing that data in order to understand the relationship between the independent and dependent variables. Prior to this lesson, students have learned to identify the independent variable and the dependent variable for an experiment, and how to prepare a line graph from a given set of data. Some of the students are more advanced at these skills and can produce a graph of their data and are beginning to attempt error analysis, however, some of the students are struggling to identify the scientific variables, to choose the best type of graph, and to graphically represent the variables so that they can explain the relationship that exists between them. During the experimental design phase they were able to identify the variables with help so they will need to continue working on these learning goals as the term progresses so that they can demonstrate their mastery of the goals by the end of the year. For this lab activity, the class viewed a news report that stated that two fourteen year olds had died due to the effect of caffeine consumption on their heart rates. We wanted to design an experiment to test the effects of caffeine on heart rate. I structure my class so that learning

activities have real world relevance and we learn through inquiry-based tasks. As a class we

CELEBRATING CLEAR LEARNING GOALS have worked through the lab design in our collaborative groups, and we have determined the experimental variables, written the procedure, and conducted the experiment to gather data. In the previous lesson we have taken notes on graphing using the TAILS method and we have practiced making graphs. The videotaped lesson shows a reflection of our progress towards our goals, and then I polled the class to determine class progress. The long term learning plan is that students will be able to design, conduct and present a controlled experiment on a biological concept providing error analysis and conclusions based on evidence by the end of the course. I provided the students with a copy of their class data for the experiment that we completed at the last class and we were preparing to graph the data. I had also provided the analysis guidelines for students who were proficient at making their graphs and were ready to move ahead to the next learning goal of error analysis. Relevancy/Connection The course that I am currently teaching is a biology course and the following district mandates are addressed by the unit that I am currently teaching: Biology students will employ the scientific method to investigate the inter-relationships of chemical and biological processes within the human body, other living things, and the environment. The following is expected to be addressed throughout the course sequence: 11.11.01 Understand and follow procedures relating to scientific investigations, including understanding the design and procedures used to test a hypothesis, organizing and analyzing data accurately and precisely, producing and interpreting data tables and graphs, performing appropriate calculations, applying basic statistical methods to the

CELEBRATING CLEAR LEARNING GOALS data, identifying appropriate conclusions, making predictions, and evaluating competing models. 11.11.02 Distinguish among the following: observing, drawing a conclusion based on observation, forming a hypothesis, conducting an experiment, organizing data, comparing data by representing the data graphically. 11.11.03 Identify possible sources of error in an experiment. 11.11.04 Distinguish and define the following components of typical experiments: constants, variables, experimental group, control group (or control setup). 11.11.05 Identify a technological design problem inherent in a given product. 11.11.06 Out of different lists of criteria, select the list of criteria outlining a successful design solution to a given problem. 11.11.07 Given test results on different models, choose the model which best solves the design problem. 11.11.08 Given a description of a test to be performed on a model, select from a list of options what are the possible sources of error in conducting the test. The videotaped lesson is specifically based on: 11.11.04 Distinguish and define the following components of typical experiments: constants, variables, experimental group, control group (or control setup). 11.11.02 Distinguish among the following: observing, drawing a conclusion based on observation, forming a hypothesis, conducting an experiment, organizing data, comparing data by representing the data graphically.

CELEBRATING CLEAR LEARNING GOALS Purpose As a result of this lesson, I want students to be able to illustrate their data from the caffeine lab to show how changes in the independent variable affect the dependent variable in a controlled experiment. The students will be able to select the best type of graph to represent their data, be able to identify the key variables and then will graph the data to depict the relationship between the independent and dependent variable. Students who are able to graph their data without support will make their graphs and then will be able to diagnose sources of error in the experiment. Students will then explain how these errors affected the results of the experiment based on the data collected.

CELEBRATING CLEAR LEARNING GOALS Method Participants The classroom consists of 28 students, 16 girls and 12 boys, who are all participants in the AVID program. AVID is an acronym for advancement via individual determination. Our students have a desire to attend college and they are considered to be the underserved academic middle. AVID students work hard and are capable of completing more rigorous coursework but may have fallen short of their full potential prior to entering the program. The students are normally first generation to attend college and they come from low-income or minority families. Most of the students require additional emotional support systems due to family problems or hardships. In AVID we put our students into the most challenging courses that they can succeed in and we support their desire to be on a college track by accelerating and challenging their learning. In my class we have many diverse learners including Hispanic, Caucasian, Asian, and African-American students. We do have students that were previously in ELL programs, however, in order to be accepted to the AVID program all of our students must achieve a predetermined standard for reading, writing and math skills prior to attending high school. I do not have any students with an IEP or any special needs in the classroom. Materials During this lesson I used a Smart board to display the learning goals, rubric, and data table at the central point of the front of the classroom. I also incorporated a polling website to incorporate a quick formative class assessment on the progress of the class. The students were able to send their results to the polling site by using their cell phones and texting their answer to the posted questions regarding variable identification and graph type selection. I plan to have the students graph their data using the laptop computers after they have demonstrated

CELEBRATING CLEAR LEARNING GOALS their mastery of the level two learning goal for this target goal. It is important for students to learn how to graphically illustrate their data without the assistance of the computer so that they can demonstrate their understanding of the variables and the relationship between the variables before using technology to do this for them. The graphing lesson was an inquiry activity so I did not want to show them how to graph the data on the smart board, but rather just help them identify their variables correctly so that they could work with their group to think through the construction of their graph. I have already modeled graphing in a previous lesson so it was time for them to take their data from the caffeine lab and draw the graph. Procedure In order to plan this lesson I took care to scaffold the learning around the target goal: Students will be able to diagnose sources of error in a controlled experiment. This goal was an analysis goal and placed on a rubric at the score level 3. I then developed the rubric by going up one level on the knowledge hierarchy to knowledge utilization and placed the higher goal of experimenting at score level 4. I then went down one level to comprehension to finish building the rubric and placed the lower level of difficulty at a score level of 2. The rubric was completed by adding a 1.0 for students who can complete the learning goal with help and then adding partial scores at .5 intervals to accommodate partial success at score levels. I had planned to have the students make and analyze their graphs for sources of error and then to explain how those sources of error would affect the dependent variable. After the preassessment for the lesson, I discovered that there were many students who were still struggling with the identification of the variables and the set-up for the axis of the graph. In response to the needs of the students, I decided to review the learning goal for level 2 which is that the students will be able to illustrate their data graphically to show how changes in the

CELEBRATING CLEAR LEARNING GOALS independent variable affect the dependent variable. This is declarative and procedural knowledge because making a graph requires execution at level 1 retrieval knowledge of the New Taxonomy (Marzano, 2009) and the students are demonstrating a skill or process, however, the students are also identifying the variables and the key features of the graph which requires integrating and the plotting or illustrating of the data is symbolizing. This is comprehension on the knowledge hierarchy and at a level 2 in the taxonomy. In order to provide clear learning goals and scales (rubrics) which is a lesson segment involving routine events I asked the design question, What will I do to establish and communicate learning goals, track student progress, and celebrate success? (Marzano, 2009). The students have been writing their own learning goals based on the rubrics for the course and prior to this lesson we reflected on their progress, tracked their progress on their charts and revised the learning goals. This was also important because the progress reports will be sent home to the parents this week and the students should be prepared to conference with their parents regarding their progress. As a result of this, I decided to give students recognition for their improvement at the beginning of the lesson. This gave the students the opportunity to reflect and celebrate their progress. I started by reviewing the learning goals and explaining the expectations for each score on the rubric based on the learning goals. The learning goals and rubric were posted on the smart board and were also copied on the back of the student progress charts. The students were then asked to share their progress by standing up to demonstrate their progress since the beginning of the semester and to acknowledge gains in skill in relation to the learning goals. We use hand clappers in my class to have fun. I then planned to quickly review the content from the previous lessons by displaying the data collected from our experiment to determine the experimental variables and to choose a graph style that best fits

CELEBRATING CLEAR LEARNING GOALS this data. All students were given copies of the data table in their packet at the beginning of class. I planned to have the students identify the variables from the data table and to describe the relationship between the independent and dependent variable. These are key parts of the graph and students will not be successful at graphing or analyzing the data if they are unable to determine the variables. I do not lecture my class often or provide direct instruction when learning new content as I deliver this content in pre-recorded videos as homework for the class that the students can access via iPod, DVD or personal computer. The students can listen or re-listen to the recordings as they take Cornell notes and the notes are graded during the AVID elective class. When students are struggling with content I will check for understanding so that I can help them in small groups or individually during class time. By flipping the classroom this way I have more time to cover the required declarative and procedural knowledge and it is easier to differentiate learning for students. In order to improve engagement, to motivate and to track our progress as a class I planned to conduct a poll using a polling website (Polleverywhere, 2011) that uses cell phones to conduct instant audience response surveys. The students can get feedback as to their choices and also see how the rest of the class is responding. Following the poll, the students will illustrate the caffeine lab data on graphs while working in collaborative groups of students who are grouped together due to ability. In each group there is at least one person who has mastered the Level 2.0 and is now working on completing their graphs in order to start their error analysis. These students will be peer resources for the other students in order to complete the activity. I will decide my instructional choices for the lesson based on the feedback that I receive from the poll, as this will give me a better idea to how the entire class is progressing. I

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CELEBRATING CLEAR LEARNING GOALS prefer to work with small groups so that I can give feedback to individual students and to help them as needed. For the students who are advancing to the level 3.0 score on the rubric I have provided analysis guidelines and questions in the packet (Appendix). The guidelines for the analysis are also described relative to the levels on the rubric so that these students can be challenged at their level and have clearly defined learning goals. I then planned to go from group to group

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to help individual students at their level of learning as they prepared their graphs and analyzed their data. At the end of the lesson I planned to give an exit survey (Appendix) to get feedback from students on the lesson. The next day the students will complete the graphs, and start their analysis of the data. I will plan a lesson to help the students think critically about what errors may have occurred and how they might affect the data. The data that we collected from the experiment was unexpected and it will give the students an opportunity to think about how their experimental design lacked adequate controls and how errors in design will affect their results measured or the dependent variable. I also plan to give the students a test at the end of the lab to test their individual progress on selecting the correct graph for their data and how to illustrate this data. This test will required the students to make a graph from two different sets of data. One graph will require a line graph and the other a bar graph. Regarding grading, the grades for term 1 are due this week and I will base the final grade for the term on an average score of all of the learning goals and convert this to a letter grade that is aligned to the district grading scale and a letter grade.

CELEBRATING CLEAR LEARNING GOALS Results Based on the lesson segment from the Marzano protocol: Lesson segments involving routine events based on the Art and Science of Teaching (Marzano, 2009), and specifically using design question #1: What will I do to establish and communicate learning goals, track student and progress and celebrate success?, I provided clear learning goals and scales (rubrics) during the videotaped lesson. The learning goals were clearly posted on the front whiteboard, were printed on the back of the student tracking sheet, were printed on the front of the packet for the lesson so that all students could see them, and learning goals were also posted on the smart board at the front of the room during the lesson. The learning goal was a clear statement of knowledge or information and was written in the correct format for a learning goal. As posted, the learning goal for level 2 on the rubric was that students will be able to illustrate their data graphically to show how changes in the independent variable affected the dependent variable in a controlled experiment. I had originally planned to teach a lesson for the target goal at score level 3 but I changed this plan in response to the students needs for more practice at the level 2 learning goal. During the videotaped lesson, I made several references to the learning goals and I explained the levels of the rubric and the hierarchy of the learning goals at the beginning of the lesson in order to relate the scale and rubric to student progress. Tracking student progress is

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the second observation on the Marzano protocol (Marzano, 2009) for design question #1 and facilitates tracking of student progress on one or more learning goals using a formative approach to assessment. The students were given formal assessment results for their progress towards the learning goals in the form of a test that was given last week and the students charted this progress on their student tracking sheets at the previous class. The student

CELEBRATING CLEAR LEARNING GOALS tracking sheets were returned to the students at the beginning of the videotaped lesson as a means to reflect on their learning status. We also were able to chart the progress of the entire class on the learning goal by using the audience response poll by utilizing the internet website and our cell phones. Informally, I also gave the students feedback on their status as I was helping them individually towards their learning goals, and by asking them questions regarding the learning goal during large group and small group instruction. At the beginning of the lesson students began the day by reviewing the learning goals and celebrating their success with the recognition of their current status and their knowledge gain relative to the learning goal. The students stood up to acknowledge their gains on the scale (rubric) and we used hand clappers to have some fun, and recognize all of the students in their personal progress. Two boys were very proud of accomplishing a 2.0 gain in their score and demonstrated great pride in their achievements. When celebrating this progress in this manner not only do we acknowledge individual students but we also celebrate the progress of the entire class. At the end of the unit we were also able to celebrate further as a class because all of the students mastered the level 2.0 knowledge by the end of the week. Parents are also notified daily of student progress via infinite campus instant messenger. I send these emails home at the end of each school day, and this helps to motivate the students through their parents and also helps me to further develop a trusting relationship with my students as I am the messenger that brought good news home. I met the learning goal for this lesson because all of the students were able to illustrate their data and the relationship between the independent variable and the dependent variable on a bar graph. The students were able to show how changes in the amount of caffeine affected the change in heart rate graphically. I have evidence of this learning through their responses

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CELEBRATING CLEAR LEARNING GOALS on the class poll, the student work turned in at the end of the class, student answers to questions answered during group work, their responses to the exit survey given at the end of class and the summative assessment given at the end of the unit. On the exit survey I asked three questions as follows: 1. On what learning did todays lesson focus; 2. How did todays activities connect to the learning goals; 3. How well are you doing on that learning goal? The students were able to identify the learning goal for the lesson and two students added their own learning goal at the next level up on the scoring rubric. The students reflected on their learning to state their confusions about variables and I was able to use this feedback to clarify their understanding for them. The students also showed their desire to improve and to move up on the rubric. This was evidence of how clearly defined goals can motivate students to learn intrinsically. Discussion Based upon the analysis, I have been able to use state standards to translate them into clearly stated learning goals based on both declarative and procedural knowledge. I have also learned how to establish non-cognitive goals; however, these were not demonstrated in this lesson. Based on the learning goal for the lesson, a rubric was created at four different levels of difficulty that represented a progression of learning from simple to complex thinking based on the New Taxonomy of the hierarchy of mental processing (Marzano, 2009) used by students for learning. The scale was clearly posted with the learning goals defined and students celebrated their success based on their gains or progress on the rubric. This hierarchy and scale were used to differentiate instruction for students so that all can be challenged at their individual skill levels. Using the scale as a clear statement of expectations for learning students developed their own learning goals based on the learning goals for this lesson and

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CELEBRATING CLEAR LEARNING GOALS unit. Students reflected on their own learning and provided feedback to me as to my performance. Based on the exit survey students were able to explain the learning goal for the lesson in their own words and all were able to refer to the graphing and the variables as the goal of the lesson. Some students mentioned that they were trying to determine the sources of error of the experiment based on the analysis of the graph but they were working at a higher level after completing the graphing work ahead of the other students. The students were able to explain

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how the activities relate to the learning goal and their responses indicated that they understood the need for identifying the variable and illustrating them correctly in order to show the relationship between the amount of caffeine and the heart rate. One students response on the survey stated that Todays goal was on graphing, labeling and finding out where the IV and DV go on a graph. It helped me to learn where I should put the IV and DV on a graph. My learning goal hasnt improved. It stayed the same, but I am determined to get to a 2.0 or 2.5 by the end of the week. Another student stated, Im focusing on score 3.0 and I will be able to diagnose sources of error in a controlled experiment. The activities that we did today helped me gain a better understanding of what I have to do to get to score 3.0. I think I am doing good. I went from a 1.0 to a 2.0 which is good and I hope that at the end of this month, I would be at score 4.0. And to demonstrate the differentiation of the class the following statement was made by another student, The learning goal was how to make a graph and on what types of graphs you need to make based on the data and it helped me to determine what type of graph I need. I am doing pretty good. The students responses show that each student looks at the lesson from a different point of view depending on their own level of

CELEBRATING CLEAR LEARNING GOALS learning and their own struggles. Other students mentioned their need to better understand the variables. It is obvious from the students feedback, that the use of the learning goals, rubrics, student progress tracking and celebrations has an impact on student learning, motivation and the ability to differentiate instruction. During the lesson, I found the use of technology challenging because the polling site was not working as it should and the polling numbers were not displayed on the question that I was using. Due to the timing restraints of the videotape this caused some frustration for me and I asked the question regarding the x-axis verbally instead of on the poll as planned. This question was not well addressed and I provided no wait time for the students. I did not develop the question as I had intended, in order to fully provide understanding for the independent variable. This may have caused some confusion for the students. I also would like to have done a better job with describing the critical information regarding the content. I wanted to review and describe the key parts of the graph in relation to the data and also to determine how the data determines the type of graph to be illustrated. This was a review for the students so that they could illustrate the data on the graph, but it was obvious from the feedback on the audience poll that many students were struggling with the identification of the variables and the determination of graph type to use. This was a surprise to me as I thought that most of the students had mastered this goal. In the future I will look for a strategy that

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will help the students to describe the key parts of the graph and to easily translate their understanding into a graph that best depicts the data collected. From completing this assignment I have learned that not all knowledge is transferred from one learning situation to another. It is possible for students to master a goal under one set

CELEBRATING CLEAR LEARNING GOALS of circumstances but then not be able to transfer that learning to a new situation. It is important for students to have multiple opportunities to demonstrate mastery of a learning goal in different situations. I also enjoyed the feedback that I received on the exit survey because I was able to adjust my instruction based on student feedback. As a result, I plan to incorporate exit surveys as part of my regular classroom procedures. I plan to show growth in my instruction by developing learning goals for the new common core standards and properly aligning these goals into a hierarchy so that the goals are scored on a progression of learning in rubric form so that instruction can be differentiated. I also plan to flip the classroom so that lectures and content are delivered on Mp4 devices for all content and that will give me more time to work with individual students and groups of students at their different levels on the rubrics. I also plan to align the activities and assignments for each learning goal to the different levels of the rubrics and to celebrate individual student gains and class success on a regular basis. This is a work in progress and will take time to develop and to master but based on what I have learned regarding the design question of communicating learning goals, tracking student progress and celebrating success I am now able to further develop these strategies into my classroom instruction in order to improve student achievement in my classroom.

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CELEBRATING CLEAR LEARNING GOALS References Marzano, R.J. (2007). The art and science of teaching. Alexandria, VA: ASCD Marzano, R.J. (2009). Designing & teaching learning goals & objectives. Bloomington, IN: Marzano Research Laboratory Polleverywhere (2011). Polleverywhere. Retrieved October 22, 20ll from http://www.polleverywhere.com/

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CELEBRATING CLEAR LEARNING GOALS Appendix Handout for class videotaping Score 4.0 The student: Will design a controlled experiment to conduct and collect data, in order to test a hypothesis for a specific biological concept, and will be able to support their conclusions with evidence.

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Score 3.5 Score 3.0

In addition to score 3.0 performance, partial success at score 4.0 content The student: Students will be able to diagnose sources of error in a controlled experiment.

Score 2.5 Score 2.0

No major errors or omissions regarding the score 3.0 content No major errors or omissions regarding score 2.0 content and partial success at score 3.0 content The student: Students will be able to illustrate their data graphically to show how changes in the independent variable affect the dependent variable in a controlled experiment.

Score 1.5 Score 1.0 Score 0.5 Score 0.0

No major errors or omissions regarding the score 2.0 content Partial success at score 2.0 content, but major errors or omissions regarding score 3.0 content With help partial success at score 2.0 content and score 3.0 content With help, partial success at score 2.0 content, but not at score 3.0 content Even with help, no success

Data table: The effect of the amount of caffeine on heart rate Type of Soda (355ml) Dr. Pepper Coke Coke (no caffeine) Mountain Dew Pepsi Amt. of caffeine (mg/355ml) 42 34.5 0 55.5 37.5 Heart rate (bpm) +3.0 -8.0 +1.0 -2.25 -4.0

CELEBRATING CLEAR LEARNING GOALS

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ANALYSIS
Using a paragraph format, include the following in your lab analysis. Paragraph 1: RETRIEVAL What concepts in experimental design were demonstrated in this lab? Did this experiment have a control group? What was it? List the experimental variables. Paragraph 2 COMPREHENSION (Level 2.0) According to your experimental results did caffeine increase, decrease or have no effect on heart rate? What evidence do you have to support your conclusions (use data from the graph)? What did the control group show? What evidence do you have from the graphs to support your conclusions? Did you support or fail to support your original hypothesis? Explain. (Remember to consider the caffeine content in each drink when you answer these questions and refer to your graph). Paragraph 3: ERROR ANALYSIS (Level 3.0) Give two major sources of error in the data collection and how they affected the results. Explain your chain of reasoning for these results. How could you reduce these major sources of error? What variables were not controlled (sources of error)? For example, does it matter if the test subject is male or female? Paragraph 4: EXPERIMENTAL DESIGN (Level 4.0) How could you design a caffeine experiment to control these errors? Note the kind of equipment you might need to increase the accuracy. (Be specific and list the steps).

CELEBRATING CLEAR LEARNING GOALS EXIT SURVEY FOR CAFFEINE LAB

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1.

On what learning goal did todays lesson focus?

2. How did todays activities connect to the learning goal?

3. How well are you doing on that learning goal?