888.849.0851 marzanoresearch.com. hierarchy of goals (a.k.a. “the self system”) level 6....

888.849.0851 marzanoresearch.com


Hierarchy of Goals(a.k.a. “The Self System”)

Level 6. Connection to something greater than self

Level 5. Self actualization

Level 4. Esteem within a community

Level 3. Belonging

Level 2. Safety

Level 1. Physiology


Questions Related to the Hierarchy of Needs

Level 1. Is this situation comfortable from a physiological perspective?

Level 2. Is this situation safe?

Level 3. Am I welcome in this situation?

Level 4. Do I have a sense of status in this situation?

Level 5. Does this situation allow me to move toward a personal goal? Level 6. Does this situation inspire me?


Hierarchy of Goals

• Connection to something greater than self• Self actualization

• Esteem within a community

• Belonging

• Safety

• Physiology


Stories

• Famous people• Personal


QUOTES

• Anyone who has never made a mistake has never tried anything new (Albert Einstein)

• The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy (Martin Luther King, Jr.)


Gratitude and Altruism


Examples of Service Projects

• Jonathan Woods established the Under the Tree foundation at 12, when he realized that teens are often overlooked during toy drives.

• Neha Gupta began her non-profit at the age of 9! Her organization, Empower Orphans, has helped more than 25,000 children globally.

• Jordyn Schara founded WI P2D2 (Wisconsin Prescription Pill and Drug Disposal) when she turned 14, which works to dispose of drugs in an environmentally friendly and safe way.

• A 10-year-old Zach Certner started his organization, SNAP, as an athletic program for children with special needs.

• Shannon McNamara started SHARE, a non-profit that provides thousands of girls in Africa with books and school supplies, when she was 15.

Adapted from teenlife.com


Connection to Something Greater Than SelfThings to do…

• At least once per month expose students to inspirational stories or speakers (Can be done at the whole school level)

• At least once every two weeks present students with quotation and discuss how they perceive these relating to their own lives (Can be done at the whole school level)

• At least once per year have students participate in some type of service project (Can be done at the whole school level)


Hierarchy of Goals

• Connection to something greater than self

• Self actualization• Esteem within a community

• Belonging

• Safety

• Physiology


Future Possible Selves

Accomplishment Introduction


Growth and Fixed MindsetFixed Mindset Growth Mindset

“There are some subjects in school that I am good at, and some that I am not good at.”

“There are some subjects in school I try harder at than others.”

“Failing is never okay.” “Failing can be okay if I learn something.”

“Some of my peers are smarter than I am.”

“Some of my peers try harder than I do.”

“Sometimes trying harder helps, but it doesn’t really change how smart you are.”

“If I wanted to be smarter in certain subjects or better at certain activities, I could try harder.”

“I know I can do well at the things I’m good at.”

“I know I can do well at anything if I really want to.”

Adapted from Marzano & Heflebower, 2012.


Recommendations for Verbal Feedback

Successful Student Performance

Unsuccessful Student Performance

Specific Aspects of the Task

Teacher points out aspects of the task that were done well.

Teacher points out aspects of the task that were done well and aspects that were done poorly.

Student Effort and Preparation

Teacher comments on student’s obvious effort and preparation.

Teacher comments positively about student’s effort and preparation or questions student about his or her lack of effort and preparation.

Marzano & Pickering, 2011.


DISPOSITIONS

• Staying focused when answers and solutions are not immediately apparent

• Resisting impulsivity• Pushing the limits of your knowledge and

skills• Generating and trusting your own

standards of excellence• Seeking accuracy• Seeking clarity• Seeking cohesion and coherence• Recognizing incremental steps


10 YEARS OR 20 YEARS

• 3 CONVICTS• 5 HATS – 2 ARE RED; 3 ARE WHITE• BLIND FOLDED- ONE HAT ON EACH OF 3• 2 REMAINING HATS BACK IN BOX• BLINDFOLDS REMOVED ONE AT A TIME• PERSON 3 KNOWS WITHOUT LOOKING

AND CAN PROVE HE HAS A WHITE HAT


PERSON 3

PERSON 2

PERSON 1


PERSON 3 RED

PERSON 2

PERSON 1


Person 1 doesn’t know..


PERSON 3 RED

PERSON 2 WHITE

PERSON 1


Under the assumption person 3 has a red hat, and person 2 has a white hat…

person 2 will automatically know what hat he has on.


DISPOSITIONS

• Staying focused when answers and solutions are not immediately apparent

• Resisting impulsivity• Pushing the limits of your knowledge and

skills• Generating and trusting your own

standards of excellence• Seeking accuracy• Seeking clarity• Seeking cohesion and coherence• Recognizing incremental steps


Personal Projects1. What do I want to accomplish?2. Who else has accomplished the same goal,

and who will support me?3. What skills and resources will I need to

accomplish my goal?4. What will I have to change in order to

achieve my goal?5. What is my plan for achieving my goal, and

how hard will I have to work?6. What small steps can I take right now?7. How have I been doing? What have I

learned about myself?


Self-ActualizationThings to do…

• Each year have students (and teachers) engage in personal projects along with associated meta-cognitive skills

• Teach and reinforce the growth mind set

• Periodically have students examine and develop their images of their possible selves (Can be part of the personal projects)

• Teach and reinforce dispositions using sponge activity problems and games


Hierarchy of Goals


• Self actualization


• Belonging• Safety

• Physiology


As I started my 8th grade year, things got tougher. School got

harder, friends got meaner, and I felt like there was no one I could talk to. Soon after that, I started

cutting. It became a regular thing for me. Feel sad, grab scissors, feel

better. Rachel’s Challenge, 2015, p. 7


In my school, I’m known as the “loner”, the “emo”; people just don’t care enough to get to know me. I once

dreamed, but the way I’ve been treated caused me to give up. This has had

such a negative effect on me, I suffer from depression. I developed a plan for suicide and almost carried it through.

Rachel’s Challenge, 2015, p. 31


I realized there are people who care about me, and people I care about. I

realized that I could die tomorrow, and that I didn’t want to leave this world

thinking I had no one. Rachel’s Challenge, 2015, p. 7


Invitational EducationInviting Disinviting

• Having music playing when we enter the room

• Providing brain breaks• Getting to sit by/work with our

friends• Sharing how our weekend was• Listening to your stories• Watching movie clips• Shaking our hands on the way in

and out of class• When you give us surprise treats

• Not being able to chew gum, but you (the teacher) can chew gum

• Waiting a week to get our test results back

• Not being able to sit by/work with our friends

• Having to read thirty minutes every night when we have a lot of other work in our other classes


ActivityWhat do we do that’s inviting? What do we do that’s disinviting?


Know your students

Ask students to write their name on one side of a notecard and on the other side

write the name of one student in the building they believe they can trust and

one adult in the building they believe they can trust.


Know your students

At a faculty meeting dis play the name of every student in school. Have the faculty and staff look at the names and draw a line through any student for whom they know something about their academic

lives of their personal lives.


Esteem and BelongingThings to do…

• Determine your inviting and disinviting behaviors (Can be done at the school level) and make changes as needed

• Examine the extent to which you treat all students fairly and equitably and make changes

• Examine the extent to which you know each student in the school and change as necessary

• Ensure low expectancy students are challenged and treated fairly


Hierarchy of Goals


• Self actualization


• Belonging

• Safety

• Physiology


Order• The school building is well maintained, with no signs of neglect

or disrepair.• Access to school grounds is limited (for example, the school

grounds are fenced or walled)• Visitors enter the school grounds/main building through one

clearly marked entrance which is visible from the main office.• Signs direct visitors to report to the main office upon entering

the school, where they are given I.D. cards or badges to identify them as visitors.

• All staff wear clearly displayed I.D. cards or badges while on school grounds.

• Bus loading and drop-off zones are clearly defined and monitored when in use.

• Car drop-off and pick-up areas are clearly defined and monitored when in use.

• School buildings, shrubs, and trees are strategically located to ensure and preserve good sight lines on school grounds.


Order• There is adequate lighting around school buildings and on school

grounds.• Restricted areas of school buildings or grounds are clearly

identified with appropriate signage.• Written regulations exist and are enforced regarding student

access to school grounds and buildings. • Hallways and bathrooms are supervised by staff.• Classrooms are locked when not in use.• The school has an alarm system and/or school grounds are

monitored by security personnel outside of school hours.• The school intercom/announcement system broadcasts indoors and

outdoors to alert all students and staff to emergency situations.• Emergency procedures for various situations (severe weather,

earthquake, violent intruder, and so on) are clearly defined and practiced regularly.

• The school has a working relationship with local law enforcement authorities


Physiology and SafetyThings to do…

• At least once per year review your policies regarding physiological comfort and safety


Questions Related to the Hierarchy of Needs

Level 1. Is this situation comfortable from a physiological perspective?

Level 2. Is this situation safe?

Level 3. Am I welcome in this situation?

Level 4. Do I have a sense of status in this situation?

Level 5. Does this situation allow me to move toward a personal goal? Level 6. Does this situation inspire me?


Metacognitive System

Self System

Cognitive System

Knowledge System


Sample Cognitive SkillsCognitive Skill Description

Generating conclusions Involves combining pieces of known information to form new ideas.

Identifying common logical errors

Involves analyzing information to determine how true it is.

Presenting and supporting claims

Involves expressing a new idea and presenting information to support it.

Navigating digital sources Involves using electronic resources to find credible and relevant information.

Problem solving Involves accomplishing a goal in spite of obstacles or limiting conditions.

Decision making Involves using criteria to select among alternatives that initially appear to be equal.

Experimenting Involves generating and testing explanations of observed phenomena.

InvestigatingInvolves identifying confusions or contradictions about ideas or events and suggesting ways to resolve those confusions or contradictions.

Identifying basic relationships between ideas

Involves consciously analyzing relationships between ideas to better understand complex texts.

Generating and manipulating mental images

Involves creating images in one’s mind to facilitate deep processing and memory of information.


Presenting and Supporting Claims

Instead of simply providing activities that require students to present and support claims, the teacher also instructs students in a process for presenting and supporting claims.

1. Claim– Fact– Value– Action

2. Grounds – “Because”3. Backing

– Factual information– Expert opinion– Research results

4. Qualifiers


Argument Prompts

• I believe that _______• I believe this because _______• The evidence for what I believe is

______• However, ______________


Metacognitive System

Self System

Cognitive System

Knowledge System


Unpacking Standards


Current Standards Statements

• Use the volumes of cones, spheres, and cylinders to solve real-world and mathematical problems

• Use informal arguments to establish facts about the sum and exterior angles of triangles, about the angles created when parallel lines are cut by a transversal, and about the angle-angle criterion for similarity of triangles


Measurement Topic Statements

• Explain how to evaluate a base raised to an integer exponent (for example, explain why 33 = 27 and 3-3 = 1/27)

• Explain how to evaluate exponential expressions involving the same base raised to integer exponents (fore example, explain why 32 x 3-5 = 3-3 and (42) 3 = 46).


Measurement Topics: Grade 8 Math• The concept of functions

• Bivariate data• Proportional relationships• Rate of change• Slope and intercept• Similarity, congruence,

transformations• Angles• Systems of linear

equations• Expressions• Quadratic equations• Cubes and squares• Exponents

• Scientific notation• Irrational numbers• Scatterplots and data

association• Pythagorean theorem• Volume• Lines• Measurement• Properties of shapes• Area and perimeter• Distributions• Probability


Critical Conceptsby

Julia A. Simmsmarzanoresearch.com


4 More complex learning goal

3 Target learning goal

2 Simpler learning goal


4

3 An understanding of:• How the water cycle processes

(condensation, precipitation, surface run-off, percolation, evaporation) impact climate changes

• The effects of temperature and pressure in different layers of Earth’s atmosphere

2

1

0

Topic: Atmospheric Processes and Water Cycle


4

3 An understanding of:• How the water cycle processes (condensation, precipitation, surface run-off, percolation, evaporation) impact climate changes• The effects of temperature and pressure in different layers of Earth’s atmosphere

2 • Recognize and recall basic terms: climatic patterns, atmospheric layers, stratosphere, troposphere. • Recognize or recall isolated details such as:

• Precipitation is one of the processes of the water cycle.

• The troposphere is one of the lowest portions of the Earth’s atmosphere.

1

0



4 Describe and defend what might occur to climatic patterns in a specific location given a dramatic change in one specific process of the water cycle.


2 • Recognize and recall basic terms such as: climatic patterns, atmospheric layers, stratosphere, troposphere. • Recognize or recall isolated details such as:

• Precipitation is one of the processes of the water cycle.• The troposphere is one of the lowest portions of the Earth’s atmosphere.

1

0






1 Demonstration of partial competence with help

0 Even with help no demonstrated competence


Daily targets can be expressed as “I can” statements and posted as separate items while they are the subject

of instruction.


4 Describe and defend what might occur to climatic patterns in a specific location given a dramatic change in one specific process of the water cycle.


2 • Recognize and recall basic terms such as: climatic patterns, atmospheric layers, stratosphere, troposphere. • Recognize or recall isolated details such as:

• Precipitation is one of the processes of the water cycle.

• The troposphere is one of the lowest portions of the Earth’s atmosphere.

1

0



I can describe the characteristics of the troposphere and explain how it fits into the earth’s atmosphere


Erik, AP Chemistry, ThunderRidge HS, DCSD


Forms of Assessment Available

Obtrusive

Unobtrusive

Student-Generated


Critical AspectStandards-Referenced Reporting

• Report status and growth on the report card using proficiency scales


3.00 – 4.00 = A2.50 – 2.99 = B2.00 – 2.49 = C1.50 – 1.99 = DBelow 1.50 = F


4.0 = 100%3.5 = 95%3.0 = 90%2.5 = 80%2.0 = 70%1.5 = 65%1.0 = 60%Below 1.0 = 50%

Conversion to %


.00 .5 1.0 1.5 2.0 2.5 3.0 3.5 4.0

T1

T2

T3

T4

T5

T6

T7

T8

T9

T10

T11

T12

T13

T14

T15

T16

T17

T18

T19

T20

T21

T22

T23

T24

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