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LEARNING TARGETS AND SCALESPARTICIPANT NOTEBOOK
Learning Targets and Scales
Participant Notebook
Contributing Editor:
Robert J. Marzano, Ph.D.
Learning Sciences International175 Cornell Road, Suite 18
Blairsville, PA 157171.877.411.7114
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
- 4 -
A Scale for Your LearningLevel4.0 Participants will be able to:
• adapt instruction and make instructional decisions that help students demonstrate understanding of content within a learning progression leading to rigorous standards
No major errors or omissions regarding 4.0 content3.0 Participants will be able to:
• analyze standards to unpack and establish learning targets• organize targets into a scale describing levels of expected performance• design assessments that align to the cognitive complexity of the learning target• plan lessons that scaffold to rigorous standards efficiently and strategically• plan to communicate and inspect learning outcomes
No major errors or omissions regarding 3.0 content2.0 Participants will recognize and recall specific vocabulary including:
• learning targets, performance scale, formative assessment, tracking student progress, critical content strand
Participants will be able to:• state the characteristics and purpose of a learning target• explain the sequence of cognitive complexity targets in a scale• describe the use of performance scales in assessment • describe the relationship between standards and instruction
No major errors or omissions regarding 2.0 content1.0 With help, partial success at level 2.0 content and level 3.0 content0.0 Even with help, no success
Personal Learning TargetWhat personal target related to the learning targets listed above do you wish to accomplish today?
- 5 -
Learning Targets and Scales
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
1. How are these teachers helping students identify what they need to learn?
2. How do the teachers know the students can identify what they need to learn?
Inside the Classroom: Learning Targets and Scales
TEA
CHIN
G M
AP
©20
15 L
earn
ing
Scie
nces
Inte
rnat
iona
lA
ll rig
hts
rese
rved
. Rep
rodu
ctio
n pr
ohib
ited
with
out w
ritte
n pe
rmis
sion
.
MONITORING THE LEARNING ENVIRONMENT
Inst
ruct
ion
• Id
entif
ying C
ritica
l Con
tent
• Pr
eview
ing N
ew Co
nten
t
• Or
ganiz
ing St
uden
ts to
Inte
ract
wi
th Co
nten
t
• He
lping
Stud
ents
Proc
ess C
onte
nt
• He
lping
Stud
ents
Elabo
rate
on
Cont
ent
• He
lping
Stud
ents
Reco
rd
and R
epre
sent
Know
ledge
• M
anag
ing Re
spon
se Ra
tes w
ith
Ques
tion S
eque
nce T
echn
iques
• Re
viewi
ng Co
nten
t
• He
lping
Stud
ents
Prac
tice S
kills,
St
rate
gies,
and P
roce
sses
• He
lping
Stud
ents
Exam
ine
Simila
rities
and D
iffer
ence
s
• He
lping
Stud
ents
Exam
ine
Their
Reas
oning
• He
lping
Stud
ents
Revis
e Kno
wled
ge
• He
lpin
g St
uden
ts En
gage
in
Cogn
itive
ly Co
mpl
ex Ta
sks
Con
diti
ons
• Es
tabli
shing
Rules
and P
roce
dure
s
• Re
cogn
izing
Adhe
renc
e and
Lack
of
Adhe
renc
e to R
ules a
nd Pr
oced
ures
• Us
ing En
gage
men
t Stra
tegie
s wh
en St
uden
ts ar
e Not
Enga
ged
• Es
tabli
shing
and M
ainta
ining
Eff
ectiv
e Rela
tions
hips
• Co
mm
unica
ting H
igh
Expe
ctatio
ns fo
r All S
tude
nts
Usi
ng F
orm
ativ
e
Ass
essm
ent D
ata
for
Inst
ruct
iona
l Dec
isio
ns
Colla
bora
tion
Stan
dard
s-
Base
dPl
anni
ng
Crit
eria
for S
ucce
ss•
Prov
iding
Rigo
rous
Lear
ning
Targ
ets a
nd Pe
rform
ance
Scale
s
• Us
ing Fo
rmat
ive As
sessm
ent t
o Tra
ck St
uden
t Pro
gres
s
• Ce
lebrat
ing St
uden
t Pro
gres
sMONITORING FOR LEARNING WITH STUDENT EVIDENCE
- 7 -
Learning Targets and Scales
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
Elementary - Mathematics Grade: Fourth
Mathematics (4.G.A.2): Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
4.0Students will be able to:• Determine the best way to classify two-dimensional figures into groups when comparing more than
one attribute at a time
3.0
Students will be able to:• Classify two-dimensional figures based on the presence or absence of:
o Parallel or perpendicular lineso Angles of a specified size
2.0
Students will recognize or recall specific vocabulary, including:• Absence, angle, parallel lines, perpendicular lines, presence, right triangleStudents will be able to: • Describe the key parts of two-dimensional figures, including:
o Quadrilaterals (square, rectangle, trapezoid, parallelograms, rhombus)o Triangles (right, acute, obtuse),o Presence or absence of:
- Parallel or perpendicular lines- Angles of a specified size
• Identify that right triangles • Recognize right triangles as a category of two-dimensional figures
1.0 With help, partial success at level 2.0 content and level 3.0 content0.0 Even with help, no success
Middle – English/Language Arts Grade: Seventh
ELA (RL.7.6): Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. ELA (RI.7.6): Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
4.0 Students will be able to:• Modify a text so it is written through a different character’s point of view
3.0
Students will be able to:• Analyze how an author develops and contrasts the points of view of different characters or in a text• Analyze how an author distinguishes his or her point of view or purpose in a text from that
of others
2.0
Students will recognize or recall specific vocabulary, including:• Position, perspective, persuadeStudents will be able to: • Identify the point of view of characters in a given text• Describe the point of view of characters ina given text• Determine an author’s point of view or purpose in a text
1.0 With help, partial success at level 2.0 content and level 3.0 content0.0 Even with help, no success
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
- 8 -
1. How do teachers in this video use scales?
2. What part of the video resonated with you?
Inside the Classroom: The Power of Scales
- 9 -
Learning Targets and Scales
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
Scale for a Conative Goal
Self-Monitoring
4.0 Students will be able to:• Critique how well a self-monitoring strategy helped to deal with upsetting emotions
3.0Students will be able to:• Demonstrate self-monitoring strategies (e.g., deep breathing, visualization) to deal with
upsetting emotions (e.g., sadness, anger, disappointment)
2.0
Students will recognize and recall specific vocabulary including:• visualization, self-regulation, strategy, emotionStudents will be able to: • Recognize or recall examples of different strategies for managing one’s emotions • Recognize upsetting emotions• Identify the strengths and weaknesses of different strategies for managing one’s emotions
1.0 With help, partial success at 2.0 content and 3.0 content0.0 Even with help, no success
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
- 10 -
1. How is this teacher helping students identify what they need to learn?
2. How does the teacher know that the students can identify what they need to learn?
Inside the Classroom: Using Targets and Scales
- 11 -
Learning Targets and Scales
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
Make a plan to implement a scale in your classroom that includes:1. Identify a standard you will use.
2. Create a scale with targets that show a progression in cognitive complexity.
3. Determine how you will implement this scale.
4. Share your plan with a colleague that is here at the training.
5. Pick a date to meet with your colleague to share your reflection of the implementation.
6. After implementation: Did you reach the desired result with all your students? Reflect on the implementation of your scale.
Before You Go ...
Next ...
Supportive Accountability
- A1 -
Learning Targets and Scales
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
APPENDIX A:SAMPLE STANDARDS
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
- A2 -
Grade 1: Geometry 1.G.A Reason with shapes and their attributes.
1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color orientation, overall size); build and draw shapes to possess defining attributes.
Grade 8: Expressions and Equations8.EE.C Analyze and solve linear equations and pairs of simultaneous linear equations.
7. Solve linear equations in one variable.
a. Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.
Grade 3: Phonics and Word Recognition RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multi-syllable words.
d. Read grade appropriate irregularly spelled words.
Grade 9-10: Craft and StructureRL.9-10.4 Determine the meaning of words and phrases as they are used in the test including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Grade 9-10: Vocabulary Acquisition and UseL.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.
Mathematics
English Language Arts
- A3 -
Learning Targets and Scales
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
Grade 2: Earth’s Systems 2-ESS2-1 Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]
Middle School: Earth’s Place in the UniverseMS-ESS1-1 Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phase, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]
Standard 6: Students will demonstrate the ability to access valid information, products, and services to enhance health.
Pre-K- Grade 2: 3.2.1 Identify trusted adults and professionals who can help promote health.Grades 3-5:3.5.1 Identify characteristics of valid health information, products, and services.Grades 6-8:3.8.1 Analyze the validity of health information, products, and services.Grades 9-12:3.12.1 Evaluate the validity of health information, products, and services.
Grades 3-5: Global Interconnections: Changing Spatial Patterns D2.Geo.12.3-5 Explain how natural and human-made catastrophic events in one place affect people living in other places.
Grades 6-8: Processes, Rules, and LawsD2.Civ.11.6-8 Differentiate among procedures for making decisions in the classroom, school, civil society, and local, state, and national government in terms of how civic purposes are intended.
Grades 9-12: The Global EconomyD2.Eco.15.9-12 Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.
Science
Health
Social Studies
- B1 -
Learning Targets and Scales
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
APPENDIX B:TAXONOMY TOOLS
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
- B2 -
Bloom/Marzano Taxonomy CrosswalkBloom’s Revised Taxonomy
Remembering:Recall previous learned information
(define, duplicate, list, memorize, recall, repeat, reproduce, state)
Understanding:Explain ideas or concepts;
state a problem in one’s own words
(classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase)
Applying:Use the information
(concept) in a new way
(choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write)
Analyzing:Distinguish between facts and inferences –
separating into component parts
(compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test)
Evaluating:Justify a stand or decision; making judgments
(appraise, argue, defend, judge, select, support, value, evaluate)
Creating:Construct a new product, point of view, or structure
(assemble, construct, create, design, develop, formulate, write)
Marzano’s Taxonomy
Retrieval:
Activation and transfer of knowledge from permanent memory to working memory
The processes at this level are sequential.
Recognizing → Recalling → Executing
Comprehension:
Identification of the critical or defining attributes of knowledge
Integrating • Symbolizing
Analysis:
Reasoned extensions of knowledge and generation of new information not already processed
Matching • Classifying • Analyzing Errors • Generalizing • Specifying
Knowledge Utilization:
Application or use of knowledge to accomplish a specific task
Decision Making • Problem Solving • Experimenting • Investigating
- B3 -
Learning Targets and Scales
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
Webb/Marzano Taxonomy CrosswalkWebb’s Depth of Knowledge Marzano’s Taxonomy
Recall and Reproduction:Recall a fact, information, or procedure
(arrange, calculate, define, draw, identify, list, label, illustrate, match, measure, memorize, quote, recognize, repeat, recall, recite, state, tabulate, use,
tell who- what- when- where- why)
Retrieval:
Activation and transfer of knowledge from permanent memory to working memory
The processes at this level are sequential.
Recognizing → Recalling → Executing
Skill/Concept:Engages mental process beyond habitual response
using information or conceptual knowledge - Requires two or more steps
(apply, categorize, determine cause and effect, classify, collect and display, compare, distinguish, estimate,
graph, identify patterns, infer, interpret, make observations, modify, organize, predict, relate, sketch,
show, solve, summarize, use context clues)
Comprehension:
Identification of the critical or defining attributes of knowledge
Integrating • Symbolizing
Strategic Thinking:Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible
answer, higher level of thinking than previous 2 levels
(apprise, assess, cite evidence, critique, develop a logical argument, differentiate, draw conclusions,
explain phenomena in terms of concepts, formulate, hypothesize, investigate, revise, use concepts to solve
non-routine problems)
Analysis:
Reasoned extensions of knowledge and generation of new information not already processed
Matching • Classifying • Analyzing Errors • Generalizing • Specifying
Extended Thinking:Requires investigation, complex reasoning,
planning, developing, and thinking-probably over an extended period of time.
Longer time period is not an applicable factor if work is simply repetitive and/or does not
require higher-order thinking.
(analyze, apply concepts, compose, connect, create, critique, defend, design, evaluate, judge, propose,
prove, support, synthesize)
Knowledge Utilization:
Application or use of knowledge to accomplish a specific task
Decision Making • Problem Solving • Experimenting • Investigating
Marzano’s Taxonomy
Retrieval:
Activation and transfer of knowledge from permanent memory to working memory
The processes at this level are sequential.
Recognizing → Recalling → Executing
Comprehension:
Identification of the critical or defining attributes of knowledge
Integrating • Symbolizing
Analysis:
Reasoned extensions of knowledge and generation of new information not already processed
Matching • Classifying • Analyzing Errors • Generalizing • Specifying
Knowledge Utilization:
Application or use of knowledge to accomplish a specific task
Decision Making • Problem Solving • Experimenting • Investigating
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
- B4 -
Mar
zano
Tax
onom
y - T
erm
s and
Phr
ases
, Que
stion
Ste
ms,
Pro
duct
s*
Taxo
nom
y Le
vel
Men
tal
Proc
ess
Term
s and
Phr
ases
Que
stion
Ste
ms
Prod
ucts
Retr
ieva
l:
Activ
ation
an
d tr
ansf
er
of k
now
ledg
e fr
om p
erm
anen
t m
emor
y to
w
orki
ng m
emor
y
Reco
gniz
ing
Valid
ating
the
accu
racy
of
info
rmati
on
choo
se fr
om; d
eter
min
e if
the
follo
win
g is
true
; ide
ntify
acc
urat
e st
atem
ents
; m
atch
; rec
ogni
ze; s
elec
t the
cor
rect
fact
Can
you
sele
ct…
?W
hich
is th
e be
st w
ay to
de
mon
stra
te...
?W
hich
of t
he fo
llow
ing…
? W
hich
one
…?
Whi
ch w
ould
not
be
corr
ect a
bout
…?
Defin
ition
Desc
riptio
nFa
ctFi
ll-in
-the
-bla
nkHi
ghlig
htLa
bel
List
Mat
chin
gM
ultip
le-c
hoic
eW
ordl
e
Reca
lling
Pr
oduc
ing
accu
rate
in
form
ation
answ
er w
ho- w
hat-
whe
n- w
here
qu
estio
ns; d
efine
; des
crib
e; fr
om
mem
ory;
labe
l; lis
t; na
me;
pro
vide
ex
ampl
es o
f; qu
ote;
reca
ll; re
cite
; re
mem
ber;
rete
ll; st
ate
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you
list…
?
Desc
ribe
…Gi
ve a
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ampl
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…N
ame
one
way
...W
hat d
o yo
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call…
?W
hat i
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re is
…?
Who
is…
? W
hen
did…
?
Exec
uting
Ca
rryi
ng o
ut
a pr
oced
ure
add;
app
ly; c
alcu
late
; con
duct
; de
mon
stra
te; d
ivid
e; d
raft;
em
ploy
; ex
ecut
e; im
plem
ent;
know
how
to; m
ake;
m
ultip
ly; p
erfo
rm; r
ead;
solv
e; su
btra
ct;
use;
writ
e
Dem
onst
rate
eac
h st
ep…
Exec
ute
the
proc
edur
e…W
hat i
s the
nex
t ste
p…?
Use
you
r kno
wle
dge
to im
plem
ent…
Com
preh
ensi
on:
Iden
tifica
tion
of th
e cr
itica
l or
defi
ning
att
ribut
es o
f kn
owle
dge
Inte
grati
ng
Artic
ulati
ng th
e cr
itica
l ver
sus
nonc
ritica
l el
emen
ts o
f in
form
ation
ask
ques
tions
; cla
rify;
con
vey;
des
crib
e ho
w o
r why
; des
crib
e th
e eff
ects
; de
scrib
e th
e ke
y pa
rts o
f; de
scrib
e th
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latio
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p be
twee
n; e
mph
asize
; exp
lain
ho
w; e
xpla
in w
ays i
n w
hich
; ide
ntify
why
; in
terp
ret;
mak
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para
phra
se; s
umm
arize
; und
erst
and
Draw
a d
iagr
am…
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ain
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appe
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…Ex
plai
n th
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gic
behi
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will
you
reph
rase
this…
?De
scrib
e ho
w…
How
wou
ld y
ou re
pres
ent…
?Ho
w w
ould
you
sum
mar
ize…
?Pu
t in
your
ow
n w
ords
…
Wha
t is m
eant
by…
?W
hat c
an y
ou sa
y ab
out…
?
Wha
t fac
ts o
r ide
as sh
ow…
?W
hat i
s the
mai
n id
ea o
f…?
Use
a g
raph
ic o
rgan
izer t
o…
Diag
ram
Grap
hic
Org
anize
rIll
ustr
ation
Log/
Jour
nal e
ntry
Min
d M
apO
pen-
ende
d re
spon
seO
utlin
ePe
rfor
man
cePi
ctur
e Re
cita
tion
Sum
mar
yTi
mel
ine
Twitt
er
Sym
boliz
ing
De
picti
ng
criti
cal e
lem
ents
in
non
lingu
istic
or a
bstr
act f
orm
act o
ut; c
hart
; con
cept
ualiz
e; d
epic
t; di
agra
m; d
raw
; exh
ibit;
gra
ph; i
llust
rate
; m
ap; r
epre
sent
; seq
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e; sh
ow;
sym
boliz
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se m
odel
s; v
isual
ize
* So
me
term
s are
cla
ssifi
ed a
t mor
e th
an o
ne le
vel d
epen
ding
upo
n th
eir a
pplic
ation
.
- B5 -
Learning Targets and Scales
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
Mar
zano
Tax
onom
y - T
erm
s and
Phr
ases
, Que
stion
Ste
ms,
Pro
duct
s*
Taxo
nom
y Le
vel
Men
tal
Pro
cess
Term
s and
Phr
ases
Que
stion
Ste
ms
Prod
ucts
Anal
ysis
:
Reas
oned
ex
tens
ions
of
know
ledg
e an
d ge
nera
tion
of
new
info
rmati
on
not a
lread
y pr
oces
sed
Mat
chin
g Id
entif
ying
sim
ilariti
es a
nd
diffe
renc
es
asso
ciat
e; c
ateg
orize
; com
pare
/co
ntra
st; c
orre
late
; cre
ate
an
anal
ogy
or m
etap
hor;
diffe
renti
ate;
di
scrim
inat
e; d
isting
uish
bet
wee
n;
exam
ine
simila
rities
and
diff
eren
ces;
lin
k; m
atch
; ope
n so
rt; r
elat
e
Disti
ngui
sh b
etw
een…
Dete
rmin
e th
e re
ason
able
ness
of…
Expl
ain
the
rela
tions
hip
betw
een…
How
is _
___
rela
ted
to…
?Ho
w c
an y
ou a
pply
wha
t you
lear
ned
to d
evel
op…
?Ho
w w
ould
you
cat
egor
ize…
?Ho
w w
ould
you
cla
ssify
the
type
of…
?Ho
w w
ould
you
com
pare
/con
tras
t…?
How
wou
ld y
ou o
rgan
ize a
nd sh
ow…
?M
ake
use
of th
ese
fact
s to…
?Se
lect
fact
s tha
t dem
onst
rate
…U
nder
wha
t con
ditio
ns w
ould
...?
Wha
t con
clus
ions
can
you
dra
w…
?W
hat e
lem
ents
wou
ld y
ou c
hang
e in
or
der t
o…?
Wha
t evi
denc
e ca
n yo
u fin
d…?
Wha
t ide
as ju
stify
…?
Wha
t inf
eren
ce c
an y
ou m
ake…
?W
hat i
s the
them
e…?
Wha
t moti
ve is
ther
e…?
Wha
t oth
er w
ay c
ould
you
pla
n to
…?
Wha
t que
stion
s wou
ld y
ou a
sk in
an
inte
rvie
w w
ith…
?W
hat w
ould
hav
e to
hap
pen
if…?
Why
do
you
thin
k…?
Blog
pos
tCo
mpa
rison
m
atrix
Data
base
Deba
teDe
mon
stra
tion
Doub
le b
ubbl
e m
apEs
say
Inte
rvie
wLo
g/Jo
urna
l ent
ryM
edia
pro
duct
Revi
ew/C
ritiqu
eO
pen-
ende
d re
spon
sePr
esen
tatio
nRe
port
Sim
ulati
onSp
eech
/Pod
cast
Surv
eyVe
nn d
iagr
amVi
deo
Clas
sify
ing
Id
entif
ying
the
supe
rord
inat
e an
d su
bord
inat
e ca
tego
ries
arra
nge
by; c
lass
ify; c
lose
d so
rt; fi
le;
grou
p; id
entif
y a
broa
der c
ateg
ory;
id
entif
y di
ffere
nt ty
pes;
org
anize
; ran
k
Anal
yzin
g Er
rors
Iden
tifyi
ng lo
gica
l or
pro
cess
ing
erro
rs
asse
ss; c
ritiqu
e; d
eter
min
e th
e ac
cura
cy o
f; di
agno
se; e
dit;
exam
ine
a cl
aim
; eva
luat
e; id
entif
y er
rors
; id
entif
y m
isund
erst
andi
ngs;
iden
tify
wha
t is p
laus
ible
/impl
ausib
le; j
udge
th
e va
lidity
; rev
ise
Gen
eral
izin
gIn
ferr
ing
new
ge
nera
lizati
ons
and
prin
cipl
es
from
kno
wn
info
rmati
on
conc
lude
; cre
ate
a pr
inci
ple
or ru
le;
form
con
clus
ions
; gen
eral
ize; i
denti
fy
patte
rns;
infe
r; in
terp
ret;
reas
on
Spec
ifyin
gM
akin
g an
d de
fend
ing
pred
ictio
ns a
bout
w
hat m
ight
or w
ill
happ
en in
a g
iven
sit
uatio
n
dedu
ce; d
evel
op a
n ar
gum
ent f
or;
iden
tify
the
circ
umst
ance
s; id
entif
y w
hat m
ight
hap
pen;
mak
e an
d de
fend
a
clai
m; p
redi
ct; s
peci
fy; s
pecu
late
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
- B6 -
Mar
zano
Tax
onom
y - T
erm
s and
Phr
ases
, Que
stion
Ste
ms,
Pro
duct
s*
Taxo
nom
y Le
vel
Men
tal
Pro
cess
Term
s and
Phr
ases
Que
stion
Ste
ms
Prod
ucts
Know
ledg
e U
tiliza
tion:
Appl
icati
on o
r us
e of
kno
wle
dge
to a
ccom
plish
a
spec
ific
task
Deci
sion
M
akin
gSe
lecti
ng b
etw
een
two
or m
ore
alte
rnati
ves t
hat
initi
ally
app
ear
equa
l
choo
se fr
om a
ltern
ative
s; d
ecid
e;
dete
rmin
e th
e be
st w
ay; e
stab
lish
and
use
crite
ria fo
r; se
lect
the
best
am
ong
the
alte
rnati
ves
Asse
ss th
e va
lue
or im
port
ance
of…
?Fo
rmul
ate
and
test
a th
eory
for…
?Ho
w c
an y
ou m
odify
___
__ in
ord
er
to…
?Ho
w c
an y
ou o
verc
ome…
?Ho
w w
ill y
ou d
eter
min
e…?
How
will
you
dec
ide…
? Ho
w w
ill y
ou d
esig
n…?
How
will
you
impr
ove…
? Ho
w w
ill y
ou ju
stify
…?
How
will
you
ove
rcom
e…?
How
will
you
pro
ve…
? Di
spro
ve…
?Ho
w w
ill y
ou re
ach
your
goa
l und
er
thes
e co
nditi
ons…
?Ho
w w
ill y
ou so
lve
____
_ to
ach
ieve
yo
ur g
oal…
?Ho
w w
ill y
ou te
st…
?Pr
edic
t the
out
com
e if…
Supp
ose
you
coul
d __
___
wha
t wou
ld
you
do…
?W
hat a
re th
e di
fferin
g fe
atur
es o
f…?
Wha
t cha
nges
will
you
mak
e to
so
lve…
?W
hat i
s you
r opi
nion
of…
?W
hat j
udgm
ent w
ould
you
mak
e ab
out…
?W
hat w
ould
hav
e ha
ppen
ed if
…?
Wha
t will
you
cite
to d
efen
d yo
ur
actio
ns…
?W
hich
am
ong
the
follo
win
g w
ould
be
the
best
…?
Whi
ch o
f the
se is
mos
t sui
tabl
e…?
Adve
rtise
men
tBl
og p
ost
Boar
d ga
me
Deba
teDe
cisio
n-m
akin
g m
atrix
Essa
yIll
ustr
ation
Inte
rvie
wM
edia
pro
duct
Mod
elO
pen-
ende
d re
spon
sePa
nel
Poem
Pres
enta
tion
Plan
Play
Repo
rtSh
ort S
tory
Spee
ch/P
odca
stSt
uden
t d
emon
stra
tion
Song
Vide
o
Prob
lem
So
lvin
gO
verc
omin
g
an o
bsta
cle
to a
go
al
acco
mpl
ish a
goa
l with
lim
iting
co
nditi
ons;
ada
pt a
nd te
st; d
eter
min
e a
way
to; d
evel
op a
stra
tegy
to;
iden
tify
how
to p
robl
em so
lve;
inve
nt;
mod
ify a
nd tr
y; o
verc
ome
an o
bsta
cle;
pr
opos
e a
solu
tion;
reco
mm
end
and
prov
e; re
solv
e; so
lve
Expe
rimen
ting
Gene
ratin
g an
d te
sting
hyp
othe
ses
to u
nder
stan
d ph
ysic
al o
r ps
ycho
logi
cal
phen
omen
on
base
d on
obs
erva
tion,
pre
dict
; de
vise
a w
ay to
test
; exp
erim
ent;
gene
rate
and
test
; hyp
othe
size
and
test
; sim
ulat
e; te
st th
e id
ea th
at
Inve
stiga
ting
Exam
inin
g a
past
, pr
esen
t, or
futu
re
situa
tion
cond
uct a
n in
quiry
into
; con
stru
ct
an a
rgum
ent;
deba
te; d
issec
t an
arg
umen
t; fin
d ou
t abo
ut;
inve
stiga
te; p
rove
; res
earc
h; ta
ke a
po
sition
on
- B7 -
Learning Targets and Scales
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
Taxo
nom
y Le
vel
Men
tal
Pro
cess
Term
s and
Phr
ases
Que
stion
Ste
ms
Prod
ucts
Know
ledg
e U
tiliza
tion:
Appl
icati
on o
r us
e of
kno
wle
dge
to a
ccom
plish
a
spec
ific
task
Deci
sion
M
akin
gSe
lecti
ng b
etw
een
two
or m
ore
alte
rnati
ves t
hat
initi
ally
app
ear
equa
l
choo
se fr
om a
ltern
ative
s; d
ecid
e;
dete
rmin
e th
e be
st w
ay; e
stab
lish
and
use
crite
ria fo
r; se
lect
the
best
am
ong
the
alte
rnati
ves
Asse
ss th
e va
lue
or im
port
ance
of…
?Fo
rmul
ate
and
test
a th
eory
for…
?Ho
w c
an y
ou m
odify
___
__ in
ord
er
to…
?Ho
w c
an y
ou o
verc
ome…
?Ho
w w
ill y
ou d
eter
min
e…?
How
will
you
dec
ide…
? Ho
w w
ill y
ou d
esig
n…?
How
will
you
impr
ove…
? Ho
w w
ill y
ou ju
stify
…?
How
will
you
ove
rcom
e…?
How
will
you
pro
ve…
? Di
spro
ve…
?Ho
w w
ill y
ou re
ach
your
goa
l und
er
thes
e co
nditi
ons…
?Ho
w w
ill y
ou so
lve
____
_ to
ach
ieve
yo
ur g
oal…
?Ho
w w
ill y
ou te
st…
?Pr
edic
t the
out
com
e if…
Supp
ose
you
coul
d __
___
wha
t wou
ld
you
do…
?W
hat a
re th
e di
fferin
g fe
atur
es o
f…?
Wha
t cha
nges
will
you
mak
e to
so
lve…
?W
hat i
s you
r opi
nion
of…
?W
hat j
udgm
ent w
ould
you
mak
e ab
out…
?W
hat w
ould
hav
e ha
ppen
ed if
…?
Wha
t will
you
cite
to d
efen
d yo
ur
actio
ns…
?W
hich
am
ong
the
follo
win
g w
ould
be
the
best
…?
Whi
ch o
f the
se is
mos
t sui
tabl
e…?
Adve
rtise
men
tBl
og p
ost
Boar
d ga
me
Deba
teDe
cisio
n-m
akin
g m
atrix
Essa
yIll
ustr
ation
Inte
rvie
wM
edia
pro
duct
Mod
elO
pen-
ende
d re
spon
sePa
nel
Poem
Pres
enta
tion
Plan
Play
Repo
rtSh
ort S
tory
Spee
ch/P
odca
stSt
uden
t d
emon
stra
tion
Song
Vide
o
Prob
lem
So
lvin
gO
verc
omin
g
an o
bsta
cle
to a
go
al
acco
mpl
ish a
goa
l with
lim
iting
co
nditi
ons;
ada
pt a
nd te
st; d
eter
min
e a
way
to; d
evel
op a
stra
tegy
to;
iden
tify
how
to p
robl
em so
lve;
inve
nt;
mod
ify a
nd tr
y; o
verc
ome
an o
bsta
cle;
pr
opos
e a
solu
tion;
reco
mm
end
and
prov
e; re
solv
e; so
lve
Expe
rimen
ting
Gene
ratin
g an
d te
sting
hyp
othe
ses
to u
nder
stan
d ph
ysic
al o
r ps
ycho
logi
cal
phen
omen
on
base
d on
obs
erva
tion,
pre
dict
; de
vise
a w
ay to
test
; exp
erim
ent;
gene
rate
and
test
; hyp
othe
size
and
test
; sim
ulat
e; te
st th
e id
ea th
at
Inve
stiga
ting
Exam
inin
g a
past
, pr
esen
t, or
futu
re
situa
tion
cond
uct a
n in
quiry
into
; con
stru
ct
an a
rgum
ent;
deba
te; d
issec
t an
arg
umen
t; fin
d ou
t abo
ut;
inve
stiga
te; p
rove
; res
earc
h; ta
ke a
po
sition
on
Notes
- C1 -
Learning Targets and Scales
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
APPENDIX C:NOW YOU TRY ACTIVITIES
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
- C2 -
1. Identify the standard(s) for your Measurement Topic scale.
2. Identify the Essential (E) vs. Supplemental (S) standards.
Standard E/S
3. Examine your standard(s):
• Circle the procedural knowledge
• Underline the declarative knowledge
• Box any conative skills
Now You Try – Group, Identify, and Unpack Standards
- C3 -
Learning Targets and Scales
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
Use the template on the next page to create targets from the standard(s).
1. List the essential skills (verbs + action phrases) needed to demonstrate the standard.• The first step in unpacking standards is to break apart the essential skills needed to demonstrate
mastery in relation to the verbs previously identified. List each essential skill beginning with the verb and include the words that relate to or convey the action implied. For standards with multiple verbs, determine if the verbs indicate a new action or if they are used to describe a previously mentioned process. Those that indicate a new action or skill should be listed as a separate learning target.
2. Identify the taxonomy levels (cognitive complexity) of each essential skill.• Once the essential knowledge and skills have been defined the next step is to analyze each verb
and its related action to identify the level of cognitive complexity required by each essential skill. Although the verbs in the essential skills will almost always lead you straight to the appropriate level of the taxonomy and thus to the cognitively complexity of the standard, do not overlook the importance of the objects of those verbs. There may be subtle nuances that, if overlooked, can inadvertently lead you to water down and totally change the intent and cognitive level of the standard.
3. Integrate the remaining knowledge and other basic processes to provide the underpinning necessary to reach the essential skills.• The essential knowledge (nouns) identified when unpacking the standard helps determine the
specific vocabulary students need to recognize and recall when demonstrating proficiency. New terminology implied but not specifically listed in the standard should be added to the list of Foundational Knowledge. Once the list is complete, the nouns associated with previous levels of learning should be deleted or marked through. Only new terminology required by the standards or previously introduced vocabulary applied in a new way should be included as a foundational vocabulary target.
• Other basic processes required to support and provide the underpinning necessary to reach the essential skills should be added as well. Care should be taken to ensure a clear and comprehensive progression in thinking is created to reach the essential skills previously identified.
Now You Try – Unpack the Standards to Create Learning Targets
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
- C4 -
Foundational Knowledge(Nouns – Basic Processes)
Essential Skills(Verbs - Action Phrases)
Taxonomy Level Scale Level
- C5 -
Learning Targets and Scales
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
Organize the existing targets and create a cognitively complex learning target. Use the scale template on the next page to consolidate all targets into a scale.
4. Use the taxonomy to designate Learning Goal Target(s) and Foundational Targets. • Using the template on the previous page, designate the essential skills with the highest taxonomy
level (cognitive complexity) as the level 3.0 Learning Goal Targets. All other essential skills become part of the Foundational Targets and will be placed at the 2.0 level of the scale.
5. Extend the learning progression by building Cognitively Complex Target(s). • Brainstorm targets that extend learning and require students to apply and integrate the content of
the standard. Cognitively Complex Target(s) require students to engage in higher levels of thinking than the academic standard so consider verbs that are identified at the level of processing on the taxonomy above the Learning Goal Targets. You may want to consider ways the learning goal targets might be used in the real world. Take caution and DO NOT add new content at this level of the scale. Students should extend the level of processing related to the content knowledge they currently possess. This target will be placed at the 4.0 level of the scale.
Cognitively Complex Targets Taxonomy Level
6. Move all learning targets to the scale template.
Now You Try – Organize Targets to Scale
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
- C6 -
Organize Targets to Scale (continued)
Standard(s):
4.0 Students will be able to:•
•
3.0 Students will be able to:•
•
•
2.0 Students will recognize or recall academic vocabulary including:•
Students will be able to: •
•
•
1.0 With help from the teacher, student has partial success with unit content.0.0 Even with help, student has no success with unit content.
Create a scale (or scales) from the knowledge and skills previously identified.
- C7 -
Learning Targets and Scales
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
Organize Targets to Scale (continued)
Standard(s):
4.0 Students will be able to:•
•
3.0 Students will be able to:•
•
•
2.0 Students will recognize or recall academic vocabulary including:•
Students will be able to: •
•
•
1.0 With help from the teacher, student has partial success with unit content.0.0 Even with help, student has no success with unit content.
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
- C8 -
Now You Try – Routines for Using Targets and Scales
Suggested Routines How will you establish routines for targets and scales in your classroom?
Explain the what, how, and why
Make them accessible
Begin and close with a focus on
the target
Relate instruction to the target
Refer to the learning progression
of the scale
How will you monitor that students know what they are learning?
- C9 -
Learning Targets and Scales
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
Notes
©2016 Learning Sciences InternationalAll rights reserved. Reproduction prohibited without written permission.
- C10 -
For implementation inquiries, contact:
Learning Sciences Marzano Center
MarzanoCenter.com1.877.411.7114
©2016 Learning Sciences International2016-05-11