Our district is currently progressing through Marzano Instructional Design training during our weekly/monthly professional learning opportunities. I am supporting that process through content professional learning for the district’s literacy instructors. An element of Marzano’s process that is most useful for intervention is helping students think through their own proficiency with a specific skill or strategy. Part of the instructional design process requires that students internalize how they are developing with the standards (skills). Students must understand what the specific learning goal (target) is for the day. Teachers must be intentionally transparent about what proficiency with the skill or strategy looks like.
During class a teacher must engage in continuous checks for understanding to monitor student progress during small group, paired or independent learning. At the end of a class, especially when the day’s learning is new, the teacher needs to know how students perceive their success with the new skill/strategy and where they believe they still need help. We use an exit slip that asks students to gauge their proficiency for the day. We also ask them to validate their beliefs with evidence from the work we’ve done in class. We provide them with a guided exit process (shown below) in order to gather good data to make decisions for continued instruction.
Note: I am privileged to work with a graphic designer turned literacy educator who transforms our work into visuals. Any full-color posters or visuals in this blog (in this case the target exit slip) are more than likely his design. His collaboration is invaluable.
Below are suggestions for using the linked resources:
Step 1: Engage students in the critical content (Marzano vocabulary) to begin the lesson. Activate prior learning connected to the concepts being taught. Clarify new vocabulary that will be used repeatedly from direct instruction through independent processing. One way to get students thinking is have them write the “target” or goal for the day on the “exit slip” prior to beginning the activating process.
Step 2: Teach your lesson toward the target. The Workshop Model is effective when teaching strategy lessons in intervention reading. The “work time” is a blend of guided small group and pairs work leading to individual processing.
Step 3: Ask students to choose the perceived level of proficiency (on a scale 0-4) after the day’s learning process is complete. They will document the rating on the back of the target exit slip next to “Target Number Achieved.” It is understood that choosing a number does not result in a specific grade.
Step 4: Ask students to explain their rating. We tried this a few ways before deciding the students needed very specific guided support for their responses. This is still action research from my perspective, but the student responses are now deeper and more useful for adjusting instruction. (The visual below is linked to a Google Document.)
Step 5: Use the the responses and the students’ work for the day as data for the next lesson. If all or a vast majority of your students feel they are at a two and their work reflects that as well, use that knowledge to take a step back in the lesson and support the student needs. If only a few students are at a 1 or a 2, use the exit slips and the students’ work to conference with the specific students and repair gaps or misconceptions. If you have a mix of responses, this data can fuel flexible grouping or station work based on students’ level of development with this skill/target.