PARTICIPANT NOTEBOOK LEARNING TARGETS AND SCALES Targets and Scales... · • Recognize right...

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.


- 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 -




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

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MONITORING THE LEARNING ENVIRONMENT

Inst

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• Id

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• Pr

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Know

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• Re

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Stud

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Prac

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kills,

St

rate

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and P

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Exam

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Simila

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and D

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• He

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Usi

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sMONITORING FOR LEARNING WITH STUDENT EVIDENCE

- 7 -



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


- 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 -




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


- 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 -




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 -




APPENDIX A:SAMPLE STANDARDS


- 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 -




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 -



APPENDIX B:TAXONOMY TOOLS


- 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 -




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:




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:



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:



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)




Marzano’s Taxonomy

Retrieval:




Comprehension:



Analysis:







- B4 -

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- B5 -




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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


- 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 -




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 -




APPENDIX C:NOW YOU TRY ACTIVITIES


- 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 -




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


- C4 -

Foundational Knowledge(Nouns – Basic Processes)

Essential Skills(Verbs - Action Phrases)

Taxonomy Level Scale Level

- C5 -




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


- C6 -

Organize Targets to Scale (continued)

Standard(s):

4.0 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 -




Organize Targets to Scale (continued)

Standard(s):


•


•

•

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.


- 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 -




Notes


- C10 -

For implementation inquiries, contact:

Learning Sciences Marzano Center

MarzanoCenter.com1.877.411.7114

©2016 Learning Sciences International2016-05-11

PARTICIPANT NOTEBOOK LEARNING TARGETS AND SCALES Targets and Scales... · • Recognize right...

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