Running header: PERFORMANCE EXPECTATIONS AND GOALS

Performance Expectations and Goals Shane Revoal OTL 502-1 Colorado State-Global Campus Dr. Nella Anderson January 26, 2014

PERFORMANCE EXPECTATIONS AND GOALS

Pre-Assessment Test To assess students current knowledge on Native Americans, Students were asked to write down at least 3 things they knew about Native Americans and at least 3 things they would like to learn about Native Americans. Having students write down what they know allows them to think critically about prior knowledge of the subject. Writing down what they would like to learn about Native Americans helps students to also think critically about what they believe to be important about the topic and what information might be beneficial for them to learn. As stated by Goodwin & Hubbell (2013), Simply stated, we enjoy activities when we choose them and when they offer a so-called Goldilocks level of challenge- something neither too easy nor too difficult. (p.36). By having students write out what they would like to learn about Native Americans, engages them, making them feel as if they have a say in what they will be learning. Students turned in their short answers on what they knew about Native Americans. A number 1 was assigned to the students who showed the least knowledge on the subject. Number 2 was assigned to students who had moderate knowledge and 3 for students who displayed the highest competency. The numbers were shown to the students, somewhat apprehensively. At the beginning of the process, the assessment numbers were going to be withheld from students, to prevent any affects that seeing the assessments might have on their effort. The concern was students with low competency may have taken on self-defeating characteristics and as the article, The case against grades, touches on; some students who are at higher competency may feel like they do not have to put in quality work (Kohn, 2011). The assessments were given back to the students. The graph below shows the proficiency levels for students. Students who knew little about Native Americans

PERFORMANCE EXPECTATIONS AND GOALS

Students knowledge of Native Americans

26%
Knowledgable

47%

Moderate knowledge Little knowledge

26%

RUBRIC A rubric was created so students could see what they are expected to learn. The rubric is concise and clearly explains what students will be required to know and demonstrate at the end of the lesson. Students were asked if they understood the rubric, all were clear on expectations. There were no points given on the rubric, so that students were not to be motivated by grades but by learning and being able to demonstrate what they learned. Rubric expectations are listed as follows: Below performance, developing, commendable, and exemplary performance.

Rubric for Native American Lesson Plan

Below Expectations Approaches Expectations Meets Expectations

Does not meet most of the Meets most of the

Meets all required

PERFORMANCE EXPECTATIONS AND GOALS learning objectives related to lesson plan on native Americans. required learning objectives related to lesson plan on Native Americans. Content I Demonstrated limited ability to research historical information using, library, internet, or bookstore. Demonstrated limited ability to express clear ideas in class discussion and through writing. Understood some vocabulary related to lesson. Content II learning objectives related to lesson plan on Native Americans.

Demonstrated little ability to research historical information using, library, internet, or bookstore. Demonstrated little ability to express clear ideas in class discussion and through writing. Little understanding of vocabulary related to lesson.

Displays good amount of knowledge on Native American information. Good understanding of relationship between tribes and European Explorers. Good understanding of American Indian culture discussed in class.

PERFORMANCE EXPECTATIONS AND GOALS Failed to display good amount of knowledge on Native American information. Good understanding of relationship between tribes and European Explorers. Good understanding of American Indian culture discussed in class. Displays good amount of Displays good amount of knowledge on Native American information. Good understanding of relationship between only one, tribes and European Explorers. Good understanding of American Indian culture discussed in class. Group Work Did not work well with others. Was not respectful of others opinions and ideas. Worked well with others most of the time. Usually respectful of others opinions and ideas. Always works well with others. Always respectful of others opinions and ideas. knowledge on Native American information. Good understanding of relationship between tribes and European Explorers. Good understanding of American Indian culture discussed in class.

Learning Goals .We referred back to the part of the assessment where students wrote down things they wanted to learn about Native Americans; this is where setting personal goals comes

PERFORMANCE EXPECTATIONS AND GOALS

into play. Goodwin & Hubbell touch on the importance of students asking the question, I want to know more about Directing students to ask themselves what they think is most interesting or important information they would like to learn about the lesson or unit. Students were also asked individually, where they want to reach on the rubric at the end of the lesson. Students were asked individually so they would not be influenced by one anothers answers. Conclusion This process should be very beneficial to the students. Providing students with a clear understanding with what it is that they will be expected to learn certainly seemed to take some of the stress away from the task ahead of them. There will be no guesswork in what it is going to take to get a high mark, students will not be able to use the excuse, I did not know what was expected of me. If students follow the rubric and meet all the requirements they will do very well. The fact that students wrote down things they would like to learn more about the subject will influence their efforts; they set goals and are motivated to obtain knowledge on specific topics. Again, the most important thing is the clarity of the expectations and the teachers adherence to the learning objectives.

PERFORMANCE EXPECTATIONS AND GOALS

Reference Goodwin,B. & Hubbell, R, E. The 12 Touchstones of Good Teaching. Alexandria, VA ASCD. Kohn, A. (2011). The Case Against Grades. Educational Leadership.