Click the image to view the document Chemistry Course Learning Objectives (Maze, et. al. 2014)
Students in my class have clear learning objectives that are directly linked to the standards. I show them the grading scale in advance so they know what mastery looks like. For example, the Colorado State Learning Standard 1.2 states "Matter has definite structure that determines characteristic physical and chemical properties" (Colorado Department of Education, 2009, p. 14). The teachers on my team defined learning targets and scales by which to measure student progress. This is called "Unpacking the Standard." One such learning target says "Count the number of protons, neutrons, and electrons in any given isotope." To make a 2 (C-), the most basic level of understanding, the scale says students will be able to "Use mass number and atomic number, give the number of protons, electrons, and neutrons in isotopes and/or atoms." However, for a 4 (A+), the student should show an advanced level of understanding, as shown by " Differentiate between isotopes of the same element, ions and atoms of different elements to identify atomic number, mass number, and the numbers of protons, neutrons, and electrons using both symbols and models."
To view the entire "Chemistry Unit Three: Atomic Structure" (Maze, 2018) document, please click the image above.
While these descriptions are very helpful for teachers when planning lessons and assessments, it is not very "Student Friendly." I have developed a Unit Divider to help students organize their work and set personal learning goals every day. Examples included here are Chemistry Unit 3 - Atomic Structure and Chemistry Unit 4 - Locating Electrons. In my Flipped for Mastery Chemistry class, this structure is very important to keep students focused on their learning. Students are permitted autonomy in which learning opportunities they choose so that they can work towards mastery, get feedback on their progress on increasingly challenging practice problems, then take the quiz when they feel confident in their skills.
Using this strategy, 40 out of 45 chemistry students achieved the A+ level early in the week and moved on to the next learning target. Three more students accomplished the same on the next day, while two students who were absent one or more days will continue working on these skills next week. One student told me she thought chemistry would be too hard for her. However, because of the structure of the class, she knows exactly what she needs to do to earn an A so she might as well do A-level work rather than just worry about passing. This is a student who sees the intrinsic value in what she is learning and has set a goal for herself. The passing grade or the earning of points is no longer the motivator for her.
Click the image to access the full document "Chemistry Unit 4: Locating Electrons" (Maze, 2018)
Goal setting is an important aspect of student achievement. First, the student must be able to clearly understand what the learning target (or objective) is. They must also know how their work compares to the standard. Students are more likely to hit a learning target if they know 1) what the target is and 2) where they are now (Stiggins, Arter, Chappuis & Chappuis, 2004). In my class, students set daily goals, unit goals, and quarterly goals. We evaluate progress towards their goals frequently so they understand how their goals relate to the decisions we make and the activities we do in class.
By granting students some autonomy over these decisions, teachers can increase the motivation for students to do the work, to take pride in their work, and to redo work when revision is necessary. Internal motivation is what distinguishes a compliant student from an engaged student (Azam & Pink, 2014). As a teacher, I prefer to have a student who values the work they are doing and the learning accomplished by this work - a student who is engaged - over a student who is just doing what they're told so they can earn enough points to pass. How do we increase student engagement? First, help students establish clear goals and steps to achieve these goals. Second, provide student autonomy in their path towards mastery and in how they demonstrate mastery. Finally, provide timely, specific feedback as students progress towards their goal. Not only do the standards guide my teaching, they also guide my students' learning goals and pathway to mastery. Assessment for learning involves sharing information with students about what they need to know and how they will be graded, discussing goals, and providing descriptive feedback to improve performance (Stiggins, 2007). When students are involved in each of these steps, they are more likely to have the autonomy they need to take ownership of their learning and experience success.
Opportunities for Feedback: Tips to Maintain Student Interest and Guide Their Learning
References: Azzam, A. M., & Pink, D. (2014). Motivated to Learn. Educational Leadership, 72(1), 12. Retrieved from http://search.ebscohost.com.csuglobal.idm.oclc.org/login.aspx?direct=true&db=mih&AN=98177504&site=ehost-live Colorado Department of Education. (2009). High school science. Retrieved from https://www.cde.state.co.us/sites/default/files/documents/coscience/documents/science_hs.pdf Gonzalez, J. (2014, October 9). Your rubric is a hot mess; Here's how to fix it. [Blog post]. Retrieved from Brilliant or Insane: Education on the Edge website: http://www.brilliant-insane.com/2014/10/single-point-rubric.html# Goodwin, B., & Hubbell, E. (2013). The 12 touchstones of good teaching: A checklist for staying focused every day. Alexandria, VA: Association for Supervision & Curriculum Development. Kagan, S., & Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. Mayer, B., & Toates, L. (2016). Great escapes. School Library Journal, 62(10), 14. Retrieved from https://csuglobal.idm.oclc.org/login?url=https://search-proquest-com.csuglobal.idm.oclc.org/docview/1825615836?accountid=38569 Maze, J., Bunnell, H., Brookens, P., Bustos, G. & Eger, N. (2014). Chemistry course objectives. Unpublished working paper. Retrieved from https://www.cde.state.co.us/sites/default/files/documents/coscience/documents/science_hs.pdf Somers, J. (2017). DraftBack (Version 0.0.11) [Google Chrome Extension]. New York, NY: Chrome Web Store. Retrieved from https://chrome.google.com/webstore/detail/draftback/nnajoiemfpldioamchanognpjmocgkbg Stiggins, R. J., Arter J.A., Chappuis, J., & Chappuis. S. (2004). Classroom assessment FOR student learning: Doing it right—using it well Portland, OR: ETS Assessment Training Institute Stiggins, R. (2007). Assessment Through the Student’s Eyes. Educational Leadership, 64(8), 22. Retrieved from http://search.ebscohost.com.csuglobal.idm.oclc.org/login.aspx?direct=true&db=mih&AN=25102089&site=ehost-live The Math Forum at NCTM. (2016, May). An Alternative to SWBAT: Annie Fetter [Video file]. Retrieved from https://youtu.be/8ssjZvR__QQ Vila, C. (2018, September 18). Why do I hate “Students will be able to...” so much? [Tweet]. Retrieved from https://twitter.com/MsVila/status/1042195939275010048 www.peardeck.com. (2018)