1. Using Learning Goals and Proficiency Scales in Drama
Year 7 Drama
Storybook Drama
Exploring Indigenous Perspectives
By Diane Pashen
Holland Park State High School

2. About the session… The focus is on:
Marzano as an instructional strategy within the Drama classroom; and
Using Learning Goals and Proficiency Scales.
Sample work is framed around:
Indigenous Perspectives in picture books; and
Year 7 Drama students.

3. About this session… In this session:
Presentation of my approach to Marzano in the Drama classroom;
Developing and writing Learning Goals;
Developing and writing Proficiency Scales;
Measuring Attainment; and
Using Data.

4. About me…
Using Marzano instructional strategy for about a year and a half at Holland Park State High.
School Focus has largely been on:
Design Question 6 – Rules and Procedures; and
Design Question 2 – interacting with knowledge.
2015 school focus on Design Questions 3, 4, 5 – Symphony of Learning – engaging with knowledge.
My interest was in Design Question 1 and going beyond setting Learning Goals – because we already do it! What else? What is the point?

5. Info drawn from:
Marzano, R.J (2007) “The Art and Science of Teaching: A comprehensive framework for effective instruction”. Hawker Brownlow Education.
…And from my own “trial and error” 

6. Focus Unit

8. The Unit Based around the text: ‘Where the Wild Things Are’
Using supporting Indigenous texts.
Use information from Elders (Aunty Peggy).
Create a class performance.
Characters informed by qualities of Indigenous animals.
Storyline for class performance based on Indigenous history, White settlement etc.
Class performance to expand and explore key moments.

9. DQ1: What will I do to establish and communicate learning goals, track student progress and celebrate success?
3 elements to Learning Goals:
Communication of the goal;
Tracking student progress; and
Providing feedback and celebrating success.

10. Starting point: Learning Goals
Goals: Statement of what students should know or be able to do.
They are the focus point for the lesson;
Starting point for making decisions about attainment of knowledge;
Learning goals can go across multiple lessons and be broken down into smaller ‘chunks’.

11. Writing Learning Goals
Must be:
Clear;
Specific;
Address one skill only;
Measurable;
Referred to throughout the lesson;
Reviewed and reflected upon at end of lesson.
Usually simple statements starting with:
Students will be able to…
Students will understand…
I can…

12. EXAMPLES…
Year 10 Students will be able to understand and demonstrate use of the element: Human Context (Role) – Purpose, Status and Attitude in performance. Year 7 I understand ‘Role’ and can create a character with Indigenous qualities.

13. What did I do with LG?
Within a 10 week unit, broken down skills and elements needed to complete assessment task or key concepts.
Based on 3 X 70 minute lessons per week;
Used each week to focus on one area – EOD;
Larger EOD ‘chunked’ into smaller sections for each lesson (3 aspects)
Proficiency in each element measured at end of week - One formative assessment piece.
Only assessing the element as it related to the LG for the task – not all developed skills.

14. What does that look like for 7s?
Handouts:
Week 3 lessons on Focus;
Learning Goal listed for each lesson;
Developed across the week;
Time for reflection included;
Formative Task: Abstract performance;
Complete Proficiency Scale – both Teacher and Student.

15. Lesson Plans 3
09/02
Focus
LG: To develop and understand Focus (Performers and Framing the action) 
Warm up: Two headed monster – one word story about object – via improv.
Explain element of Focus (of actors)
Activity: Actor to talk on a topic whilst another tries to distract them
Note the importance of actor focus.
Shifting focus:  Discuss fractured fairy tales Eg. Wolf and 3 mean pigs or Burglar Goldie Locks
Create 2 scenes and flip it:
Real fairy tale in a minute
Fractured fairy tale in a minute
Prepare and present
Apply to “Wild Things”:
Select moment.
Play scene then flip it to change focus
Rehearse and Present
Last two groups present simultaneously (will be loud and messy)
 Brainstorm: What can we do to allow both to have focus? Create a list on board
Merge groups of 2 and apply brainstorm ideas for scenes to run simultaneously.
Present
LG: Able to draw Focus using Gesture & Voice 
Warm up: Charades – film titles
Review previous lesson – ways to gain focus of a scene. Explain gesture and voice.
Clumps (Still Images):
Person lost in crowd (5)
One happy person (4)
Family portrait with naughty kid (4)
PM giving speech (6)
Bring scene to life:
Select group’s favourite
Use mime and one key phrase each
 Short rehearsal and perform
Using pictures and text from narrative:
Recreate scene – freeze frame
Bring to life with symbolic gestures
Use choral speak for line of dialogue (SDW p.76) – manipulate text from literary source into aural experience using: sound, song, repetition, emphasis, man voices, volume
 Longer rehearsal time needed
Teacher assistance within groups
Perform – Audience firstly listen only to the performance and then watch
 REFLECTION - Class tableaux
Image of ?
Add movement
Add voice / sound
LG: Able to manipulate areas of Focus – actor, gesture, voice and Contrast 
Warm up: Improv. “Say Again” (using negatives/opposites) – may need to skip or reduce
 Discuss natural contrasts?
M & F, Light & dark, Loud and soft
Role-play: Run-away children:
Students devise a 3 scenes with dialogue
Requires message about running away
 Longer rehearsal time to get detail
Perform
Flip the action changing only the voice so it is adults who are running away from children:
Manipulate voice to show contrast
 Short Rehearsal time
Abstract performance:
 Ask: How could we create the same message (dramatic meaning) manipulating focus, choral speak and contrast
 Longer rehearsal
 REFLECTION: How does focus create / add to dramatic meaning?
Scale: Ability to: create, manipulate and maintain focus; incorporate gesture, voice and contrast for dramatic effect/ affect.
Teacher: Record student score on class rubric.
Student: Own reflection – indicate score in book.

16. Measuring Attainment of LG
There are multiple ways to check for understanding during lessons:
Thumbs: up, down, or sideways;
Recording in book next to LG a score; (private)
Indicating by show of hands;
Coloured Post-it notes;
Heads down and indicate (private)
Offer multiple ways – private and public.
More formal: Proficiency Scales.

17. Proficiency Scales Handout: Week 3 Proficiency Scale
Involves formative assessment task;
Specifically designed scale for the formative assessment piece;
Will address a single goal;
Will use a rubrics – not points or letters;
Will also require charting of progress.

18. Proficiency Scale  4 Advanced  3 Proficient  2 Developing
Week 3 Learning Goal: I can create and maintain Focus using: gesture, voice and contrast.
 4 Advanced
 3 Proficient
 2 Developing
 1 Beginning
Not Yet Using
I completely understand this topic and can apply it to many different areas. I could even teach others!
I fully understand the topic and am ready to learn about using this information further.
I understand some information but still have many questions. I am still developing the idea.
I am beginning to learn but need all the help I can get.
Even with help, no under-standing or skill shown
Can do ALL of 3 PLUS:
Highly believable, sustained character living within the scene.
Uses Focus to heighten Dramatic Meaning
Selects and organises framed moments which show a strong performance with actors, characters, techniques, and moments.
Understanding of Elements of Drama as connected to Focus.
Can do ALL of 2 and 3:
Recognises or recalls specific terminology such as:
Actor Focus
Framing Action
Drawing Focus
Incorporate Focus in performance.
Appropriate selection of key moments (Framing Action).
Strong use of voice and gesture to create Focus.
Appropriately uses voice and gesture to draw Focus.
Focused moments are linked to meaning.
Attempts to direct Focus away from own character (give and take).
Actor Focus throughout performance.
I need help with understanding Focus.
I need help to create Focus in performance.
I need help to understand the different types of Focus.

19. For Senior Level…
Week 3 – Students will be able to: create, manipulate and maintain Focus; incorporate gesture, voice and contrast for dramatic effect/ affect.
Score
Scale for FOCUS
Ach.
Notes on Score
4.0
In addition to Score 3.5, student demonstrates in-depth inferences and applications that go beyond what was taught such as:
Highly believable, sustained character living within the scene
Manipulates strategies that create Focus to heighten Dramatic Meaning
Selecting and organising sophisticated framed moments which result in a connected performance – actors, characters, techniques, and moments.
Understanding of Elements of Drama as connected to Focus
3.5 In addition to Score 3.0 performance, partial success at Score No major errors or omissions regarding Score 3.0 content.
3.0
While involved in task, student:
Appropriately uses contrast, voice and gesture to draw Focus.
Focused moments are crafted for Dramatic effect/affect
Ability to manipulate Focus by negating Focus away from own character (give and take)
Sustained Actor Focus throughout entire performance
The student exhibits no major errors or omissions in using, creating, or manipulating various types of Focus.
2.5 No major errors or omissions regarding Score 2.0 content and partial success at Score 3.0 content.
2.0
There are no major errors or omissions regarding the simpler details and processes as the student:
Recognises or recalls specific terminology such as:
Actor Focus
Framing Action
Drawing Focus
Attempts to incorporate Focus in performance – with some errors in maintaining Actor Focus or Drawing Focus
Uses Focus in performance by using:
Appropriate selection of key moments (Framing Action)
Mostly sustains Actor Focus during performance
Attempts to use voice and gesture to create Focus
However, major errors or omissions regarding maintaining and manipulating various types of Focus in performance.
1.5 With help, partial success at Score 2.0 content and Score 3.0 content. Student demonstrates the simpler details and processes but has major errors or omissions regarding the more complex ideas and processes of identifying, creating, or using Focus.
1.0
With help, a partial understanding of some of the simpler details and processes of Focus and some of the more complex ideas and processes in using and creating Focus.
0.5 With help, a partial understanding of some of the simpler details of Focus within Score 2.0 but not at Score 3.0.
0.0
Even with help, no understanding or skill demonstrated within this element.

20. Your turn…
Activity 1:
Using the blank template, create a proficiency scale (based on a formative task) that you could use in your unit of work.
Select a unit;
Select a skill and write a learning goal;
Devise a formative task to assess skill;
Write scale (see template).

21. Blank Templates  4 Advanced  3 Proficient  2 Developing
 1 Beginning
Not Yet Using
I completely understand this topic and can apply it to many different areas. I could even teach others!
I fully understand the topic and am ready to learn about using this information further.
I understand some information but still have many questions. I am still developing the idea.
I am beginning to learn but need all the help I can get.
Even with help, no under-standing or skill shown
Can do ALL of 3 and:
Can do All of 3:

22. Score
Scale for FOCUS
Ach.
Notes on Score
4.0
In addition to Score 3.5, student demonstrates in-depth inferences and applications that go beyond what was taught such as:
   
3.5 In addition to Score 3.0 performance, partial success at Score No major errors or omissions regarding Score 3.0 content.
3.0
While involved in task, student:
The student exhibits no major errors or omissions in using, creating, or manipulating...
2.5 No major errors or omissions regarding Score 2.0 content and partial success at Score 3.0 content.
2.0
There are no major errors or omissions regarding the simpler details and processes as the student:   
However, major errors or omissions regarding
1.5 With help, partial success at Score 2.0 content and Score 3.0 content. Student demonstrates the simpler details and processes but has major errors or omissions regarding the more complex ideas and processes of _________________________
1.0
With help, a partial understanding of some of the simpler details and processes of ________________ and some of the more complex ideas and processes in using and creating…
0.5 With help, a partial understanding of some of the simpler details of ________________ within Score 2.0 but not at Score 3.0.
0.0
Even with help, no understanding or skill demonstrated within this element.

23. Anyone wish to share? Questions? Comments? Statements?

24. Measuring Attainment Student Evaluation: Teacher Evaluation:
Complete formative task;
After reflection, complete scale based on own perceived ability;
Teacher Evaluation:
Teacher gives score based on ability demonstrated during formative task.
Verbal feedback also given at time of task completion.
Chart to keep record.
Compare student score with teacher score.

25. Charting Progress

26. Why use the data? Easily identify ‘at-risk’ students;
Highlights specific learning area requiring assistance;
Allows for timely intervention;
Students have a clear idea of their learning level – ‘no surprises’;
Allows for grouping of students based on ability;
Students see development of skills and learning;
Provides clear areas for reflection (student and teacher)

27. How do you use the data? Create charts and maps to identify students;
Make student intervention plan and strategies;
Use to make groupings:
Mixed ability groups – learn from others;
Same level groups – Work out the problem together; or
Same learning area - focused instruction;
Use with seniors for ‘selective update’
As a basis for conversation – difference between perceived ability and actual ability.

28. Activity 2
Your turn:
Look at the data given on this sample Year 7 class.
What does the data tell you?
What students are ‘at-risk’?
What activities would you create to help?

29. Anyone wish to share? Questions? Comments? Statements?

30. Mapping Assessment to Scales
Week 8
Students are given a sheet with ‘feedback’ that has been mapped to the assessment criteria and scales and is based on a rehearsal (as formative task). Same process for a written task.
Week 9
Students complete a self-appraisal sheet based on the summative performance and feedback from rehearsal. This can be used by students to compare with final grade awarded.

31. Any Questions?

32. Diane Pashen Holland Park State High School dpash2@eq.edu.au
More info…
Diane Pashen Holland Park State High School