Marzano Nonlinguistic Representations

How have you used-or would you use-nonlinguistic representations in your instruction?

I could do a graphic organizer for specific units that I am going to cover. The kids would be combining the linguistic mode by using words and phrases, and the nonlinguistic mode using symbols and arrows to represent relationships. I can also engage my students in the creation of lonlinguistic representations to increase activity in the brain. One of these ways is engaging in kinesthetic activity which is what physical education is all about. I think also generating mental pictures of the games and activities would be easy to incorporate. I could have students mentally think about what the game or rules are in their heads and then tell a friend.

What I learned about the topic during LINKS:

I learned a lot about rubrics during our last LINKS class. Rubrics can provide specific feedback. The specific feedback described during class were the various levels of quality defined, student friendly language, important targets and is it usable and practical enough for students to self-assess. Another thing that I learned during class was that without clear and precise targets, you can’t build a good rubric. Planning a unit backwards was discussed and this was seen to help clarify the main targets. Rubrics are also best used for assignments that require students to self-evaluate their progress and improve performance. Rubrics can also be formative or summative assessments.

What I implemented/tried in my classroom:

I used a rubric on dribbling with feet during a kicking unit. I assessed each criterion according to specific levels of performance (advanced, proficient, and partially proficient). The 4 categories I assessed were: 1. Taps ball so that it stays within 3 or 4 feet of self. 2. Uses inside and outside of feet. 3. Looks forward more than down. 4. Identifies the three skill cues.

The impact on my Case Study student:

The impact on my case study student showed that there were specific things that Billy was suppose to do and accomplish. I told him what I was assessing and how I was assessing each different part. It seemed to help Billy focus on each skill and know what I was looking for in each skill.

The impact on other students: I used this rubric during a Developmental Adapted Physical Educaiton 1:1 session so it did not have any affect on other students.

Questions on rubrics or conferences:

I do not really have any questions on rubrics. I was wondering if my fellow Physical Education teacher was planning on having fitness testing scores available for students/parents to see and use for discussion purposes. Do you think this would be a useful terms of conversation for conferences?

Rubric on Dribbling with feet:

Dribbling with Feet

Assess each criterion according to the specific levels of performance (advanced, proficient, and partially proficient). Record on class list.

Criteria and Levels of Performance

1. Taps ball so that it stays within three or four feet of self.

· Advanced Performance: Always taps ball so that it stays within three or four feet of self (tap-tap).

· Proficient Performance: Sometimes taps ball so that it stays within three or four feet of self (tap-tap).

· Partially Proficient Performance: Does not tap ball so that it stays within three or four feet of self (tap-tap).

2. Uses inside and outside of feet.

· Advanced Performance: Always uses the inside and outside of the feet --- left and right --- to tap the ball (inside/outside).

· Proficient Performance: Sometimes uses the inside and outside of the feet --- left and right --- to tap the ball (inside/outside).

· Partially Proficient Performance: Does not use the inside and outside of the feet --- left and right --- to tap the ball (inside/outside).

3. Looks forward more than down.

· Advanced Performance: Always has eyes looking forward (eyes-up).

· Proficient Performance: Sometimes has eyes looking forward (eyes-up).

· Partially Proficient Performance: Does not have eyes looking forward (eyes-up).

4. Identifies the three skill cues.

· Advanced Performance: Able to verbally identify all three skill cues correctly.

· Proficient Performance: Able to verbally identify two of the three skill cues correctly.

Partially Proficient Performance: Able to verbally identify less than two of the three skill cues correctly.