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Hierarchy of Goals
(a.k.a. “The Self System”)
Level 6. Connection to something greater than self
Level 5. Self actualization
Level 4. Esteem within a community
Level 3. Belonging
Level 2. Safety
Level 1. Physiology
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Questions Related to the Hierarchy
of Needs
Level 1. Is this situation comfortable from a physiological
perspective?
Level 2. Is this situation safe?
Level 3. Am I welcome in this situation?
Level 4. Do I have a sense of status in this situation?
Level 5. Does this situation allow me to move toward a personal
goal?
Level 6. Does this situation inspire me?
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Hierarchy of Goals
• Connection to something greater than self
• Self actualization
• Esteem within a community
• Belonging
• Safety
• Physiology
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Stories
• Famous people
• Personal
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QUOTES
• Anyone who has never made a mistake
has never tried anything new (Albert
Einstein)
• The ultimate measure of a man is not
where he stands in moments of comfort
and convenience, but where he stands at
times of challenge and controversy (Martin
Luther King, Jr.)
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Gratitude and Altruism
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Examples of Service Projects
• Jonathan Woods established the Under the Tree foundation at
12, when he realized that teens are often overlooked during
toy drives.
• Neha Gupta began her non-profit at the age of 9! Her
organization, Empower Orphans, has helped more than
25,000 children globally.
• Jordyn Schara founded WI P2D2 (Wisconsin Prescription Pill
and Drug Disposal) when she turned 14, which works to
dispose of drugs in an environmentally friendly and safe way.
• A 10-year-old Zach Certner started his organization, SNAP, as
an athletic program for children with special needs.
• Shannon McNamara started SHARE, a non-profit that
provides thousands of girls in Africa with books and school
supplies, when she was 15.
Adapted from teenlife.com
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Connection to Something Greater Than Self
Things to do…
• At least once per month expose students to inspirational
stories or speakers (Can be done at the whole school
level)
• At least once every two weeks present students with
quotation and discuss how they perceive these relating
to their own lives (Can be done at the whole school
level)
• At least once per year have students participate in some
type of service project (Can be done at the whole school
level)
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Hierarchy of Goals
• Connection to something greater than self
• Self actualization
• Esteem within a community
• Belonging
• Safety
• Physiology
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Future Possible Selves
Accomplishment Introduction
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Growth and Fixed Mindset
Fixed Mindset
Growth Mindset
“There are some subjects in school
that I am good at, and some that I
am not good at.”
“There are some subjects in school I
try harder at than others.”
“Failing is never okay.”
“Some of my peers are smarter than
I am.”
“Failing can be okay if I learn
something.”
“Some of my peers try harder than I
do.”
“Sometimes trying harder helps, but
it doesn’t really change how smart
you are.”
“If I wanted to be smarter in certain
subjects or better at certain activities,
I could try harder.”
“I know I can do well at the things I’m “I know I can do well at anything if I
really want to.”
good at.”
Adapted from Marzano & Heflebower, 2012.
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Recommendations for Verbal
Feedback
Successful Student
Performance
Unsuccessful Student
Performance
Specific
Aspects of the
Task
Teacher points out aspects
of the task that were done
well.
Teacher points out aspects of the
task that were done well and
aspects that were done poorly.
Student Effort
and
Preparation
Teacher comments on
student’s obvious effort
and preparation.
Teacher comments positively
about student’s effort and
preparation or questions student
about his or her lack of effort and
preparation.
Marzano & Pickering, 2011.
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DISPOSITIONS
• Staying focused when answers and solutions
are not immediately apparent
• Resisting impulsivity
• Pushing the limits of your knowledge and
skills
• Generating and trusting your own standards
of excellence
• Seeking accuracy
• Seeking clarity
• Seeking cohesion and coherence
• Recognizing incremental steps
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10 YEARS OR 20 YEARS
• 3 CONVICTS
• 5 HATS – 2 ARE RED; 3 ARE WHITE
• BLIND FOLDED- ONE HAT ON EACH OF
3
• 2 REMAINING HATS BACK IN BOX
• BLINDFOLDS REMOVED ONE AT A TIME
• PERSON 3 KNOWS WITHOUT LOOKING
AND CAN PROVE HE HAS A WHITE HAT
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PERSON 3
PERSON 2
PERSON 1
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PERSON 3
PERSON 2
PERSON 1
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RED
Person 1 doesn’t know..
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PERSON 3
PERSON 2
WHITE
PERSON 1
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RED
Under the assumption
person 3 has a red hat, and
person 2 has a white hat…
person 2 will automatically know what
hat he has on.
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DISPOSITIONS
• Staying focused when answers and solutions
are not immediately apparent
• Resisting impulsivity
• Pushing the limits of your knowledge and
skills
• Generating and trusting your own standards
of excellence
• Seeking accuracy
• Seeking clarity
• Seeking cohesion and coherence
• Recognizing incremental steps
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Personal Projects
1. What do I want to accomplish?
2. Who else has accomplished the same
goal, and who will support me?
3. What skills and resources will I need to
accomplish my goal?
4. What will I have to change in order to
achieve my goal?
5. What is my plan for achieving my goal,
and how hard will I have to work?
6. What small steps can I take right now?
7. How have I been doing? What have I
learned about myself?
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Self-Actualization
Things to do…
• Each year have students (and teachers) engage in
personal projects along with associated meta-cognitive
skills
• Teach and reinforce the growth mind set
• Periodically have students examine and develop their
images of their possible selves (Can be part of the
personal projects)
• Teach and reinforce dispositions using sponge activity
problems and games
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Hierarchy of Goals
• Connection to something greater than self
• Self actualization
• Esteem within a community
• Belonging
• Safety
• Physiology
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As I started my 8th grade year, things got
tougher. School got harder, friends got
meaner, and I felt like there was no one I
could talk to. Soon after that, I started
cutting. It became a regular thing for me.
Feel sad, grab scissors, feel better.
Rachel’s Challenge, 2015, p. 7
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In my school, I’m known as the “loner”, the
“emo”; people just don’t care enough to
get to know me. I once dreamed, but the
way I’ve been treated caused me to give
up. This has had such a negative effect on
me, I suffer from depression. I developed
a plan for suicide and almost carried it
through.
Rachel’s Challenge, 2015, p. 31
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I realized there are people who care about
me, and people I care about. I realized that I
could die tomorrow, and that I didn’t want to
leave this world thinking I had no one.
Rachel’s Challenge, 2015, p. 7
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Invitational Education
Inviting
Disinviting
• Having music playing when we
enter the room
• Providing brain breaks
• Getting to sit by/work with our
friends
• Sharing how our weekend was
• Listening to your stories
• Watching movie clips
• Shaking our hands on the way in
and out of class
• When you give us surprise treats
• Not being able to chew gum, but
you (the teacher) can chew gum
• Waiting a week to get our test
results back
• Not being able to sit by/work with
our friends
• Having to read thirty minutes
every night when we have a lot
of other work in our other
classes
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Activity
What do we do that’s inviting?
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What do we do that’s disinviting?
Know your students
Ask students to write their name on one side of
a notecard and on the other side write the
name of one student in the building they believe
they can trust and one adult in the building they
believe they can trust.
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Know your students
At a faculty meeting dis play the name of every
student in school. Have the faculty and staff
look at the names and draw a line through any
student for whom they know something about
their academic lives of their personal lives.
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Esteem and Belonging
Things to do…
• Determine your inviting and disinviting
behaviors (Can be done at the school level)
and make changes as needed
• Examine the extent to which you treat all
students fairly and equitably and make
changes
• Examine the extent to which you know each
student in the school and change as
necessary
• Ensure low expectancy students are
challenged and treated fairly
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Hierarchy of Goals
• Connection to something greater than self
• Self actualization
• Esteem within a community
• Belonging
• Safety
• Physiology
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Order
• The school building is well maintained, with no signs of
neglect or disrepair.
• Access to school grounds is limited (for example, the school
grounds are fenced or walled)
• Visitors enter the school grounds/main building through one
clearly marked entrance which is visible from the main office.
• Signs direct visitors to report to the main office upon entering
the school, where they are given I.D. cards or badges to
identify them as visitors.
• All staff wear clearly displayed I.D. cards or badges while on
school grounds.
• Bus loading and drop-off zones are clearly defined and
monitored when in use.
• Car drop-off and pick-up areas are clearly defined and
monitored when in use.
• School buildings, shrubs, and trees are strategically located to
ensure and preserve good sight lines on school grounds.
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Order
• There is adequate lighting around school buildings and on
school grounds.
• Restricted areas of school buildings or grounds are clearly
identified with appropriate signage.
• Written regulations exist and are enforced regarding student
access to school grounds and buildings.
• Hallways and bathrooms are supervised by staff.
• Classrooms are locked when not in use.
• The school has an alarm system and/or school grounds are
monitored by security personnel outside of school hours.
• The school intercom/announcement system broadcasts indoors
and outdoors to alert all students and staff to emergency
situations.
• Emergency procedures for various situations (severe weather,
earthquake, violent intruder, and so on) are clearly defined and
practiced regularly.
• The school has a working relationship with local law
enforcement authorities
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Physiology and Safety
Things to do…
• At least once per year review your policies
regarding physiological comfort and safety
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Questions Related to the Hierarchy
of Needs
Level 1. Is this situation comfortable from a physiological
perspective?
Level 2. Is this situation safe?
Level 3. Am I welcome in this situation?
Level 4. Do I have a sense of status in this situation?
Level 5. Does this situation allow me to move toward a personal
goal?
Level 6. Does this situation inspire me?
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Self System
Metacognitive System
Cognitive System
Knowledge System
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Self System
Metacognitive System
Cognitive
System
Knowledge System
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Sample Cognitive Skills
Cognitive Skill
Generating conclusions
Identifying common logical
errors
Presenting and supporting
claims
Description
Involves combining pieces of known information to form new ideas.
Involves analyzing information to determine how true it is.
Involves expressing a new idea and presenting information to support it.
Navigating digital sources
Involves using electronic resources to find credible and relevant information.
Problem solving
Involves accomplishing a goal in spite of obstacles or limiting conditions.
Decision making
Involves using criteria to select among alternatives that initially appear to be equal.
Experimenting
Involves generating and testing explanations of observed phenomena.
Investigating
Identifying basic
relationships between ideas
Generating and manipulating
mental images
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Involves identifying confusions or contradictions about ideas or events and suggesting
ways to resolve those confusions or contradictions.
Involves consciously analyzing relationships between ideas to better understand
complex texts.
Involves creating images in one’s mind to facilitate deep processing and memory of
information.
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Presenting and Supporting Claims
Instead of simply
providing activities that
require students to
present and support
claims, the teacher also
instructs students in a
process for presenting
and supporting claims.
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1.
Claim
–
–
–
2.
3.
Grounds – “Because”
Backing
–
–
–
4.
Fact
Value
Action
Factual information
Expert opinion
Research results
Qualifiers
Argument Prompts
•
•
•
•
I believe that _______
I believe this because _______
The evidence for what I believe is ______
However, ______________
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Self System
Metacognitive System
Cognitive System
Knowledge
System
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Unpacking Standards
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Current Standards Statements
• Use the volumes of cones, spheres, and
cylinders to solve real-world and
mathematical problems
• Use informal arguments to establish facts
about the sum and exterior angles of
triangles, about the angles created when
parallel lines are cut by a transversal, and
about the angle-angle criterion for similarity
of triangles
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Measurement Topic
Statements
• Explain how to evaluate a base raised to an
integer exponent (for example, explain why
33 = 27 and 3-3 = 1/27)
• Explain how to evaluate exponential
expressions involving the same base raised
to integer exponents (fore example, explain
why 32 x 3-5 = 3-3 and (42) 3 = 46).
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Measurement Topics: Grade 8 Math
•
•
•
•
•
•
•
•
•
•
•
•
The concept of functions
Bivariate data
Proportional relationships
Rate of change
Slope and intercept
Similarity, congruence,
transformations
Angles
Systems of linear equations
Expressions
Quadratic equations
Cubes and squares
Exponents
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• Scientific notation
• Irrational numbers
• Scatterplots and data
association
• Pythagorean theorem
• Volume
• Lines
• Measurement
• Properties of shapes
• Area and perimeter
• Distributions
• Probability
Critical Concepts
by
Julia A. Simms
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4
More complex learning goal
3
Target learning goal
2
Simpler learning goal
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Topic: Atmospheric Processes and Water Cycle
4
3
An understanding of:
• How the water cycle processes
(condensation, precipitation, surface runoff, percolation, evaporation) impact climate
changes
• The effects of temperature and pressure in
different layers of Earth’s atmosphere
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4
More complex learning goal
3
Target learning goal
2
Simpler learning
goal
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Topic: Atmospheric Processes and Water Cycle
4
3
An understanding of:
• How the water cycle processes (condensation, precipitation,
surface run-off, percolation, evaporation) impact climate
changes
• The effects of temperature and pressure in different layers of
Earth’s atmosphere
2
• Recognize and recall basic terms: climatic patterns,
atmospheric layers, stratosphere, troposphere.
• Recognize or recall isolated details such as:
• Precipitation is one of the processes of the water
cycle.
• The troposphere is one of the lowest portions of
the Earth’s atmosphere.
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4
More complex
learning goal
3
Target learning goal
2
Simpler learning goal
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Topic: Atmospheric Processes and Water Cycle
4
Describe and defend what might occur to
climatic patterns in a specific location given a
dramatic change in one specific process of the
water cycle.
3
An understanding of:
• How the water cycle processes (condensation, precipitation,
surface run-off, percolation, evaporation) impact climate
changes
• The effects of temperature and pressure in different layers of
Earth’s atmosphere
2
• Recognize and recall basic terms such as: climatic patterns,
atmospheric layers, stratosphere, troposphere.
• Recognize or recall isolated details such as:
• Precipitation is one of the processes of the water cycle.
• The troposphere is one of the lowest portions of the
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Earth’s atmosphere.
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4
More complex learning goal
3
Target learning goal
2
Simpler learning goal
1
Demonstration of partial
competence with help
0
Even with help no
demonstrated competence
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Daily targets can be expressed as “I can”
statements and posted as separate items
while they are the subject of instruction.
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Topic: Atmospheric Processes and Water Cycle
4
Describe and defend what might occur to climatic patterns in a specific location
given a dramatic change in one specific process of the water cycle.
3
An understanding of:
• How the water cycle processes (condensation, precipitation, surface run-off,
percolation, evaporation) impact climate changes
• The effects of temperature and pressure in different layers of Earth’s
atmosphere
2
• Recognize and recall basic terms such as: climatic patterns,
atmospheric layers, stratosphere, troposphere.
• Recognize or recall isolated details such as:
• Precipitation is one of the processes of the water cycle.
• The
troposphere is one of the lowest
portions of the Earth’s atmosphere.
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I can describe the characteristics of the
troposphere and explain how it fits into
the earth’s atmosphere
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Erik, AP Chemistry, ThunderRidge HS, DCSD
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Forms of Assessment Available
Obtrusive
Unobtrusive
Student-Generated
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Critical Aspect
Standards-Referenced Reporting
• Report status and
growth on the
report card using
proficiency scales
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3.00 – 4.00 = A
2.50 – 2.99 = B
2.00 – 2.49 = C
1.50 – 1.99 = D
Below 1.50 = F
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Conversion to %
4.0
3.5
3.0
2.5
2.0
1.5
1.0
Below 1.0
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=
=
=
=
=
=
=
=
100%
95%
90%
80%
70%
65%
60%
50%
.00
.5
T1
T2
T3
T4
T5
T6
T7
T8
T9
T10
T11
T12
T13
T14
T15
T16
T17
T18
T19
T20
T21
T22
T23
T24
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1.0
1.5
2.0
2.5
3.0
3.5
4.0
.00
.5
T1
T2
T3
T4
T5
T6
T7
T8
T9
T10
T11
T12
T13
T14
T15
T16
T17
T18
T19
T20
T21
T22
T23
T24
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1.0
1.5
2.0
2.5
3.0
3.5
4.0
.00
.5
T1
T2
T3
T4
T5
T6
T7
T8
T9
T10
T11
T12
T13
T14
T15
T16
T17
T18
T19
T20
T21
T22
T23
T24
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1.0
1.5
2.0
2.5
3.0
3.5
4.0
.00
.5
T1
T2
T3
T4
T5
T6
T7
T8
T9
T10
T11
T12
T13
T14
T15
T16
T17
T18
T19
T20
T21
T22
T23
T24
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1.0
1.5
2.0
2.5
3.0
3.5
4.0