Disruptive Classroom Technologies by Sonny Magana

Author:Sonny Magana
Language: eng
Format: epub
Publisher: SAGE Publications
Published: 2017-05-11T13:34:42.617958+00:00

Once again, it might be helpful to consider the extent to which students’ technology use represents the production stage by posing some guiding questions. Some questions that may help you think about and evaluate how you implement the production stage of technology use are listed in Table 4.1. These strategies are discussed in more detail in the following sections.

T2.1-1: Students Produce Personal Mastery Goals

A reasonable starting point for student production with technology resides within the key concepts addressed by content learning standards. These key concepts represent the essential knowledge that students need to acquire in core content areas. These concepts are represented by either national or other comprehensive state learning standards (e.g., the state learning standards from Texas, Florida, or Virginia) or Advanced Placement or International Baccalaureate standards. Think of key concepts as the critical knowledge and skills we desire students to master.

Having teachers communicate clear learning goals to their students and then monitor student progress with some proficiency scale is associated with moderate to large effect sizes (Hattie, 2009; Haystead & Marzano, 2010; Marzano, 2007). This is significant, and teachers would be well served to continue applying and expanding on this practice. However, engaging students in the discipline of developing their own goals and then regularly tracking their progress and the effort they expend toward achieving those goals is associated with a very large effect size—the equivalent of a 32-percentile-point gain in student achievement (Haystead & Marzano, 2009b). Moreover, asking students to express connections between their unique personal attributes that affirm a sense of adequacy and their capacity to set and realize important goals not only heightens students’ sense of self-efficacy but is associated with a 40% increase in student academic achievement (Meyer, Rose, & Gordon, 2014).

Giving students the opportunity to establish meaningful goals and then keep track of their progress and the effort they expend toward realizing those goals transforms their role from passive followers of extrinsic goals to active developers and enactors of intrinsic goals (Magana & Marzano, 2014). In terms of transformational technology use, having students use digital tools to enhance this process is rather low-hanging fruit: It is easy to do, engenders very little risk, and has a substantial upside. Consider having students use digital tools to engage in the following tasks:

Produce personal mastery goals that represent their own unique talents, skills, competencies, and attributes

Produce a simple proficiency scale to help them mindfully monitor their progress toward their mastery goals

Keep track of their progress and effort they invest toward achieving their mastery goals

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