Transcript What Are Learning Targets?
Deconstructing Standards into Achievable Learning Targets
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Setting Group Norms
Group norms are agreed upon ways in which we will work together so that productivity is maximized.
They are posted and reviewed (verbally and in writing) at all meetings .
Let’s work together to abide by our Group Norms.
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Group Norms
Be present and be engaged in the work Function as equal partners in this work Limit the use of cell phones and computers to breaks and at lunch Be respectful by limiting sidebar conversations Be on time for each segment of the day Stay for the entire Cadre session
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Developing Student Friendly Learning Targets from Standards
Modified from presentations by Mary Rudd, Stephanie Hatfield, Debra Cornett and Rina Gratz
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Points to Ponder
How clear are you, to this point, regarding the following: 1. Assessment Literacy and your role, 2. The roll out/scale up of the new common core standards and your role, 3. Characteristics of Highly Effective Teaching (CHET) and your role?
How clear are you regarding the Network Approach to improving student learning? 5
Some of us felt like this man
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Some of us felt like this
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Or maybe like this !
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But, by the end of the day….
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Leadership Network Vision
Every school district in the commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day.
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Content Leadership Network Goal
Ensure that every participant has a clear understanding of how to: translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and
plan/select rigorous and congruent learning experiences .
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Welcome Back to KLA/Administrator’s Leadership Network !!
Let’s talk.
What have you done since we last met regarding assessment literacy, standards roll out and HETL that has worked?
We will use an adaptation of the Success Protocol from
Protocols for Professional Learning
by Lois Brown Easton 12
T-Chart Time!
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Deconstructing Standards into Achievable Learning Targets
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Learning Targets for Day 2
Through full participation, KLA members will be able to explain the rationale for deconstructing standards.
Through full participation, KLA members will understand the difference between standards, learning targets and activities and will be able to articulate the differences. KLA members will apply their understanding at the school/district level.
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Why do we need to unpack or deconstruct standards?
To identify what students need to know and be able to do To guide daily instruction and our assessment for learning. To enable my students to show mastery of the standards on our common assessments and on the state summative assessment 16
Handout: Talking Points about Learning Targets
Read and discuss these key points, Number 3,4,5 and 6, from the handout with your tablemates.
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Turn to Page 59 of your Stiggins Assessment Balance and Quality
Highlight the first sentence under the section, Deconstruct Standards 18
An overview/orientation, The Leaders’ Role:
Leaders will support teachers in: Writing clear, concise, and student friendly learning targets Understanding the effective use of learning targets for instructional planning Applying learning targets to the design of a balanced assessment system 19
The Leaders’ Role according to Stiggins
Turn to pages 25-26, read and highlight key points, Turn to page 23 to find Figure 2-1 On page 27, look at number 5, then turn to page 23 for a summary of the seven strategies Now, turn to page 113- 114 Activity 10 20
Standards give the teacher a destination. Learning targets are the route students take to reach that destination.
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Without Clear Targets We Can’t Do Any of the Following… Know if the assessment adequately measures what we taught .
Correctly identify what students know and don’t know and their level of achievement .
Plan next steps in instruction.
Give detailed, descriptive feedback to students .
Have students self-assess or set goals likely to help them learn more .
Keep track of student learning target by target or standard by standard.
Complete a standards-based report card .
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What Are Learning Targets?
Any achievement expectations we hold for students.
Statements of what we want students to learn and be able to do. 23
Standard vs. Learning Target •
General
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Written in technical language (designed for adults)
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Not flexible
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?
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?
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?
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?
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?
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guide instruction
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expectations, desirable outcomes
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Immediate (short term)
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Measurable, assessable and achievable
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Teacher-generated
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Standard vs. Learning Target • • • •
General
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Long term Whole, rather than in pieces
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Written in technical language (designed for adults) Context for the learning targets Expectations
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Not flexible
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Universal-everybody tries to meet
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Measurable, assessable and achievable
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Measurable, assessable and achievable
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guide instruction
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about learning
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expectations, desirable outcomes
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element of time involved
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Student friendly
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Isolated piece of standard
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Immediate (short term)
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Language that students understand
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Stepping stone toward meeting the standard
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Smaller parts
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Measurable, assessable and achievable
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More flexible (change over time)
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Teacher-generated
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Personalized
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Expectations
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Learning Targets/Objectives Are:
Statements of what we want students to learn or know or understand and be able to do .
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Social Studies Map Skills
Subject Topic
Page 152 in the book “Going on a trip around the world”
Assignment Activity
Learning Target
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Which is a learning target/objective?
Use your pinch card. 1.I will know math.
2. Students will go on a decimal hunt.
3. Students will understand decimals and put them in sequential order.
4. Complete page 152 in the math book.
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“Without the learning intention, children are merely victims of the teacher’s whim.” “ The sharing of learning intentions is, however, more complex than simply repeating what is in the teacher’s plan.”
Shirley Clarke in
Unlocking Formative Assessment
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Which is a Clear Learning Target?
A. Class will read a short story B. Complete page 119 C. Students will understand the elements of a short story and summarize the plot in chronological order D . Students will become proficient readers.
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4 Keys to Creating Sound Learning Targets 1.Clear understanding of where you want the targets to take your students.
2.Identify only those components of the standard that are essential for today’s learning (daily learning target).
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4 Keys Continued: 3. Each target is measurable/able to be assessed.
4. Targets are arranged in a logical progression.
5. Targets are stated/written in student friendly language.
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T-Chart Time!
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Learning target example: Students will understand measures of central tendency and will be able to calculate mean, median and mode .
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SS-08-1.3.2
Students will explain and give examples of how, in order for the U.S. government to function as a democracy, citizens must assume responsibilities (e.g., participating in community activities, voting in elections) and duties (e.g., obeying the law, paying taxes, serving on a jury, registering for the military).
DOK 2
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Know description of Democracy Know the definition of responsibilities Describe and list responsibilities of citizens living in a democracy Know the definition of duties Compare rights vs. responsibilities Describe and list duties of citizens living in a democracy Describe the difference between responsibilities and duties.
Describe the difference between responsibilities of a citizen vs. a non-
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citizen living in the United States.
Analyze the pros and cons of how a citizen’s responsibilities and duties impact the US government’s
A Mathematics Example
Subject Math Decimals Topic Assignment Page 11 in the book Going on a decimal hunt I can read decimals and put them in order Activity Learning Target 42
Clear learning target or an activity ?
Complete Exercise 2.1 with your elbow partner Come to agreement with your table team 43
Clear targets Impact on students
More focus Learning culture Quality of work improves Behavior improves Persevere longer Greater ownership of learning Automatically self-evaluate More enthusiasm about learning 44
Clear targets Impact on Teachers
More focused instructional planning Sharpens teachers’ focus on the learning expectation Expectations rise Focus on quality rather than getting it done 45
Clear Learning Targets Impact on Teachers
Congruent activities Relevant content specific vocabulary Assists teachers in reflection regarding their lessons and learning that occurred Strengthens connections with parents related to learning expectations for their child 46
Handout: Talking Points about Learning Targets
Read and discuss the handout’s key points found in Numbers 1-2, 7-11 with your tablemates.
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Continue your Table Discussion
Your handout contains a comparison between a traditional and a standards-based instructional plan. As a group, discuss and be prepared to share:
1) What value is added to the standards based plan by the inclusion of the learning target?
2) What differences do you see between the two plans and why is it significant?
3) Compare and evaluate the assessment strategies of the two plans.
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The process of instructional planning
Traditional Select topic Design instructional activities Design and give an assessment Give grade or feedback Move onto new topic 49
Standards Based Model
Select the standard that students need to know Unpack the standards Design congruent daily learning targets learning Design an assessment congruent to the standards and learning targets on which students will demonstrate their 50
Standards Based Model
• Design congruent formative assessments • Plan congruent instructional strategies to assure that each student has appropriate learning opportunities Use data from assessments to give feedback, re-teach or move to next level 51
T-Chart Time!
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Classifying Targets
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Turn to pages 115 & 117 in your Stiggins book Take a few minutes to become familiar with key words in types of targets
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Kinds of Learning Targets Knowledge Learning Targets
Stated using verbs such as list, name, define, identify and explain.
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Learning Targets-Knowledge (cont .) Examples
Master factual and procedural knowledge Recognize
patterns
Explain
the amendment process
List
characteristics of U.S. citizenship 56
Kinds of Learning Targets -Reasoning/Thinking
Includes mental processes such as: predicts infers classifies compares summarizes analyzes evaluates generalizes hypothesizes concludes 57
Learning Targets-Skill/Performance
Examples •
Reads aloud
expression with fluency and •
Participates
in civics discussion goal of solving current problems with the •
Uses
simple
tools
to gather data 58
Learning Targets- Product
Product Learning Targets
Writing samples Projects Artistic products Research reports Science exhibits 59
Learning Targets- Product Examples •
Constructs
bar graphs •
Constructs physical
objects models of •
Creates
a news article related to a historical time period.
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Standards and Targets Underpinning the Standards
Product Skill/Performance Reasoning Knowledge 61
Types of Learning Targets/Objectives
Knowledge –The facts and concepts we want students to know Reasoning- Students use what they know to reason and solve problems Skills/Performance- Students use their knowledge and reasoning to act skillfully Product- Students use their knowledge, reasoning, and skills to create a concrete product
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Handout: Exercise 3.3
Read the learning targets. Classify each target collaboratively with your elbow partner
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What Kind of Target Is This?
A. Knowledge, B. Reasoning, C. Skill, or D. Product?
Use your pinch card
1. Identify different types of maps 2. Create a physical map 3. Analyze and compare different purposes for maps 4. Know how to use a map for a specific purpose 64
Clear Statement of Learning Target Skill or concept to be defined: PREDICTION
A statement saying something will happen in the future.
Student-friendly language for target:
I can make predictions. This means I can use information/evidence to describe what is likely to happen next.
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T-Chart Time!
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Handouts:
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Learning Targets Template Content Networks are Using Standard Progression
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First, Classify a Standard
Work collaboratively with a tablemate to come agreement on the standard’s classification Discuss with all your tablemates and come to consensus on the classification Write the standard’s classification on the template 68
Let’s Practice
Form groups of 3-4 at your table From the Progression Handout, pull out Standard 4 for 7 th grade Write the standard on the chart paper Collaboratively underline/highlight key words to determine the meaning of the standard Begin writing a learning target with the same classification as the standard 69
Let’s Practice
Move to the next section to the right on the template.
Continue writing clear, measurable learning targets until you reach the far right on the template.
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All KLA/Administrators’ Leadership Network Members, please close your power point handout .
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Deconstruct the Standard: Students will drive a car with skill
Knowledge Reasoning Skill or Performance Product 72
Handout : Driving a Car template Please record your “drive a car with skill” learning targets in the template.
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Self Assess using the Power point slide information Turn to pages 120-121 in your Stiggins book
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Creating Targets for “Driving a Car with Skill”
What knowledge will students need to demonstrate the intended learning?
What patterns of reasoning will they need to master?
What skills are required, if any?
What product development capabilities must they acquire, if any?
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Driving a Car with Skill
Knowledge
Know the law
Read signs and understand what they mean
Reasoning
Evaluate ‘am I safe’ and synthesize information to take action if needed
Skills
Steering, shifting, parallel parking, …
Products
(not appropriate target for standard)
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Student Friendly Terms
I am learning to… Let me show you how I can
…
When I learn this I can…
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“WALT” and “WILT”
One way to think about writing student friendly learning objectives:
W e A re L earning T o… I W L T hen earn his… 78
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MATHEMATICS
Identify and graph ordered pairs on a positive coordinate system scaled by ones, twos, threes, fives, or tens; locate points on a grid; and apply graphing in the coordinate system to solve real world problems.
Graph the vertices of a triangle onto positive coordinate planes using different scales. Analyze what changes in the figure are affected by the changes in scales, and explain why.
Graph the vertices of the reflected image of a triangle.
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MATHEMATICS
Graph the point (1,6) in the first quadrant of the coordinate plane.
Design an alternate arrangement of your classroom space using 3-dimensional scale models of the classroom and its contents.
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SOCIAL STUDIES
Identify and explain the basic purpose of the U.S. Government as defined in the Preamble to the U.S. Constitution (establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, secure the blessings of liberty to ourselves and our posterity). DOK 2
Explain how the U.S Government functions, as defined by the Preamble to the Constitution.
Using examples to justify your answer, explain why the powers of government established by the Preamble to the 82 United States Constitution are still significant today.
SOCIAL STUDIES
List the basic purposes of government in the United States (as stated in the Preamble to the United States Constitution).
Using multiple sources, research how the U.S. Government has used its powers (as defined by the Preamble to the Constitution) over a selected time period in US history. Explain, through a class presentation, the impact of these actions on our life today.
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Implications for the Work
Begin with the end in mind – standards and final assessment Know where students are – pre-assess before unit ( Stiggins: pp. 23) Let students know where they are going – communicate specific and student-friendly learning targets (Stiggins: pp. 23) Use time wisely – depending on where students are, decide how much time you will spend on which activities/strategies 84
Implications for the Work
Ensure the distinction between congruent to correlated with respect to learning targets We must let go of activities and materials that do not directly lead students to learning target mastery 85
Next Steps and Future Learning for KLA
Don’t wait until the end of the unit….
Ongoing formative assessment is the KEY
Before, during, at the end, after Best practice instruction (learning targets, strategies, grouping, interventions, re teaching, etc.) Assessment for learning Involve students in tracking their own learning 86
Learning Targets for Day 2
Through full participation, KLA members will be able to explain the rationale for deconstructing standards.
Through full participation, KLA members will understand the difference between standards, learning targets and activities and will be able to articulate the differences. KLA members will apply their understanding at the school/district level.
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An overview/orientation, The Leaders’ Role:
Leaders will support teachers in: Writing clear, concise, and student friendly learning targets Understanding the effective use of learning targets for instructional planning Applying learning targets to the design of a balanced assessment system 88
Final Thoughts
Teaching to greater depth of understanding prepares students to retrieve and apply knowledge and skills . Targeting instruction to promote enduring understandings (how, why, so what, what if, what then) provides the context for deep and rich learning.
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T-Chart Time!
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