Transcript Deconstructing Standards into Achievable Learning Targets

Learning Targets
OUR Targets
I can articulate the difference between a
‘standard’ and a ‘target.’
 I can deconstruct standards and evaluate
my work for quality, accuracy, and
usefulness.
 I can transform learning targets into
student friendly language.
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Research-based Strategies
5 Research-based strategies that
significantly improve student learning:
 Sharing
criteria (clear learning targets
with success criteria)
 Questioning
 Feedback
 Peer assessment
 Self-assessment
Learning/Achievement Targets
Statements of what
we want students to
learn and be able to
do.
Without Clear Targets We Can’t Do
Any of the Following…
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Know if the assessment adequately covers and
samples 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.
Select instructional activities that actually
help students achieve the target.
An ART Example
Subject
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ART
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Topic
5 Elements of Shape
Knowledge
Assignment
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Use various types of line
Activity
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Draw a picture
I can use line to create an
observational/imaginative drawing.
Learning
Target
Classifying Targets
Once you’ve identified the overall type of
STANDARD, you’ll have a better understanding
of the likely
TARGET TYPES
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/performance capabilities
must they acquire, if any?
Drawing with Skill
Knowledge
Know the Elements and Principles of Art
Know the available materials & tools used for
drawing
Reasoning
Evaluate ‘how might I create a composition
including…’
Skills
Cross hatching, whisper lines, stipple, blending, etc.
Products/Performances
Create a drawing that incorporates…!
Clear Targets
Impact on students:
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More focused (especially
underachieving students).
Demand learning target.
More likely to express learning
needs – specifically.
Develops a learning culture.
Quality of work improves.
Behavior improves.
Persevere longer.
Greater ownership of learning as
responsibility shifts from teacher to
student.
Automatically self-evaluative.
More enthusiastic about learning.
Impact on teachers:
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More focused.
Sharpens teacher understanding of
learning target.
Expectations rise.
Focus on quality rather than getting
everything done.
More critical of activities.
Reinforces relevant vocabulary.
Assists in reflection of lesson and
learning that occurred.
Strengthen connections with
parents related to child’s strengths
and weaknesses.
“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
Student Friendly Terms
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“In order for the learning intention to be shared effectively, it
needs to be clear and unambiguous, so that the teacher
can explain it in a way that makes sense to her children.”
“…the task has to match the learning intention for the
children to have a chance of fulfilling it.”
The learning intention “needs to be the main focus of
feedback.”
Shirley Clarke in Unlocking Formative Assessment
Clear Statement of Learning Target
Skill or concept to be defined:
IDENTIFICATION
identify primary and secondary colors and discuss
how color relates to feelings and moods.
 Student-friendly
language for
target:
I can name the primary & secondary
colors. This means I can use pick
these colors out of a picture and
explain how they make me feel.
Students who can identify what they are
learning significantly outscore those
who cannot.
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Robert Marzano
Student Friendly Language
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From Graded-by-Grade Guide To Building Visual Arts
identify three-dimensional forms such as
cubes, spheres, and cones.
Student Friendly Language:
I can describe the personality of threedimensional forms that I can see, touch,
and/or smell.
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Student Friendly Terms
We are learning to…
Hey Dad! Let me
show you…
We’ll know
we’ve
achieved this
because…
A 4th Grade Standard from Science
Program of Studies to be
integrated with Art
Students will represent the path of
light as it interacts with a variety of
surfaces (reflecting, refracting,
absorbing).
So, what’s the target in this
Standard?
Students will represent the path of light as it
interacts with a variety of surfaces (reflecting,
refracting, absorbing).
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Know that light has a source
Represent the straight-line path of light
Know that we see objects because light is
reflected from the object in its path to our eyes
Create a visual model to show light that is
reflected; refracted; absorbed by an object
Let’s Practice!
Identify and describe personal preferences connected with viewing or
listening to a work of art using terminology that conveys knowledge of
the arts.
Use experiences, imagination, essential elements, and organizational
principles to achieve a desired effect when creating, presenting, and/or
performing works of art.
Describe how art from the student's community reflects the artist’s
environment and culture.
Describe how the arts serve a variety of purposes in the student's life,
community, and culture
Source: Oregon Arts Content Standards
Arts Standards:
Oregon Arts Standards
Visual Arts
5th Grade – Grade Level Learning Targets
LINE
• I can use line to create an observational and/or imaginative
drawing.
• I can use, select, and produce a variety of line types and
line qualities to create texture in a variety of artworks.
• I can produce different line types and line qualities to create
detail in an artwork.
Identifying the Learning Targets
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Are the standards primarily knowledge,
reasoning/skills or product based?
Use the Target Types/Underpinning Learning
Targets Chart to figure out what kind of learning
targets will result.
Are your targets clear with respect to what
students should learn and be able to do?
Are they in terms students will understand?
WITH Clear Targets We CAN Do the
Following…
Know
if the assessment adequately covers and samples
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.
Select
instructional activities that actually help students
achieve the target.
Remember This…
Learning targets need to be clear to all
students.
 Not all learning targets are unclear and
need to be converted into student
friendly language.
 Activities should be selected/planned
AFTER the learning targets are
established.
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