Transcript Deconstructing Standards into Achievable Learning Targets

Deconstructing Standards
into Achievable Learning
Targets
For more info, contact Karen Kidwell at
[email protected]
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:
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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.
A Mathematics Example
Subject
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Math
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Decimals
Topic
Assignment
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Page 152 in the book
Activity
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Going on a decimal hunt
Read decimals and put them in order
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 capabilities must they
acquire, if any?
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)
“By setting out clearly in their own minds
what they wanted the students to learn,
the teachers would be in a position to
find out what the ‘gap’ was between the
state of students’ current learning and
the learning goal and to be able to
monitor that ‘gap’ as it closed.”
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Assessment for Learning: putting it into practice
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 has the greatest impact on children’s
understanding of the task and their progress if it includes success
criteria as well as the learning intention itself…”
“Teachers need to separate the task instructions clearly from the
learning intention and success criteria, or children can begin their
work without knowing clearly the difference between what you want
them to do and what you want them to learn.”
The learning intention “needs to be the main focus of feedback.”
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Shirley Clarke in Unlocking Formative Assessment
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.
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 K-3 Deconstruction
“Observe and describe properties of
material objects”
Student Friendly Language:
I can describe the physical properties of
objects 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…
“Any student who leaves school still needing
their teacher to tell them that they’ve done
well has not yet learned to hit the target.
They’ve not yet learned to recognize good
thinking.”
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Rick Stiggins
Tips for Deconstructing Standards
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Read the “Big Idea” and Enduring Understanding
for the selected section of POS to provide overall
context.
Start with POS Skills/Concepts statement.
Don’t over analyze each statement.
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Select “main” category that best fits the entire statement.
Determine knowledge/reasoning/skills needed that
are not explicitly stated.
Do the same with the related CCA statement.
Deconstruct further (i.e., knowledge, skills, product,
etc.) as needed.
A 4th Grade Standard from Science
Program of Studies
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
Describe light that is reflected; refracted; absorbed by
an object
Let’s Practice!
SC-7-STM-U-2
Students will understand that there are only 92 naturally occurring
elements and all matter is made of some combination of them
(compounds).
SC-7-STM-S-2
Students will distinguish between elements and compounds and classify
them according to their properties.
SC-07-1.1.1
Students will:
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classify substances according to their chemical/reactive properties;
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infer real life applications for substances based on chemical/reactive properties.
In chemical reactions, the total mass is conserved. Substances are often classified into
groups if they react in similar ways. The patterns which allow classification can be
used to infer or understand real life applications for those substances.
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?
Group Debrief
How did the process
feel?
What is the value of
going through this
process?
What support materials
are needed to facilitate the
process?
D
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.
Keep track of student learning target by target or
standard by standard.
Complete a standards-based report card.
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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