Transcript Network for New Science/Math Teachers

Network for New
Science/Math
Teachers
June 1, 2010
Meeting 6
Lexington, KY
University of Kentucky
Partnership Institute for Math & Science Education Reform
Kentucky Department of Education
Welcome!
Help yourself to some refreshments and networking
Meeting 5 Review
Balanced Assessment:
Learning Targets
Roadmap for Today
Instructional
Strategies
Learning
Targets
Deconstructing
Standards
Review
&
Preview
But First…..Let’s Play a Game!
A Little Housekeeping
Next Year Update
• Meeting Dates
– Aug 30, Sept 27, Oct 25, Nov 29,
Dec 13, Jan 31
• Make Up Dates
– Feb 28 and Mar 28
• Funding questions should be
directed to Michael Dailey at
[email protected]
Classroom Instruction That Works
LEADERSHIP
Variables
Teacher
Instructional Strategies
Classroom Management
Curriculum Design
Student
Home Environment
Learned Intelligence and Background Knowledge
Student Motivation
LEADERSHIP
What Works in Schools, Robert J. Marzano
LEADERSHIP
LEADERSHIP
School
Guaranteed and Viable Curriculum
Challenging Goals and Effective Feedback
Parent and Community Involvement
Safe and Orderly Environment
Collegiality and Professionalism
Classroom Assessment for Student
Learning (CASL)
• Learning Goal
– To deepen understanding
of Classroom Assessment
for Learning.
• Learning Targets
– I can identify the 4 types of
learning targets.
– I can describe the process
of deconstructing
standards.
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
Black and Wilam, 1998
ACCURACY
PURPOSE
EFFECTIVE USE
EFFECTIVE
COMMUNICATION
DESIGN
STUDENT
INVOLVEMENT
TARGET
Keys to Quality Assessment
CASL, 2004
Learning/Achievement Targets
Statements of what
we want students to
learn and be able to
do.
Learning Targets
• Knowledge
• Reasoning
• Performance/
skills
• Products
Adapted from Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004
Knowledge Targets
Mastery of substantive
subject content where
mastery includes both
knowing and
understanding it.
Reasoning Targets
The ability to use
knowledge and
understanding to
figure things out
and to solve
problems.
Performance/Skill Targets
The development of
proficiency in doing
something where
the process is most
important.
Product Targets
The ability to create
tangible products
that meet certain
standards of quality
and present
concrete evidence
of academic
proficiency.
What type of target is it?
• Working in groups of 2, sort the targets
into the type of target each is:
Knowledge
Reasoning
Skill
Product
• How did you decide where to place each
target?
• Do not use your verb sheet at this time.
Let’s Look at an Example
I can apply the Pythagorean Theorem
– Is this clear to students? Why or why not?
– Would this target help students that were struggling?
– Do you think that students would know what this
learning target means?
– Would a student be able to self-assess with this
target? Would they know when they “hit” the target?
– How could this target be improved to help students
walk away with the intended learning?
What separates a good target from
a poor one?
• Examine each target and sort into 2 piles:
good and not so good
• Look more closely at the ‘good’ pile: What
characteristics do good targets have?
– Place each characteristic on a post-it
• Join with another pair and compare post
its.
• What criteria would you use to determine if
a target was a quality target?
But where do I get learning
targets?
• The Standards!
– Are these clear as is to teachers? To
students?
– Most standards contain many learning targets
therefore the standards need to be
“unpacked” or deconstructed into their
appropriate knowledge, reasoning, skill and
product targets.
FIRST GRADE
Standard/Benchmark:
Produce writing to communicate with different audiences for a variety of
purposes.
Type:
Knowledge
Reasoning
Skill
Product
Learning Targets:
What are the knowledge, reasoning, skill, or product targets underpinning the standard?
Knowledge
Targets
Reasoning
Targets
Skill
Targets
Product
Targets
Hold a pencil correctly
Know what a
sentence is
Distinguish the uses or
meanings of a
variety of words
Understand concept
(word choice)
of word choice
Print letters correctly
according to DN methods
Space words
Use lines and margins
correctly
Write sentences
with varied
beginnings.
Stretch out sounds in words
to create a temporary
spelling of the word
Stiggins, et al 2004
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?
Stiggins, et al 2004
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)
Stiggins, et al 2004
Weak and Strong Models
• Examine the weak deconstruction model
– Would this be of benefit to teachers?
– How would this impact student learning?
• Examine the strong model
– Would this be of benefit to teachers?
– How would this impact student learning?
– For each target listed, identify where it would fit in the
standards.
• Are all targets explicitly stated in the standards? Why or why
not?
• What should you be thinking about when deconstructing?
Let’s Do a Think Aloud
• Examine the standards given.
• Think about what knowledge, skills, reasoning,
or products students will need in order to meet
that standard.
• Start with the skills column, then move to
understanding, and lastly to core content.
• Do not think of how you will teach the standard
or how you will assess it, ONLY about what
students will need to know and be able to do.
• Let’s do this together!
Working within a group of 3
• Using the standards you have been given,
deconstruct into K, R, S, and P targets.
• Refer back to your verb sheet to help you
categorize and the strong model as an
example.
• When finished, join another trio and
compare your work.
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
Year in Review
Whole Group Information
• Teaching Reading in Math or Science
• Vocabulary Strategies: Frayer Model, Concept Mapping,
Talk-A-Mile-A-Minute, What’s My Word/Number?
• Characteristics of High Quality Teaching and Learning
– Learning Climate
• Classroom Assessment for Student Learning
– Why formative assessment?
– Of vs For
– Learning Targets
– Deconstruction
• Formative Assessment Strategies
• Ways to share information:
– Talking Partners, Gallery Walk, Carousel Walk, Jigsaw
reading/group work, Think-Pair-Share
• Questioning Strategies —Think Trix & Thinking Questions
• Instructional Strategies
• Games and Reflective strategies
Year 2---Preview
• Continue with content breakouts
• Will focus whole group on…
– Instructional Strategies —Classroom
Instruction That Works and The Strategic
Teacher
– Balanced Assessment —Continue working
with CASL and deepening understanding of
formative assessment
For Next Time
• Our next meeting
will be: Aug 30
• Have a great
summer!