Title: Deconstructing Standards into Achievable Learning Targets
1Deconstructing Standards into Achievable Learning
Targets
2Setting 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. - Lets work together to abide by our Group Norms.
3Group 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
4Developing Student-Friendly Learning Targets from
Standards
- Modified from presentations by Mary Rudd,
Stephanie Hatfield, Debra Cornett and Rina Gratz
5Points 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?
6Some of us felt like this man
7Some of us felt like this
8Or maybe like this !
9But, by the end of the day.
10Leadership 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.
11Content Leadership Network Goal
- Ensure that every participant has a clear
understanding of how to - translate Kentuckys 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.
12Welcome Back to KLA/Administrators Leadership
Network !!
- Lets 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
13T-Chart Time!
14Deconstructing Standards into Achievable Learning
Targets
15Learning 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. -
16Why 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
17Handout Talking Points about Learning Targets
- Read and discuss these key points, Number 3,4,5
and 6, from the handout with your tablemates.
18Turn to Page 59 of your Stiggins Assessment
Balance and Quality
- Highlight the first sentence under the section,
Deconstruct Standards
19An 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
20The 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
21- Standards give the teacher a destination.
Learning targets are the route students take to
reach that destination.
22Without Clear Targets We Cant Do Any of the
Following
- Know if the assessment adequately measures what
we taught. - Correctly identify what students know and dont
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.
23What Are Learning Targets?
- Any achievement expectations we hold for
students. - Statements of what we want students to learn and
be able to do.
24Standard vs. Learning Target
- Immediate (short term)
- Measurable, assessable and achievable
- Teacher-generated
- ?
- ?
- ?
- General
- Written in technical language (designed for
adults) - Not flexible
- ?
- ?
- ?
- guide instruction
- expectations, desirable outcomes
- ?
- ?
- ?
25Standard vs. Learning Target
- Student friendly
- Isolated piece of standard
- Immediate (short term)
- Language that students understand
- Stepping stone toward meeting the standard
- Smaller parts
- Measurable, assessable and achievable
- More flexible (change over time)
- Teacher-generated
- Personalized
- Expectations
- General
- Long term
- Whole, rather than in pieces
- Written in technical language (designed for
adults) - Context for the learning targets
- Expectations
- Not flexible
- Universal-everybody tries to meet
- Measurable, assessable and achievable
- Measurable, assessable and achievable
- guide instruction
- about learning
- expectations, desirable outcomes
- element of time involved
26Learning Targets/Objectives Are
Statements of what we want students to learn or
know or understand and be able to do.
27- Social Studies
- Map Skills
- Page 152 in the book
- Going on a trip around the world
-
Subject
Topic
Assignment
Activity
Learning Target
28Which 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.
29- Without the learning intention, children are
merely victims of the teachers whim. - The sharing of learning intentions is, however,
more complex than simply repeating what is in the
teachers plan. - Shirley Clarke in Unlocking Formative Assessment
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31Which 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.
32- 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 todays learning (daily learning
- target).
334 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.
34T-Chart Time!
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39Learning target example Students will
understand measures of central tendency and will
be able to calculate mean, median and mode.
40- 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
41 Describe and list responsibilities of citizens
living in a democracy
Know the definition of responsibilities
Know description of Democracy
Describe and list duties of citizens living in a
democracy
Know the definition of duties
Describe the difference between responsibilities
of a citizen vs. a non-citizen living in the
United States.
Describe the difference between responsibilities
and duties.
Compare rights vs. responsibilities
Analyze the pros and cons of how a citizens
responsibilities and duties impact the US
governments ability to function as a democracy
Describe the difference between the duties of a
citizen vs. a non-citizen living in the United
States.
42A Mathematics Example
Subject
- Math
- Decimals
- Page 11 in the book
- Going on a decimal hunt
- I can read decimals and put them in order
Topic
Assignment
Activity
Learning Target
43Clear learning target or an activity ?
- Complete Exercise 2.1 with your elbow partner
- Come to agreement with your table team
44Clear 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
45Clear 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
46Clear 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
47Handout Talking Points about Learning Targets
- Read and discuss the handouts key points found
in Numbers 1-2, 7-11 with your tablemates.
48Continue 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 - What value is added to the standards-based plan
by the inclusion of the learning target? - What differences do you see between the two plans
and why is it significant? - Compare and evaluate the assessment strategies of
the two plans.
49The process of instructional planning
- Traditional
- Select topic
- Design instructional activities
- Design and give an assessment
- Give grade or feedback
- Move onto new topic
50Standards Based Model
- Design an assessment congruent to the standards
and learning targets on which students will
demonstrate their
- Select the standard that students need to
know - Unpack the standards
- Design congruent daily learning targets
- learning
51Standards Based Model
- Use data from assessments to give feedback,
re-teach or move to next level
- Design congruent formative assessments
- Plan congruent instructional strategies to
assure that each student has appropriate learning
opportunities
52T-Chart Time!
53Classifying Targets
54- Turn to pages 115 117 in your Stiggins book
- Take a few minutes to become familiar with key
words in types of targets
55Kinds of Learning Targets-
- Knowledge Learning Targets
- Stated using verbs such as list, name, define,
identify and explain.
56Learning Targets-Knowledge (cont.)
- Master factual and procedural knowledge
- Recognize patterns
- Explain the amendment process
- List characteristics of U.S. citizenship
Examples
57Kinds of Learning Targets-Reasoning/Thinking
- Includes mental processes such as
- predicts infers
- classifies compares
- summarizes analyzes
- evaluates generalizes
- hypothesizes concludes
58 Learning Targets-Skill/Performance
- Reads aloud with fluency and expression
- Participates in civics discussion with the goal
of solving current problems - Uses simple tools to gather data
Examples
59Learning Targets- Product
- Product Learning Targets
- Writing samples
- Projects
- Artistic products
- Research reports
- Science exhibits
60Learning Targets- Product
Examples
- Constructs bar graphs
- Constructs physical models of objects
- Creates a news article related to a historical
time period.
61Standards and Targets Underpinning the Standards
Product
Skill/Performance
Reasoning
Knowledge
62Types 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
63Handout Exercise 3.3 Read the learning
targets. Classify each target collaboratively
with your elbow partner
64What 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
65Clear 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.
66T-Chart Time!
67Handouts Talking Points about
Learning Targets
- .
- Template Content Networks are Using
- Standard Progression
68First, Classify a Standard
- Work collaboratively with a tablemate to come
agreement on the standards classification - Discuss with all your tablemates and come to
consensus on the classification - Write the standards classification on the
template
69Lets Practice
- Form groups of 3-4 at your table
- From the Progression Handout, pull out Standard 4
for 7th 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
70Lets 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.
71All KLA/Administrators Leadership Network
Members, please close your power point handout.
72Deconstruct the Standard Students will drive a
car with skill
Knowledge Reasoning Skill or
Performance Product
73Handout Driving a Car templatePlease
record your drive a car with skill learning
targets in the template.
74Self Assess using the Power point slide
informationTurn to pages 120-121 in your
Stiggins book
75Creating 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?
76Driving 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)
77Student Friendly Terms
I am learning to
Let me show you how I can
78WALT and WILT
One way to think about writing student-friendly
learning objectives
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80MATHEMATICS
- 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.
81MATHEMATICS
- 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. -
82SOCIAL 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 United States Constitution are
still significant today.
83SOCIAL 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.
84Implications 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
85Implications 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
86Next Steps and Future Learning for KLA
- Dont 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
87Learning 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. -
88An 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
89Final 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.
90T-Chart Time!