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Science Break Out Session

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Title: Deconstructing Standards Author: Queen Bee Last modified by: Jennings, Vonda Created Date: 1/15/2009 2:00:34 AM Document presentation format – PowerPoint PPT presentation

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Title: Science Break Out Session


1
Science Break Out Session
  • February 2009
  • New Teacher Support
  • PIMSER
  • Lexington, KY

2
Characteristics of High Quality Teaching and
Learning
  • Knowledge of Content
  • Instructional Rigor and Student Engagement
  • Instructional Relevance
  • Learning Climate
  • Informative Assessment and Reflection

3
Criteria
  • Rigor
  • Standards Based
  • Higher Level Thinking
  • Real World Connection
  • Challenging, yet obtainable
  • Inquiry based tasks
  • Student Engagement
  • Meaningful and relevant to the student
  • Authentic (has value outside of school)
  • Designed to maximize enjoyment while mastering
    content (variety to choice)

4
Examples of Rigor
  • Open Ended Questions
  • Student Friendly Learning Targets
  • Plan With The End In MindBackward Design Model
  • Learning Experiences Are Designed And Sequenced
    To Learning Targets
  • Real World Application
  • Challenging, Yet Obtainable

5
Higher Order Questioning
  • Indicator of rigorboth on formal assessment and
    normal classroom discourse.
  • Promote deeper thinking about concepts that
    extends beyond the level of recall.
  • This means that the learning expectation for
    every CCA standard is that students have
    knowledge of that content to (at least) the level
    of application or basic reasoning.
  • How often do you ask students to think at those
    levels?

Lets Examine Your Assessments!
6
When choosing instructional approaches, think
about what is needed for learning, not just what
is comfortable for teaching. -Wiggins and
McTighe, Understanding by Design, pg. 242
7
How do I help students organize their learning?
8
Combination Notes
Regular Notes
Symbols, Pictures, Or graphic
Summary
9
Deconstructing Standards
10
Learning Targets
  • I can describe and identify the 4 types of
    learning targets
  • I can compare and contrast strong and weak models
    of deconstructed standards
  • I can practice deconstructing state standards

11
Whats the Target?
12
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16
Learning/Achievement Targets
Statements of what we want students to learn and
be able to do.
17
Teachers who truly understand what they want
their students to accomplish will almost surely
be more instructionally successful than teachers
whose understanding of hoped-for student
accomplishments are murky. -W. James Popham
18
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19
Are the student learning targets stated and easy
to find? Are the student learning targets
focusedare there too many? Are they clear? Are
they appropriate? Do the stated learning targets
reflect a bigger plan to cover all important
learning targets over time?
CLEAR TARGETS Assess what? What are the learning
targets? Are they clear? Are they good?
20
Educators Students must be able to answer
  • Where am I going?
  • Where am I now?
  • How can I close the gap?
  • How will I know Im getting there?
  • How can I keep it going?

21
Is this a Target?
  • What do you think?
  • Complete a senior project
  • Build a bird Feeder
  • Use a band saw safely
  • Analyze a lab report
  • Construct a diorama

22
An Example
  • Science
  • Chemistry
  • Page 152 in the book
  • Mystery Powders Lab
  • Observe chemical interactions in order to
    identify materials

Subject
Topic
Assignment
Activity
Learning Target
23
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24
The single most common barrier to sound classroom
assessment is the teachers lack of vision of
appropriate achievement targets within the
subjects they are supposed to teach. Rick
Stiggins
25
Learning Targets
  • Knowledge
  • Reasoning
  • Performance/ skills
  • Products

26
Knowledge Targets
  • Mastery of substantive subject content where
    mastery includes both knowing and understanding
    it.

27
Knowledge Examples
  • Identify metaphors and similes
  • Read and write quadratic equations
  • Describe the function of a cell membrane
  • Know the multiplication tables
  • Explain the effects of an acid on a base

28
Reasoning Targets
  • The ability to use knowledge and understanding to
    figure things out and to solve problems.

29
Reasoning Examples
  • Use statistical methods to describe, analyze,
    evaluate, and make decisions.
  • Make a prediction based on evidence.
  • Examine data/results and propose a meaningful
    interpretation.
  • Distinguish between historical fact and opinion.

30
Performance/Skill Targets
  • The development of proficiency in doing something
    where the process is most important.

31
Performance/Skill Examples
  • Measure mass in metric and SI units
  • Use simple equipment and tools to gather data
  • Read aloud with fluency and expression
  • Participates in civic discussions with the aim of
    solving current problems
  • Dribbles to keep the ball away from an opponent

32
Product Targets
  • The ability to create tangible products that meet
    certain standards of quality and present concrete
    evidence of academic proficiency.

33
Product Examples
  • Construct a bar graph
  • Develop a personal health-related fitness plan
  • Construct a physical model of an object
  • Write a term paper to support a thesis

34
Clear Targets
  • Clear targets help us
  • Recognize if the formative assessment adequately
    covers and samples what we taught.
  • Correctly identify what students know/dont know,
    and their level of achievement.
  • Plan the next steps in instruction.
  • Give meaningful descriptive feedback to students.

35
Clear Targets (continued)
  • 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.

36
Classifying Learning Targets
  • Lay out the four learning target category
    cardsKnowledge, Reasoning, Performance/Skill,
    and Productin a row in that order.
  • Sort the learning target example cards according
    to which kind of learning target it is. Lay
    these cards in columns under the appropriate
    category.
  • When you have finished, walk around and look at
    what other groups have done.

37
Classifying Learning Targets
  • What were some considerations for how you
    classified the samples you had?
  • Is it always clear how to classify a statement
    from the standards? Why or why not?

38
QUESTION
  • What is the difference between a
  • STANDARD
  • and a
  • TARGET?

39
An Example
  • STANDARD An excellent golf swing
  • TARGETS
  • Proper placement for feet (stance)
  • Proper grip while maintaining stance
  • Swing A, B, C (3-parts to swing)
  • ACTIVITIES
  • Watch videos of great golfers and imitate their
    stance

When should these be added and/or developed?
40
  • 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.
  • --Assessment for Learning Putting it into
    Practice

41
Deconstructing Standards Into Learning Targets
42
Students who can identify what they are learning
significantly outscore those who cannot. Robert
J. Marzano
43
Are the Standards Clear?
  • Can your content standards stand alone and be
    used as learning targets or do they need to be
    deconstructed or unpacked?
  • Deconstruction involves taking a standard and
    breaking it down into manageable learning
    targetsKnowledge, Reasoning, Performance/skills,
    and/or Productsso that students and teachers can
    accurately identify what students should know and
    be able to do.

44
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
Skill Targets
Reasoning Targets
Product Targets
Know what a sentence is Understand concept of
word choice
Distinguish the uses or meanings of a variety of
words (word choice)
Hold a pencil correctly Print letters correctly
according to DN methods Space words Use lines
and margins correctly Stretch out sounds in
words to create a temporary spelling of the word
Write sentences with varied beginnings.
45
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?

46
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)

47
Deconstruction Models
  • Find a partner
  • Look at the STRONG example
  • How would this help teachers?
  • How would this impact student learning?
  • Look at the WEAK example
  • Would this be beneficial to teachers?
  • In order to deconstruct effectively what
    skills/knowledge are needed?

48
Practicing Deconstructing Standards
  • Working with a partner, use the standards
    provided to deconstruct.
  • 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 last 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.

49
Group Debrief
D
  • How did the process feel?
  • What is the value of going through this process?
  • What support materials are needed to facilitate
    the process?

50
Without Clear Targets We Cant Do Any of the
Following
  • Know if the assessment adequately covers and
    samples 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.

51
For Next Month
  • Bring a selection of standards that you will be
    teaching next.
  • Not just core content, but skills and
    understandings as well
  • We will begin to deconstruct those standards.
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