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Clear Learning Targets

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Clear Learning Targets * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Classifying Learning Targets Lay out the four learning target category ... – PowerPoint PPT presentation

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Title: Clear Learning Targets


1
Clear Learning Targets
2
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

3
Students who can identify what they are learning
significantly outscore those who cannot.Robert
J. Marzano
4
Clear Learning Targets
  • Individually, draw the front of a penny.
  • Include as many details as you can without
    looking at one.
  • Do not compare with a partner until instructed.

5
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6
Whats the Target?
7
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11
Learning/Achievement Targets
Statements of what we want students to learn and
be able to do.
12
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
13
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14
How do Learning Targets connect to our assessment
practices?
15
ACCURACY
EFFECTIVE USE
PURPOSE
STUDENT INVOLVEMENT
TARGET
16
The Challenge.
  • How can we use assessments to help the student
    believe that the target is within reach?

17
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?
18
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?

19
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

20
A Mathematics Example
Subject
  • Math
  • Decimals
  • Page 152 in the book
  • Going on a decimal hunt
  • Read decimals and put them in order

Topic
Assignment
Activity
Learning Target
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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
23
Learning Targets
  • Knowledge
  • Reasoning
  • Performance/ skills
  • Products

24
Knowledge Targets
  • Mastery of substantive subject content where
    mastery includes both knowing and understanding
    it.

25
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

26
Reasoning Targets
  • The ability to use knowledge and understanding to
    figure things out and to solve problems.

27
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.

28
Performance/Skill Targets
  • The development of proficiency in doing something
    where the process is most important.

29
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

30
Product Targets
  • The ability to create tangible products that meet
    certain standards of quality and present concrete
    evidence of academic proficiency.

31
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

32
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.

33
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.

34
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.

35
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?

36
QUESTION
  • What is the difference between a
  • STANDARD
  • and a
  • TARGET?

37
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?
38
  • 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

39
Deconstructing Standards
40
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.

41
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.
42
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?

43
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)

44
Practicing Deconstructing Standards
  • Find a partner
  • Look at the STRONG example
  • How would this help teachers?
  • How would this impact student learning?
  • Look the WEAK example
  • Would this be beneficial to teachers?
  • In order to deconstruct effectively, what
    skills/knowledge are needed?

45
Lets 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.
  • Lets do this together!

46
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47
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.

48
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?

49
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.
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