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Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
Purpose: Teaching with Effective Learning Targets and Success Criteria
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Purpose: Teaching with Effective Learning Targets and Success Criteria

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In this all-day session, we were developing a common understanding of Purpose, a dimension in our instructional framework (5 Dimensions of Teaching and Learning). We were learning that effective …

In this all-day session, we were developing a common understanding of Purpose, a dimension in our instructional framework (5 Dimensions of Teaching and Learning). We were learning that effective learning targets and success criteria are written for one lesson, linked to previous and future lessons, based on knowledge of standards and students, transferable and relevant beyond the lesson, accessible and understood by all students, embedded throughout instruction, measurable, aligned with the task and used for student self-assessment.

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  • How do we display data in an appropriate graph.We are learning to anticipate the reader’s concerns about a topic and include counterarguments in a persuasive essay.
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    • 1. Destination: Purpose Dr. Marci Shepard Teacher University 9-12: 12-2-11 K-8: 1-30-12 Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 2. ON TARGET A Picture of Our Day of Learning Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 3. ON TARGET Purpose as a GPS GPS provides up-to-the minute information about: Where you are The distance to your destination How long until you get there What to do when you make a wrong turn (Moss, Brookhart & Long, 2011) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 4. ON TARGET Purpose as a GPS But without knowing where you are going or precisely how to get there… http://www.youtube.com/watch?v=BIakZtDmMgo&feature=player_detailpage Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 5. ON TARGET Purpose as a GPS Learning targets convey the destination for the lesson: What to learn How deeply to learn it How to demonstrate their new learning Without a precise description of where they are headed, too many students are ―flying blind.‖ (Moss, Brookhart & Long, 2011) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 6. ON TARGET Gallery Walk • Read through all of the quotes on the walls. • Choose one that resonates with you and/or stretches your thinking. • Stand by the quote you chose. Share why you chose that quote with the others who selected the same quote. As a group, be prepared to share out. Experts are on the walls. I’m learning with you. Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 7. Engagement Strategies Used Today Strategy Transferability1. Gallery walk 1. Activate prior knowledge, survey the research, preview content Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 8. Mission and VisionMission: All students prepared for college, careers and life 5DsVision: All students will develop knowledge, skills and attitudes to be successfullife-long learners and engaged citizens in a diverse, global society.• Quality instruction in every classroom PLCs• Articulated, aligned curriculum and assessments across the system• 21st Century teaching, learning and leading 21st CentIn everything we do, we will:• Focus on learning, collaboration, results and continuous improvement• Ensure data-driven decisions• Provide equity of opportunities and resources• Communicate with and engage students, families, staff and communityCritical questions that guide our work:• What do students need to know?• How will we know they have learned it?• What will we do when they haven’t learned it?• What will we do when they already know it? Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 9. PLC’s: A Shift from Teaching to LearningTeaching Learning Teacher knows what needs Student can articulate the to be taught. learning target and why it is relevant and meaningful to him or her. Teacher makes Student knows the learning instructional decisions strategies to choose from and can based on strategies that describe his or her learning work for the class. progress. Teacher measures Student measures performance performance against set against his or her own progress. standard for all students. Teacher reports degree of Student articulates what s/he did student success or failure well, what s/he needs to do to students and parents. better, and what s/he will do differently next time in relation to the learning target and success criteria. Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 10. ON TARGET Why should we focus on the learning? A recent analysis of 53 research studies found that when students were clear in advance about what they were learning, their achievement was, on average, 34 percentile points higher on tests than students in control groups. (Marzano, 1998; McREL, 2000) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 11. Why should we focus on theON TARGET learning? In most cases neither teachers nor students can articulate what they are supposed to be learning that day; they can only describe the activity or assignment. There is a glaring absence of the most basic element of an effective lesson – clearly defined learning targets. Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 12. Why should we focus on theON TARGET learning? Classrooms in which there was evidence of a clear learning objective were ONLY 4% in a study of 1,500 classrooms! (Learning 24/7) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 13. ON TARGET OSD and 5D  Here‘s what.  So what?  Now what? Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 14. Engagement Strategies Used Today Strategy Transferability1. Gallery walk 1. Activate prior knowledge, survey the research, preview content2. Here’s what. So what? Now what? 2. Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 15. What do you notice and wonder about the following learning targets?Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 16. ON TARGET Learning Targets ―To write a persuasive essay about a key election issue to publish in our school Voters’ Guide.‖ ―Good readers make personal connections to help them understand what they are reading.‖ ―Understanding Acute, Obtuse, and Right Angles‖ ―What is the most justifiable interpretation of a poem? How do we know?‖ ―Survey your classmates to find out what foods we should have at our class party next week. Chart your findings.‖ Center for Educational Leadership Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 17. But wait, there’s more!ON TARGET Alignment of Target and Taskto publish in our school “To write a persuasive essay about a key election issue Voters’ Guide.” Students read statements about controversial issues and checked boxes to indicate ―Agree,‖ ―Disagree,‖ ―Need More Information.‖ “Good readers make personal connections to help them understand what they are reading.” The teacher finished up a read-aloud where she asked students to turn and talk about a time when they experienced the same feelings as the main character. Students were asked to use sticky notes to mark 3 places in their independent reading books where they made personal connections. “Understanding Acute, Obtuse, and Right Angles” Students took notes on each of the angles from a PowerPoint presentation and were given a worksheet to complete at home that asked them to label angles. For extra credit, they could use a protractor to measure the angles. “What is the most justifiable interpretation of a poem? How do we know?” The teacher had read a poem out loud to the class and asked them to turn and talk about what they thought it was about and why. After some whole-class discussion, he reviewed the different theories that emerged from the group and asked students to consider what is the most justifiable interpretation of the poem by responding to a few guiding questions. “Survey your classmates to find out what foods we should have at our class party next week. Chart your findings.” Students worked in groups (pizza, ice cream, and soda). They walked around with clipboards and interviewed each other about their food preferences. They recorded their data by filling in boxes on graph paper. Center for Educational Leadership Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 18. But wait, there’s more!ON TARGET Standards-Based ―To write a persuasive essay about a key election issue to publish in our school Voters’ Guide.‖ (11th grade, U.S. History) ―Good readers make personal connections to help them understand what they are reading.‖ (2nd grade, Language Arts) ―Understanding Acute, Obtuse, and Right Angles‖ (10th grade, Math) ―What is the most justifiable interpretation of a poem? How do we know?‖ (7th grade, Language Arts) ―Survey your classmates to find out what foods we should have at our class party next week.‖ (4th grade, Math) Center for Educational Leadership Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 19. Engagement Strategies Used Today Strategy Transferability1. Gallery walk 1. Activate prior knowledge, survey the research, preview content2. Here’s what. So what? Now what? 2.3. But wait, there’s more! 3. Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 20. Today we are developing a common understanding of the dimension of Purpose.Success Criteria (process):• Describe the central ideas of Purpose• Compare and contrast planning & instruction with Purpose in mind• Specify hope-to-sees/hope-to-hears for Purpose• Reflect and offer feedback Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 21. Engagement Strategies Used Today Strategy Transferability1. Gallery walk 1. Activate prior knowledge, survey the research, preview content2. Here’s what. So what? Now what? 2.3. But wait, there’s more! 3.4. Learning target and success criteria 4. Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 22. ON TARGET Boss-Secretary 1. Read Purpose vision statements and guiding questions 2. Get in A-B partners 3. Draw an imaginary horizontal line between Standards and Teaching Point under Guiding Questions 4. B is Boss and A is Secretary for Standards 5. A is Boss and B is Secretary for Teaching Point Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 23. Engagement Strategies Used Today Strategy Transferability1. Gallery walk 1. Activate prior knowledge, survey the research, preview content2. Here’s what. So what? Now what? 2.3. But wait, there’s more! 3.4. Learning target and success criteria 4.5. Boss-Secretary 5. Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 24. Planning and Instruction with Purpose in Mind A measurable learning target guides instructional planning ―Think of your instruction as being like a train that takes your students from one place to another. The question to be answered by an objective is, ―What are students expected to be like when they arrive at their destination?‖ Masser Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 25. ON TARGET PLANNING AND INSTRUCTION WITH PURPOSE IN MIND Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 26. Purpose: What do you hope to seeON TARGET and hear? Thinking about the critical elements you discussed and what we‘ve learned, what would you hope to see and hear if these were present in a classroom? Re-group Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 27. Engagement Strategies Used Today Strategy Transferability1. Gallery walk 1. Activate prior knowledge, survey the research, preview content2. Here’s what. So what? Now what? 2.3. But wait, there’s more! 3.4. Learning target and success criteria 4.5. Boss-Secretary 5.6. “Tracks of Our Thinking” chart 6. Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 28. ON TARGET FEEDBACK Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 29. ON TARGET Break Effective instruction requires that teachers be clear about what it is they want students to know and be able to do as a result of each lesson and about how they will gauge students‘ success. A clear purpose can guide teaching decisions, focus assessment efforts, and engage students in taking ownership for their learning. Center for Educational Leadership Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 30. I can write effective learning targets and success criteria.Success Criteria (product):My learning targets and success criteria are effective if theyare:• Written for one lesson• Linked to previous and future lessons• Based on knowledge of standards and students• Transferable and relevant beyond the lesson• Accessible and understood by all students• Embedded throughout instruction• Measurable• Aligned with the task• Used for student self-assessment Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 31. I can write effective learning targets and success criteria.Success Criteria (process):• Unpack the success criteria for what makes a learning target and success criteria effective• Revise learning targets to make them transferable• Write a learning target(s) collaboratively• Describe how learning targets can help teachers and students• Write process success criteria that teachers and students can use to measure a learning target• Describe how success criteria can help teachers and students• Self-assess where you are in meeting the learning target and the level of support you need Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 32. Having a clear, posted purpose/learning target for a lesson is not simply for the benefit of the adults coming into the classroom. The purpose/learning target should be directly tied to what we want our students to know and be able to do as a result of the lesson. Grandview School DistrictDr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 33. Unpack the Success Criteria:ON TARGET Jigsaw in Color Groups  You have been given a color  Go to the table with the corresponding color table tent  Inside that table tent is one of the success criteria and a quote  With your color group, ―unpack‖ that success criterion and prepare to share your thinking with the whole group Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 34. Unpack the Success Criteria:ON TARGET Jigsaw Share Out For one lesson ―A shared learning target unpacks a ―lesson- sized‖ amount of learning – the precise ―chunk‖ of the particular content students are to master. It describes exactly how well we expect them to demonstrate that learning.‖ (Moss, Brookhart & Long, 2011) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 35. Unpack the Success Criteria:ON TARGET Jigsaw Share Out Linked to previous and future lessons ―How teachers connect the teaching point of a given lesson to prior learning, for example, is critical for bridging students‘ understanding. … Expert observers notice whether and how teachers connect the teaching point to what students already know and are able to do.‖ (Fink and Markholt, 2011) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 36. Unpack the Success Criteria:ON TARGET Jigsaw Share Out Based on knowledge of standards and students ―How are we working backward from the standard and forward from the students?‖ (Fink in conversation, 2011) ―Are the standards high enough, reasonable, and appropriate as we look at a teacher dealing with different groups and different individuals?‖ (Saphier & Gower, 1997) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 37. ON TARGET Standard vs. Learning Target Standard: What we Learning Targets: These want students to be are statements of able to know and do at intended learning the end of any given based on the time; standards are standards. Learning provided by the state(s) targets are in kid and derived from the friendly language and National Standards. Also are specific to the can be known as lesson for the day and Performance Expectations directly connected to (PE in math), Content assessment. Standards (in science), GLE (reading, writing, social studies…) Tacoma School District Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 38. Unpack the Success Criteria:ON TARGET Jigsaw Share Out Accessible and understood by all students Sharing learning targets does not mean merely writing the objective on the board or telling students what the objective is in a sentence or two. Most students will, of course, be able to repeat back to the teacher what she said the objective was, and that can be somewhat useful. What we mean by sharing learning targets and criteria for success, however, is that students comprehend what those objectives mean. For example, a reading objective might be that students can identify the main idea in passages of a certain type and level. What we want is more than students being able to say "identify main idea." We want students to understand that they will learn how to get a better grasp on the meaning of what they read, why that should be a goal for them, and what it feels like to do that. For the student, this means both understanding the learning goal and knowing what good work on the assignment looks like. Its not a goal if the student cant envision it. (Moss & Brookhart, 2009) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 39. Unpack the Success Criteria:ON TARGET Jigsaw Share Out Embedded throughout instruction ―The teaching point can be observed in various ways and focuses on what students are expected to know and be able to do. Perhaps the simplest and most direct communication can be observed when teachers write the teaching point or objective for the lesson on the board or state it explicitly for students. However, as our expert panel was quick to point out, observers may find evidence of the teaching point of a lesson in the ways effective teachers, for example, ‗target questions to lesson objectives‘ (Stronge, 2002, p.76) or how the teacher talks with students about the expectations for learning or the relevance of what is to be learned.‖ (Fink and Markholt, 2011) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 40. Unpack the Success Criteria:ON TARGET Jigsaw Share Out Measurable ―We know that students‘ chances of success grow markedly when they start their learning with a clear sense of where they are headed and when they play a role in tracking and communicating about their own progress along the way. Teachers help them succeed, therefore, by providing an understandable vision of success (success criteria) with examples of what success will look like when they get there.‖ (Chappuis, Stiggins, Arter and Chappuis, 2005) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 41. Unpack the Success Criteria:ON TARGET Jigsaw Share Out Aligned with the task ―The single most important method for routinely sharing learning targets is using assignments that match—really match—the learning goal. It is in the assignment that the teacher translates the learning goal into action for the student. The student will strive to do the assignment, not the abstract goal. When we say an assignment or activity must "embody" the learning goal, we mean that the assignment or activity is such a close match with the goal that the student would be able to think, ‗If I can do [this assignment], then I can do [the learning objective].‘‖ & Brookhart, 2009) (Moss Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 42. Unpack the Success Criteria:ON TARGET Jigsaw Share Out Used for student self-assessment ―Do we want classrooms full of empowered, self-regulated, highly motivated, and intentional learners? If we do, then it is time to own the obstacles that educators create by withholding the very information that would empower learners. Students cannot regulate learning, use thoughtful reasoning processes, set meaningful goals, or assess the quality of their own work unless they understand what success looks like in today‘s lesson.‖ (Moss, Brookhart & Long, 2011) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 43. Engagement Strategies Used Today Strategy Transferability1. Gallery walk 1. Activate prior knowledge, survey the research, preview content2. Here’s what. So what? Now what? 2.3. But wait, there’s more! 3.4. Learning target and success criteria 4.5. Boss-Secretary 5.6. “Tracks of Our Thinking” chart 6.7. Jigsaw color groups 7. Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 44. Unpack the Success Criteria:ON TARGET • For one lesson • Linked to previous and future lessons • Based on knowledge of standards and students • Transferable and relevant beyond the lesson • Accessible and understood by all students • Embedded throughout instruction • Measurable • Aligned with the task • Used for student self-assessment (Moss, Brookhart & Long, 2011) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 45. Unpack the Success Criteria:ON TARGET • For one lesson • Linked to previous and future lessons • Based on knowledge of standards and students • Transferable and relevant beyond the lesson • Accessible and understood by all students • Embedded throughout instruction • Measurable • Aligned with the task • Used for student self-assessment (Moss, Brookhart & Long, 2011) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 46. Unpack the Success Criteria:ON TARGET Transferable and relevant beyond the lesson ―Transferability can be explored at various levels, including transfer from one set of concepts to any other, one school subject to another, one year of school to another, and across school and everyday non-school activities.‖ (Bransford, Brown & Cocking, 2000) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 47. Muddling the learning target with theON TARGET context Muddled learning targets lead to:  Focusing on the work instead of the learning  Mismatched activities that don‘t fulfill the learning target  Awkward success criteria (Clarke, 2005) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 48. Muddling the learning target with theON TARGET context “To understand the effect of banana production on the banana producers” What are students likely to focus on? What is the teacher likely to focus on? “To understand the effect of banana production on the banana producers” By separating the learning target explicitly from its context, students are able to see the connections: that learning targets can often be applied to a number of different contexts. (Clarke, 2005) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 49. Turn & Talk: How does removing the context from theseON TARGET learning target statements make them transferable? Learning Targets Needing Revision Revised Learning Targets To write one body I can use data and paragraph convincing counterarguments to the principal to allow strengthen a position a longer time for lunch in a persuasive essay To analyze the use of I can explain how the similes in Eve use of a literary Bunting‘s Riding the device shapes the Tiger theme in a story Revised from Center for Educational Leadership and Grandview School District Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 50. Engagement Strategies Used Today Strategy Transferability1. Gallery walk 1. Activate prior knowledge, survey the research, preview content2. Here’s what. So what? Now what? 2.3. But wait, there’s more! 3.4. Learning target and success criteria 4.5. Boss-Secretary 5.6. “Tracks of Our Thinking” chart 6.7. Jigsaw color groups 7.8. Turn and talk 8. Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 51. Separate the learning target from theON TARGET activity. By separating the learning target from the activity, students can apply the skill or concept in a number of different contexts. This transferability is critical to student learning. Center for Educational Leadership and Grandview School District Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 52. ON TARGET Revise one of the following learning targets so it is transferable. How do we organize the class data on number of hours spent on homework into a graph? How do we display data in an appropriate graph? We are learning to include counterarguments in the essay to be more convincing about the need for gun control. We are learning to anticipate the reader‘s concerns about a topic and include counter arguments in a persuasive essay. Readers use visualization to picture the setting in chapter 1 of Tuck Everlasting by Natalie Babbitt. Use sensory images to begin to build the world of the story early in a book. Center for Educational Leadership and Grandview School District Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 53. Muddling the learning target with theON TARGET context Muddled learning targets lead to:  Focusing on the work instead of the learning  Mismatched activities that don‘t fulfill the learning target  Awkward success criteria (Clarke, 2005) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 54. ON TARGET Write a Learning Target Target Resources:  Different kinds of targets  Bloom’s Taxonomy verbs Standard  Verbs/phrases & Unit that turn into success criteria Life Relevancy Today I can/will… Today we are learning to… Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 55. Circle of Viewpoints How does a learning target help you?Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 56. ON TARGET In what ways might a learning target be helpful to… Teachers Students Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 57. Engagement Strategies Used Today Strategy Transferability1. Gallery walk 1. Activate prior knowledge, survey the research, preview content2. Here’s what. So what? Now what? 2.3. But wait, there’s more! 3.4. Learning target and success criteria 4.5. Boss-Secretary 5.6. “Tracks of Our Thinking” chart 6.7. Jigsaw color groups 7.8. Turn and talk 8.9. Circle of viewpoints 9. Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 58. ON TARGET SUCCESS CRITERIA A learning target in and of itself can look measurable, but unless you explicitly spell out how it is measured, then it isn‘t a measurable learning target. Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 59. ON TARGET Success Criteria ―A crucial role that assessment can play in promoting learning, therefore, is to help students understand the learning intentions that the teacher has for them and what counts as success.‖ (Wiliam, 2006) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 60. ON TARGET Success Criteria Verbs that allow us to measure student success and allow access for ALL students: Analyze, build, classify, design, investigate, prove, ask questions to clarify, press others to explain or justify, translate, graph, use evidence from the text, use, estimate, represent, visualize, make inferences, list, wonder, model, connect, compare, describe … Center for Educational Leadership and Grandview School District Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 61. ON TARGET Success Criteria Think of success criteria as the process of ―making sense‖ and ―figuring out‖. When children are engaged in the kinds of ―verbs‖ on the list, it is virtually impossible for them to be passive observers. Center for Educational Leadership and Grandview School District Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 62. Write your own process success criteria thatON TARGET students and teachers can use to measure a learning target. Resources: Tips to Try:  Bloom‘s Taxonomy Participate in lesson as verbs learners  Verbs/phrases that Reflect on the thinking, turn into success reasoning and actions you did criteria in order to ―do the work.‖ Identify work using verbs that allow for multiple entries, effort, and measures success List success criteria Center for Educational Leadership and Grandview School District Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 63. ON TARGET Displaying Success Criteria o Posted with the learning target initially o Gathered one-by-one as the task is being taught, explored or modeled o Student-generated after modeling and guided practice but before group or independent practice (“So what did we do first? Second?...”) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 64. Circle of Viewpoints How does success criteria help you?Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 65. ON TARGET In what ways might success criteria be helpful to… Teachers Students Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 66. ON TARGET Self-Assessment I do it (independently) What level of support do you need to meet today‘s learning We do it target? (with the support of colleagues) You do it (explain and model) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 67. Engagement Strategies Used Today Strategy Transferability1. Gallery walk 1. Activate prior knowledge, survey the research, preview content2. Here’s what. So what? Now what? 2.3. But wait, there’s more! 3.4. Learning target and success criteria 4.5. Boss-Secretary 5.6. “Tracks of Our Thinking” Chart 6.7. Jigsaw color groups 7.8. Turn and talk 8.9. Circle of viewpoints 9.10. Self-assess on a learning target 10. Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 68. ON TARGET Goal Setting Considering the ―standards‖ and your knowledge of yourself as a learner, write a personal learning target with success criteria for using ―Purpose‖ in your own planning and instruction. Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 69. Engagement Strategies Used Today Strategy Transferability1. Gallery walk 1. Activate prior knowledge, survey the research, preview content2. Here’s what. So what? Now what? 2.3. But wait, there’s more! 3.4. Learning target and success criteria 4.5. Boss-Secretary 5.6. “Tracks of Our Thinking” Chart 6.7. Jigsaw color groups 7.8. Turn and talk 8.9. Circle of viewpoints 9.10. Self-assess on a learning target 10.11. Write a personal learning target 11. Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 70. ON TARGET Any other feedback… FEEDBACK Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012
    • 71. ON TARGET In an article published over 35 years Destination: Purpose ago, Mary Alice White (1971) wrote: ―The analogy that might make the student‘s view more comprehensible to adults is to imagine oneself on a ship sailing across an unknown sea, to an unknown destination. An adult would be desperate to know where he/she is going. But a child only knows he is going to school…The chart is neither available nor understandable to him/her…The daily chores, the demands, the inspections, become the reality, not the voyage, nor the destination.‖ (White, 1971) Dr. Marci Shepard  Orting School District  Teaching, Learning & Assessment  January 2012

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