Learning Targets


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  • From Administrative book study
  • After reading the cooking example on pages 24-25, I thought it might be fun to relate the idea of learning targets to things in their “life” away from school. If this is dorky, we can take it out.
  • Learning Targets

    1. 1. Learning Targets October 1, 2010 <ul><li>Welcome </li></ul><ul><li>Please sign-in </li></ul>
    2. 2. Today’s Learning Targets <ul><ul><li>Identify the essential components of clear learning targets and develop a common understanding of how to write targets. </li></ul></ul><ul><ul><li>Know how learning targets differ from goals or standards, and be able to translate standards into targets for Math Expressions lessons. </li></ul></ul>
    3. 3. Learning Target <ul><li>A Learning Target is a specific goal of what students should know. It is a clear conception of the end point that teachers and students know and understand. </li></ul>
    4. 4. Characteristics of Clear Learning Targets <ul><li>Linked to adopted curriculum and state standards </li></ul><ul><li>Usually include both declarative (“I know...”) and procedural (“I can…”) knowledge </li></ul><ul><li>Measurable and tied directly to classroom assessment </li></ul><ul><li>Specific, meaning daily, or at most for a few days. (examples later) </li></ul><ul><li>In student friendly language </li></ul><ul><li>Describe the Cognitive Demand, or Depth of Knowledge of the standard </li></ul><ul><li>Shared and reviewed with students </li></ul>
    5. 5. Research on Learning Targets <ul><li>Classrooms where students understand the learning outcomes for daily lessons see performance rates 20 percent higher than those where learning outcomes are unclear. </li></ul><ul><li>Marzano, 2003 </li></ul><ul><li>Setting goals/Objectives = 22% gain </li></ul><ul><li>Marzano meta-analysis 2009 </li></ul><ul><li>Learning Intentions/goals = 40% gain </li></ul><ul><li>meta-analysis of 604 studies, John Hattie, 2009 </li></ul>
    6. 6. “ Learning Targets” in Real Life <ul><li>Food </li></ul><ul><li>Music </li></ul><ul><li>Sports </li></ul><ul><li>Hobbies </li></ul><ul><li>Other examples </li></ul>
    7. 7. Targets vs. Goals or Standards <ul><li>Standard </li></ul><ul><li>1.1.A: Count by ones forward and backward from 1 to 120, starting at any number , and count by twos, fives, and tens to 100. </li></ul><ul><li>4.4.F: Describe and compare the likelihood of events. </li></ul><ul><li>Possible Learning Target </li></ul><ul><li>I can count by 2s to 100 and am able to identify a pattern using a hundreds chart. </li></ul><ul><li>I know what certain, impossible, likely, unlikely, and equally likely or unlikely mean and can categorize events based on likelihood. </li></ul>
    8. 8. Primary Intermediate Day 1 I know what ones are and I can count by ones from 22 to 100. I know what tenths and hundredths are and I can match them to a physical model. Day 2 I know what ones are and I can count backwards by ones from 120 down to 90. I know what tenths and hundredths are and I can represent them with a matching picture. Day 3 I know what tens are and I can count up to 100 by tens. I know what tenths and hundredths are and I can write them in decimal form. Day 4 I know what fives are and I can count up to 100 by fives. I know tenths and hundredths are and I can show them as a fraction and a decimal with a matching picture. Day 5 I know what hundreds are and I can read numbers larger than 100. I know what tenths and hundredths are and I can place them in order on a number line.
    9. 16. Possible knowledge stems <ul><li>1. Today I will know that.... (a venn diagram is used to display data) </li></ul><ul><li>2. Students will know what... (the value is of a dime and nickel) </li></ul><ul><li>3. I know the definition of... (attribute) </li></ul><ul><li>4. Student will define.... (growing pattern) </li></ul><ul><li>5. I am learning what! ! ! ! ! is. (doubles plus 1 is) </li></ul><ul><li>6. I know ! ! ! is different than! ! ! ! because... (a quadrilateral is different than a triangle because...) </li></ul><ul><li>7. Students will know that! ! ! ! ! is a strategy used to... (guess and check) is a strategy used to (problem solve) </li></ul><ul><li>8. I know! ! ! ! ! is the symbol for! ! ! . (+) is the symbol for (addition) </li></ul><ul><li>9. I can tell my friend what CALM stands for. (Consistent scale, Appropriate scale, Labels are appropriate, Math is displayed accurately) </li></ul>
    10. 17. Possible knowledge stems <ul><li>10. I know what! ! ! ! ! is. (a supplementary angle) </li></ul><ul><li>11. I know how the ! ! ! ! ! cycle works. (moon phase) </li></ul><ul><li>12. I know how the ! ! ! ! ! ! model works. (array) </li></ul><ul><li>13. I am learning that! ! ! ! is a! ! ! ! ! . (a fraction) is a (part of a whole) </li></ul><ul><li>14. Today I am learning that! ! ! ! . (100 could be grouped in sets of 2 </li></ul><ul><li>or 5 or 10) </li></ul><ul><li>15. I know ! ! ! ! by using! ! ! ! . (points have a linear relationship) by using (a coordinate grid) </li></ul><ul><li>16.Students will know how!! ! is related to/different from ! ! ! (multiplication) is related to (division) </li></ul><ul><li>17.I know how! ! ! ! is used to estimate!! ! . (place value) is used to estimate (products) </li></ul><ul><li>18.I understand what the ! ! ! ! ! represent(s). (numerator and denominator of a fraction) </li></ul>
    11. 18. From Standard to Learning Target <ul><li>Students are expected to: </li></ul><ul><li>K.1.D Order numbers from 1 to 10. </li></ul><ul><li>1.1.E Write, compare, and order numbers to 120. </li></ul><ul><li>2.1.E Group three-digit numbers into hundreds, tens, and ones in more than one way. </li></ul><ul><li>3.1.A read, write, compare, order, and represent numbers to 10,000 using numbers, words, and symbols. </li></ul><ul><li>4.1.E Compare the values represented by digits in whole numbers using place value. </li></ul><ul><li>5.1.B Determine quotients for multiples of 10 and 100 by applying knowledge of place value and properties of operations. </li></ul><ul><ul><li>With a partner, write a possible learning target for one standard. </li></ul></ul>
    12. 19. Reflection and Discussion <ul><li>Take two minutes to reflect on what you have learned so far today. </li></ul><ul><li>Share your ideas with a partner. </li></ul>
    13. 20. Practice <ul><li>Use your Math Expressions teacher’s guide, your standards, and the “Characteristics of Learning Targets” sheet to write Learning Targets for the next several lessons you will be teaching. </li></ul>
    14. 21. Feedback <ul><li>Please complete the Daily Reflection Sheet (pink paper). </li></ul><ul><li>Thank you!! </li></ul>