Curriculum and Instruction Learning Targets

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Curriculum and Instruction Learning Targets

  1. 1. Learning Targets Laura Chambless St. Clair County RESA
  2. 2. <ul><li>Discuss the following question: </li></ul><ul><li>Why do we give grades? </li></ul><ul><li>Come up with two good reasons. </li></ul>
  3. 3. <ul><li>Discuss the following question: </li></ul><ul><li>Why do we give tests? </li></ul><ul><li>Give one group reason. </li></ul>
  4. 4. <ul><li>Curriculum </li></ul><ul><li>Instruction </li></ul><ul><li>+ Assessment </li></ul><ul><li>Effective Instruction </li></ul>
  5. 5. Where is the starting point? <ul><li>For effective assessment you need to clarify the </li></ul><ul><li>LEARNING TARGET </li></ul>
  6. 6. Videos <ul><li>Learning Targets and Methods </li></ul><ul><li>http://www.youtube.com/watch?v=dvAqKSnOwB4 </li></ul><ul><li>http://www.youtube.com/watch?v=QBV6vlegfF8 </li></ul>
  7. 7. Today’s Learning Targets <ul><li>I can deconstruct content expectations and turn them into student friendly language. Which means I can find the verb and determine what kind of learning target is needed. </li></ul><ul><li>I can make my teaching more intentional and effective. Which means I will use learning targets to guide my curriculum, instruction, and assessment. </li></ul>
  8. 8. It is hard to hit a target if you can’t see it!
  9. 9. What is intended learning? <ul><li>The Learning Target </li></ul><ul><li>The learning target may also be called: </li></ul><ul><ul><ul><li>Content standards </li></ul></ul></ul><ul><ul><ul><li>Benchmarks </li></ul></ul></ul><ul><ul><ul><li>Grade level expectations </li></ul></ul></ul><ul><ul><ul><li>Learning outcomes </li></ul></ul></ul><ul><ul><ul><li>Lesson objectives </li></ul></ul></ul><ul><ul><ul><li>Learning statements </li></ul></ul></ul><ul><ul><ul><li>Essential learning </li></ul></ul></ul>
  10. 10. <ul><li>All the synonyms represent: </li></ul><ul><li>The Learning Statements </li></ul><ul><li>or </li></ul><ul><li>Statements of Intended Learning </li></ul>
  11. 11. The Point! <ul><li>If we don’t begin with clear statements of intended learning, we won’t end with sound assessments. </li></ul>
  12. 12. The Key <ul><li>The key to improving student achievement is not looking at how to assess, but focusing instead on WHAT to assess. </li></ul>
  13. 13. How ? <ul><li>We should examine whether or not our assessment reflect clear and important learning targets. </li></ul><ul><li>Learning targets are further broken down into sub-targets. </li></ul>
  14. 14. Intentional Teaching <ul><li>Determine our learning targets and define how we should assess them. </li></ul><ul><li>Plan clear instruction and experiences </li></ul><ul><li>Combine them to prepare students to know what they need to know and demonstrate their learning. </li></ul>
  15. 15. Intentional Teaching <ul><li>Means: </li></ul><ul><li>All instruction and classroom activities are aimed at specific learning targets. </li></ul><ul><li>http://www.youtube.com/watch?v=RX5iwws52AI&feature=related </li></ul>
  16. 16. 5 Research-Based Strategies that Significantly Improve Student Learning: <ul><li>Sharing Criteria (the target) </li></ul><ul><ul><li>Clear learning objectives with success criteria </li></ul></ul><ul><li>Questioning </li></ul><ul><li>Feedback </li></ul><ul><li>Peer Assessment </li></ul><ul><li>Self-assessment </li></ul>
  17. 17. Teacher Benefits <ul><li>Know what to assess </li></ul><ul><ul><li>Select appropriate assessments </li></ul></ul><ul><li>Clarity on what instructional activities to plan </li></ul><ul><ul><li>Intentional teaching </li></ul></ul><ul><li>Ability to balance “in Depth” with “Coverage” </li></ul><ul><ul><li>Knowing your content expectations vs book </li></ul></ul><ul><li>Know What your assessments reflect at a finer grain </li></ul><ul><ul><li>Reflects exactly what you will teach and students will learn </li></ul></ul><ul><ul><li>Able to use assessments to further learning </li></ul></ul>
  18. 18. Student Benefits <ul><li>“ Students can hit any target they can see that hold still for them” (Stiggins) </li></ul><ul><li>Teachers explain intended learning in student-friendly terms at the outset of a lesson </li></ul><ul><li>Students write “I can” statements of intended learning </li></ul><ul><li>Statements are posted </li></ul>
  19. 19. Parent Benefit <ul><li>Learning targets can be sent home or posted on website </li></ul><ul><li>Learning targets are already in parent friendly language </li></ul><ul><li>Parents know what and how to help their child </li></ul><ul><li>Understand grades better </li></ul>
  20. 20. What Does This Look Like? <ul><li>7 th grade- making good inference </li></ul><ul><li>Define the word. The dictionary works well as a starting point, Inference : A conclusion drawn from the information available. </li></ul><ul><li>Student-friendly language: “I can make good inferences. This means I can use information from what I read to draw a reasonable conclusion.” </li></ul>
  21. 21. You Try One! <ul><li>Math Grade 3: </li></ul><ul><li>Compare and order numbers to 1000. </li></ul>
  22. 22. Five Learning Targets <ul><li>To build clear learning targets we need to understand that there are actually five kinds of learning targets. </li></ul><ul><ul><ul><li>Knowledge- facts and concepts we want students to know </li></ul></ul></ul><ul><ul><ul><li>Reasoning – use what they know reason or solve problems </li></ul></ul></ul><ul><ul><ul><li>Skills- use knowledge and reasoning to act skillfully </li></ul></ul></ul><ul><ul><ul><li>Products- use knowledge , reasoning , and skills to create a concrete product </li></ul></ul></ul><ul><ul><ul><li>Disposition- attitudes about school and learning </li></ul></ul></ul>
  23. 23. <ul><li>Let’s study the green Learning Target handout </li></ul>
  24. 24. Knowledge <ul><li>6 th grade (S.S) GLCE </li></ul><ul><li>Describe the impact of governmental policy (sanctions, tariffs, treaties) on the country and on other countries that use its resources. </li></ul>
  25. 25. Reasoning <ul><li>8 th grade (Math) GLCE </li></ul><ul><li>Solve linear inequalities in one and two variables, and graph the solution set. </li></ul>
  26. 26. Skills <ul><li>4 th grade (ELA) GLCE </li></ul><ul><li>Listen to or view critically while demonstrating appropriate social skills of audience behavior in small and large group settings. </li></ul>
  27. 27. Products <ul><li>5 th grade (Science) GLCE </li></ul><ul><li>Construct charts and graphs from data and observations. </li></ul>
  28. 28. Deconstructing Standards <ul><li>See Deconstructing Standards Worksheet from Classroom Assessment for Student Learning </li></ul><ul><li>Take a look at your GLCE/HSCEs </li></ul><ul><li>Find the verbs – Highlight </li></ul><ul><li>Decide target type </li></ul><ul><li>Write classroom learning targets </li></ul><ul><li>Turn learning targets into student-friendly language </li></ul>
  29. 29. <ul><li>Students who can identify what they are learning significantly outscore those who cannot. </li></ul><ul><li>Robert Marzano </li></ul>
  30. 30. <ul><li>“ 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.” </li></ul><ul><li>W. James Popham </li></ul>
  31. 31. Teaching Schema for Master Learners Handout
  32. 32. Closure <ul><li>Discuss the following question: </li></ul><ul><li>What did I do to be intentional with your learning tonight? </li></ul>

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