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Curriculum And Instruction  Session 3  Learning Targets[1]

Curriculum And Instruction Session 3 Learning Targets[1]






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    Curriculum And Instruction  Session 3  Learning Targets[1] Curriculum And Instruction Session 3 Learning Targets[1] Presentation Transcript

      • New Teacher
      • Curriculum and Instruction
      • 11-5-08
    • Learning Targets Laura Chambless St. Clair County RESA
      • Discuss the following question:
      • Why do we give grades?
      • Come up with two good reasons.
      • Discuss the following question:
      • Why do we give tests?
      • Give one group reason.
      • Curriculum
      • Instruction
      • + Assessment
      • Effective Instruction
    • Where is the starting point?
      • For effective assessment you need to clarify the
      • Learning Target
      • What are learning targets? Learning targets are specific short-term goals which, when combined, lead to the successful completion of a statement. They outline the steps to be followed and the material to be covered if the student is to achieve competence in the more long-term goal: the statement. you need to clarify the
    • Today’s Learning Targets
      • 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 being is needed.
      • I can make my teaching more intentional and effective. Which means I will use my curriculum and learning targets to guide my instruction, and assessment.
    • It is hard to hit a target if you can’t see it!
    • What is intended learning?
      • The Learning Target
      • The learning target may also be called:
          • Content standards
          • Benchmarks
          • Grade level expectations
          • Learning outcomes
          • Lesson objectives
          • Learning statements
          • Essential learning
      • All the synonyms represent:
      • The Learning Statements
      • or
      • Statements of Intended Learning
    • The Point!
      • If we don’t begin with clear statements of intended learning, we won’t end with sound assessments.
    • The Key
      • The key to improving student achievement is not looking at how to assess, but focusing instead on WHAT to assess.
    • How ?
      • We should examine whether or not our assessment reflect clear and important learning targets.
      • Learning targets are further broken down into sub-targets.
    • Intentional Teaching
      • Determine our learning targets and define how we should assess them.
      • Plan clear instruction and experiences
      • Combine them to prepare students to know what they need to know and demonstrate their learning.
    • Intentional Teaching
      • Means:
      • All instruction and classroom activities are aimed at specific learning targets.
    • 5 Research-Based Strategies that Significantly Improve Student Learning:
      • Sharing Criteria (the target)
        • Clear learning objectives
      • Questioning
      • Feedback
      • Peer Assessment
      • Self-assessment
    • Teacher Benefits
      • Know what to assess
        • Select appropriate assessments
      • Clarity on what instructional activities to plan
        • Intentional teaching
      • Ability to balance “in Depth” with “Coverage”
        • Knowing your content expectations vs book
      • Know What your assessments reflect at a finer grain
        • Reflects exactly what you will teach and students will learn
        • Able to use assessments to further learning
    • Student Benefits
      • “ Students can hit any target they can see that hold still for them” (Stiggins)
      • Teachers explain intended learning in student-friendly terms at the outset of a lesson
      • Students write “I can” statements of intended learning
      • Statements are posted
    • What Does This Look Like?
      • 7 th grade- making good inference
      • Define the word. The dictionary works well as a starting point, Inference : A conclusion drawn from the information available.
      • Student-friendly language: “I can make good inferences. This means I can use information from what I read to draw a reasonable conclusion.”
    • You Try One!
      • Think of a lesson you are teaching tomorrow. Write “I can” statement.
      • Think of the main objective and define the word
      • Rewrite the definition as an “I can” (or an “I am learning to”) statement
      • Share with a colleague next to you
    • Parent Benefit
      • Learning targets can be sent home or posted on website
      • Learning targets are already in parent friendly language
      • Parents know what and how to help their child
      • Understand grades better
    • Five Learning Targets
      • To build clear learning targets we need to understand that there are actually five kinds of learning targets.
          • Knowledge- facts and concepts we want students to know
          • Reasoning – use what they know , reason or solve problems
          • Skills- use knowledge and reasoning to act skillfully
          • Products- use knowledge , reasoning , and skills to create a concrete product
          • Disposition- attitudes about school and learning
    • United Streaming
      • Assessment: Learning Targets and Methods
      • Let’s study the green Learning Target handout
    • Knowledge
      • 6 th grade (S.S) GLCE
      • Describe the impact of governmental policy (sanctions, tariffs, treaties) on the country and on other countries that use its resources.
    • Reasoning
      • 8 th grade (Math) GLCE
      • Solve linear inequalities in one and two variables, and graph the solution set.
    • Skills
      • 4 th grade (ELA) GLCE
      • Listen to or view critically while demonstrating appropriate social skills of audience behavior in small and large group settings.
    • Products
      • 5 th grade (Science) GLCE
      • Construct charts and graphs from data and observations.
    • Deconstructing Standards
      • See Deconstructing Standards Worksheet from Classroom Assessment for Student Learning
      • Take a look at your GLCE/HSCEs
      • Find the verbs – Highlight
      • Decide target type
      • Write classroom learning targets
      • Turn learning targets into student-friendly language
      • Students who can identify what they are learning significantly outscore those who cannot.
      • Robert Marzano
      • “ 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
    • Teaching Schema for Master Learners Handout
    • Closure
      • Discuss the following question:
      • What did I do to be intentional with your learning tonight?