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# Targets and deconstruction

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• 1. Clear Learning Targets How to deconstruct the standards! Edited by Carissa Karpinski, Durham Public Schools Created and Developed by Regional Teacher Partners with the PIMSER P-12 Math and Science Outreach
• 2. 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.
• 3.
• 4. What’s the Target?
• 5. Learning/Achievement Targets Statements of what we want students to learn and be able to do.
• 6. 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 I’m getting there?
• How can I keep it going?
• 7. Is this a Target?
• What do you think?
• I can complete a senior project
• I can build a bird Feeder
• I can use a band saw safely
• I can analyze a lab report
• I can construct a diorama
• 8. A Mathematics Example
• Math
• Decimals
• Page 152 in the book
• Going on a decimal hunt
• I can read decimals and put them in order
Subject Topic Assignment Activity Learning Target
• 9. Learning Targets
• Remember/Understand
• Apply
• Analyze/Evaluate
• Create
• 10. Remember/Understand Targets
• Mastery of substantive subject content where mastery includes both knowing and understanding it.
• 11. Examples
• I can identify metaphors and similes
• I can write quadratic equations
• I can describe the function of a cell membrane
• I know the multiplication tables
• I can explain the effects of an acid on a base
• 12. Applying Targets
• The ability to use knowledge and understanding to figure things out and to solve problems .
• 13. Examples
• I can use statistical methods to describe, analyze, evaluate, and make decisions.
• I can make a prediction based on evidence.
• I can examine data/results and propose a meaningful interpretation.
• I can distinguish between historical fact and opinion.
• 14. Analyze/Evaluate Targets
• The development of proficiency in doing something where the process is most important .
• 15. Examples
• I can measure mass in metric and SI units
• I can use simple equipment and tools to gather data
• I can read aloud with fluency and expression
• I can participate in civic discussions with the aim of solving current problems
• I can dribble to keep the ball away from an opponent
• 16. Create Targets
• The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency.
• 17. Examples
• I can construct a bar graph
• I can develop a personal health-related fitness plan
• I can construct a physical model of an object
• I can write a term paper to support a thesis
• 18. Clear Targets
• Clear targets help us:
• Recognize if the formative assessment adequately covers and samples what we taught.
• Correctly identify what students know/don’t know, and their level of achievement.
• Plan the next steps in instruction.
• Give meaningful descriptive feedback to students.
• 19. 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 .
• 20. Classifying Learning Targets
• Lay out the four learning target category cards—Knowledge, Reasoning, Performance/Skill, and Product—in 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.
• 21. 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?
• 22. QUESTION
• What is the difference between a
• STANDARD
• and a
• TARGET ?
• 23. 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?
• 24. Deconstructing Standards
• 25. 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 targets—Knowledge, Reasoning, Performance/skills, and/or Products—so that students and teachers can accurately identify what students should know and be able to do.
• 26. 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. FIRST GRADE
• 27. 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?
• 28. 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)
• 29. 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?
• 30. Let’s 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.
• Let’s do this together!
• 31. 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.
• 32. 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?
• 33. Without Clear Targets We Can’t Do Any of the Following…
• Know if the assessment adequately covers and samples what we taught .
• Correctly identify what students know and don’t 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.