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
    • 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)
      • 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.