10 2-13 hit  the target
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10 2-13 hit the target

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  • Start with the “Hit the target” activityLarge eight targets printed around the roomThe objectives of the day printed on the back of two of themHave people try and hit the correct targetsFlip the two targets that are our objective for the day
  • These objectives come from Pearson (Assessment Training Institute)Mention they are part of the Danielson Rubric
  • ExamplesTell teachers to jot down one activity / lesson that they love and create learning targets for the lesson.This needs handout
  • Add three examples
  • Add three examples
  • Participants should pull out the key ideas in this statement/Participants translate slides into student friendly language/target.
  • Theirs should look something like this. Now look at your learning targets for your original lesson/activity. Are they in student friendly language?
  • Think of a an upcoming topic and write a Level I through Level VI goal (back on the targets)Writing your objectiveEveryone writes all sixThen pick tables to write on targets (flipped with levels on back)Explain rulesPosted and gallery walkGood starsBad question markDiscussionThen postcompeehend
  • Hand out Bloom’s guide sheet now.Refer to your original lesson and learning targets that you came up with. Write a Level I through Level VI goal on the handout. Turn targets over while participants are writing their levels on the handout.Then pick tables to write on targets (flipped with levels on back). Explain rules-participants will walk as a table to each level/target and put a star next to the ones that are student friendly and a question mark next to the ones that are not.Discussion
  • Share and discussKeep visible for lesson
  • Share what do you think??

10 2-13 hit  the target 10 2-13 hit the target Presentation Transcript

  • Hitting the Target Kimberly Karzen, Nancy Schwerin, Annette Orrico, Marie Gillespie, Maribeth Coffey-Sears, Jeremy Vrtis PLT Formative Assessment Team
  • ONTARGET Objectives I will create a clear and understandable vision of the learning target for my students. (Strategy 1) I will be able to design lessons to focus on one learning target or aspect of quality. (Strategy 5) Seven Strategies of Assessment for Learning, Pearson Assessment Training Institute
  • ONTARGET Agenda Getting Started Opening Activity Objectives and Agenda Designing One Target Narrowing your Objective Activity Creating Clear Targets How to….. with Bloom’s Activity Visible Targets
  • ONTARGET
  • ONTARGET Have you ever… • taught a lesson and then had a student ask “what is the point?” or “why do we need to know this?”
  • ONTARGET Design lessons to focus on one learning target or aspect of quality at a time. (Strategy 5) Seven Strategies of Assessment for Learning, Pearson Assessment Training Institute
  • ONTARGET • Describe one activity or lesson you love to do with your students. • Create the learning targets for that lesson. Prompt
  • ONTARGET 1. In what ways does the activity or lesson have one target that is clear for you and the students? 2. In what ways is the activity or lesson unclear for students? (no target, no clear target, too many targets, other distractions) Questions
  • ONTARGET Mathematics Students are given two parallel lines cut by a transversal. They then must label each angle pair. Students will then give me examples of each of the angle pairs. Finally students will then determine the value of each angle. Target: Make the distinction between the angle pairs. Writing One Learning Target
  • ONTARGET Art Define iconography and chronology. Identify iconography in a work of art. Use this knowledge of the iconography and chronology to apply to a specific artwork to understand it. Hypothesize why the artist made the work and what they were saying to the audience with the piece. Target: Explain the role of analyzing iconography and chronology in decoding the meaning of an artwork. Writing One Learning Target
  • ONTARGET Language Arts Theme PPT (or other content delivery about what a theme statement is) Read a short story. Write a theme statement. Share with small group and create one as a group. Exchange theme statements with other groups who will check it's effectiveness. Exit slip; write the definition of theme statement. Target: Writing an effective theme statement. Writing One Learning Target
  • ONTARGET History of Fashion Learning Targets Students will identify fashion styles connected to specific time periods Students will recognize and explain how political events affected the fashion styles Writing One Learning Target
  • ONTARGET Business Ownership Learning Targets I will be able to list 3 advantages that a corporation has over a partnership. I will be able to list 3 disadvantages that a corporation has in relation to partnerships. Writing One Learning Target
  • ONTARGET Reflect on elements of your activity that can be improved to achieve one target that is clear. Reflect
  • ONTARGET Provide students with a clear and understandable vision of the learning target. (Strategy 1) Seven Strategies of Assessment for Learning, Pearson Assessment Training Institute
  • ONTARGET Formative Assessment Diagnostic “There is a diagnostic aspect to all formative assessment, and diagnostic information can inform both students’ studying and teacher’s teaching. The key is having a concept of the goal or learning target, which originally is the teacher’s, but which ideally the student will internalize, eventually setting his or her own goals and monitoring progress toward them.” (Sadler, 1989; Gipps, 1994)
  • ONTARGET Convert the definition into student-friendly language Formative assessment is a tool used by both the teacher and student to monitor progress.
  • ONTARGET Essential Outcome: Explain the role of analyzing iconography and chronology in decoding the meaning of an artwork. Student-friendly targets: I can define iconography and chronology. I can identify iconography in a work of art. Essential Outcomes→ Learning Target→ Student-friendly targets Example in Art
  • ONTARGET Essential Outcome: Identify the five methods of proving triangles congruent. Learning Targets: I can distinguish all of the triangle congruencies. I can recommend the proper triangle congruency given visual information. Essential Outcomes→ Learning Target→ Student-friendly targets Example in Geometry
  • ONTARGET Essential Outcomes  Learning Target  Student-friendly targets Example in Fashion: Essential Outcome: Relate the fashion of the time to the cultural, social and political events of that time period. Learning Targets: I can define silhouette, garment, and garment parts. I can identify the silhouette of the time period. I can explain how the political events influenced the fashion of the time.
  • ONTARGET Essential Outcomes  Learning Target  Student-friendly targets Example in Business: Essential Outcome: Students will be able to recognize and identify the advantages and disadvantages of proprietorship, partnership, corporations, and franchises. Learning Targets: I will be to compare and contrast an entrepreneur and intrapreneur. I will be able to summarize how a company goes from being privately held to publicly held. I will be able to list the fees associated with starting a franchise.
  • ONTARGET Essential Outcomes  Learning Target  Student-friendly targets Example in Biology: Essential Outcome: Explain the role of cell membranes as selectively permeable barriers (diffusion, osmosis, and active transport). Student-friendly targets: I can define osmosis, diffusion, and active transport.
  • ONTARGET WritingLearningTarget Bloom’s Taxonomy Level I Knowledge List who were the main… Level II Comprehension Explain what is happening…. Level III Application Apply what you learned to develop… "Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain."
  • ONTARGET WritingLearningTarget Bloom’s Taxonomy Level IV Analysis Make a distinction between…. Level V Synthesis Formulate a theory for… Level VI Evaluation Assess the importance of… "Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain."
  • ONTARGET Writing Learning Targets Directions Write one learning target for each of the Bloom Levels We will then write the levels on the posters around the room We will then do a gallery walk and star the clear targets and question marks on the unclear targets
  • ONTARGET Star Questioned Gallery Walk What did you notice about your different levels? Which ones do you think are the most effective? What can be improved?
  • ONTARGET Do You Keep Targets Visible For The Entire Lesson?
  • ONTARGET Brainstorm If NOT, How Can You Keep Targets Visible?
  • ONTARGET Design lessons to focus on one learning target or aspect of quality at a time. Provide students with a clear and understandable vision of the learning target. Teach students to self- assess and set goals. Engage students in self-reflection, and let them keep track of and share their learning. Use examples and models of strong and weak work. Offer regular descriptive feedback. Teach students focused revision. 7 Strategies of Assessment of Learning
  • ONTARGET Objectives I will create a clear and understandable vision of the learning target for my students. (Strategy 1) I will be able to design lessons to focus on one learning target or aspect of quality. (Strategy 5)
  • ONTARGET Resource Chappuis, Jan. Seven Strategies of Assessment for Learning. Boston: Pearson Education, 2009. Print