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Hitting the Target Group B 10-15-13
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Hitting the Target Group B 10-15-13

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  • Start with the “Hit the target” activityLarge eight targets printed around the room (The objectives of the day printed on the back of two of them)Have people try and hit the correct targets
  • Turn over the two posters that have our 2 objectives for the day; brief sharing of activity “Did anyone hit the target?”, “random throwing is a metaphor for how students can be unclear about targets in the classroom”Mention these objectives come from Pearson (Assessment Training Institute)Mention they are part of the Danielson Rubric
  • Refer back to the beginning when people were randomly throwing at the targets…not knowing what we would be doing for the day
  • Participants should pull out the key ideas in this statement/Participants translate slides into student friendly language/target and write it on their handout.
  • Theirs should look something like this.
  • Hand out Bloom’s guide sheet now.
  • Add example for your Division; use verbs from 3 Bloom’s taxonomy
  • Add example for your Division; use verbs from 3 Bloom’s taxonomy
  • For your content area, using an Essential Outcome, 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). Have participants work with table mates to create a target for each of the six levels (writing on the handout)Then assign different tables to write on the 6 posters on the wall that have been turned around.
  • 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.When they return to their seats, have a full group discussion
  • This will summarize what they have done regarding our first objective of clear targets.With the “KUD”, reference how formative assessment ties in with the Differentiation training we got last year.
  • Tell teachers to jot down one activity / lesson that they love and create learning targets for the lesson on their handout.
  • Share and discussKeep visible for lesson
  • Share what do you think?? One classroom, one campus…Three classrooms, two campuses…
  • Quick review of the PLC cycle
  • Quick review of the seven strategies
  • Review of the two learning targets for today’s session and giving out the two trading cards for Strategies 1 and 5

Hitting the Target Group B 10-15-13 Hitting the Target Group B 10-15-13 Presentation Transcript

  • Hitting the Target Kimberly Karzen, Nancy Schwerin, Annette Orrico, Marie Gillespie, Maribeth Coffey-Sears, Jeremy Vrtis PLT Formative Assessment Team
  • ONTARGET STRESS BALL TIME! Hit a target!
  • 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 Introduction Opening Activity Creating Clear Targets How to….. with Bloom’s Activity Designing One Target Narrowing your Objective Activity Visible Targets
  • ONTARGET Q4:What do we do when students are proficient? Q3: What do we when students are not learning? Q2: How do we know when a student has learned something? Q1: What do we want students to know and be able to do? PLC QUESTIONS Essential Outcomes Instruction (Best Practice) Formative Assessment Data Collection & Analysis SMART Goals Differentiated Inst. Intervention & Enrichment Data Collection & Analysis Summative Assessment PLC PRINCIPLE: Incorporate the four pieces for continuous improvement Essential Outcomes Formative Assessment
  • 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 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 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 What is a Learning Target? “Statements of intended learning” that capture what we want students to know & be able to do.  (Also called an essential outcome.) (Chappuis, Stiggins, Chappuis, & Arter, 2012, p. 42) Chappuis, J., Stiggins, R., Chappuis, S., and Arter, J. Classroom Assessment for Student Learning: Doing It Right-Using It Well. Boston: Pearson. 2012. 42
  • ONTARGET What does a ‘clear and understandable vision’ mean? Share the learning target with students. Use language students understand. Seven Strategies of Assessment For Learning (Chappuis 22)
  • ONTARGET Benefits of Clear Targets FOR TEACHERS Knowing what to teach Knowing what to assess Knowing what activities to plan FOR STUDENTS Understanding what they are responsible for learning
  • ONTARGET What does student-friendly mean?  I will…  I will be able to…
  • 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 Example of student-friendly language I understand that formative assessment is a tool used by both the teacher and student to monitor progress.
  • ONTARGET WritingLearningTarget Bloom’s Taxonomy Level I Remembering List who were the main… Level II Understanding Explain what is happening…. Level III Applying Apply what you learned to develop… "Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain."
  • ONTARGET WritingLearningTarget Bloom’s Taxonomy Level IV Analyzing Make a distinction between…. Level V Evaluating Assess the importance of… Level VI Creating Formulate a theory for… "Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain."
  • ONTARGET Essential Outcomes  Learning Target  Student-friendly targets Example in Language Arts: Essential Outcome: Students can identify and analyze the relationship between/among characters, such as that between a protagonist and antagonist. Three different Learning Targets for that outcome: I can explain the difference between a protagonist and an antagonist. (Understanding level of Bloom’s Taxonomy) I can examine the relationship between the protagonist and the antagonist. (Analyzing level of Bloom’s Taxonomy) I can design a chart showing the relationship among the main characters of a story or novel. (Creating level of Bloom’s Taxonomy)
  • 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 the four types of business ownership (proprietorship, partnership, corporations, and franchises). Learning Targets: I will be able 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 Writing Learning Targets Directions I will be able to write one learning target for each of the Bloom’s Taxonomy Levels (see handout) (Does not need to be all for the same lesson, unit or class!) I will be able to write my examples on the posters around the room.
  • ONTARGET Star Questioned Gallery Walk What learning targets do you think are clear? What learning targets do you think are unclear?
  • ONTARGET When our learning targets are clear to us as teachers, they are also clear to our students. Learning Target (Essential Outcome) Student friendly learning target KUD
  • 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 (On your handout…) Describe one activity or lesson you love to do with your students. Prompt
  • ONTARGET 1. In what way 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 Reflect on elements of your activity that can be improved to achieve one target that is clear. Reflect
  • ONTARGET Do You Keep Targets Visible For The Entire Lesson?
  • ONTARGET Keeping it visible all class!
  • ONTARGET Brainstorm How Can You Keep Targets Visible?
  • ONTARGET Q4:What do we do when students are proficient? Q3: What do we when students are not learning? Q2: How do we know when a student has learned something? Q1: What do we want students to know and be able to do? PLC QUESTIONS Essential Outcomes Instruction (Best Practice) Formative Assessment Data Collection & Analysis SMART Goals Differentiated Inst. Intervention & Enrichment Data Collection & Analysis Summative Assessment PLC PRINCIPLE: Incorporate the four pieces for continuous improvement Essential Outcomes Formative Assessment
  • 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)