Hitting the Target Group C 10-15-13

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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
  • 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?
  • 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
  • ExamplesTell teachers to jot down one activity / lesson that they love and create learning targets for the lesson.This needs handout
  • Share and discussKeep visible for lesson
  • Share what do you think??

Transcript

  • 1. Hitting the Target Kimberly Karzen, Nancy Schwerin, Annette Orrico, Marie Gillespie, Maribeth Coffey-Sears, Jeremy Vrtis PLT Formative Assessment Team
  • 2. 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
  • 3. 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
  • 4. 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
  • 5. ONTARGET STRESS BALL TIME! Your goal—throw the stress ball at the nearest target and get it to stick!
  • 6. 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?”
  • 7. 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
  • 8. ONTARGET What is a Learning Target? “Statements of intended learning” that captures 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. (2012). Classroom assessment for student learning: Doing it right-Using it well. Boston: Pearson.
  • 9. ONTARGET What does a ‘clear and understandable vision’ mean?  Who will use the information?  How will they use it?  What information, in what detail is required?
  • 10. 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
  • 11. ONTARGET What does student-friendly mean?  I will…  I will be able to…
  • 12. 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)
  • 13. ONTARGET Example of student-friendly language I understand that formative assessment is a tool used by both the teacher and student to monitor progress.
  • 14. ONTARGET Essential Outcomes  Learning Target  Student-friendly targets Example in Fashion: Essential Outcome: Students will 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.
  • 15. 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.
  • 16. 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."
  • 17. ONTARGET WritingLearningTarget Bloom’s Taxonomy Level IV Analyzing Make a distinction between…. Level V Evaluating Evaluate a theory for… Level VI Creating Compile data that… "Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain."
  • 18. ONTARGET Writing Learning Targets Directions I will be able to write one learning target for each of the Bloom 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
  • 19. ONTARGET Star Questioned Gallery Walk What learning targets do you think are clear? What learning targets do you think are unclear?
  • 20. 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
  • 21. ONTARGET When our learning targets are clear to us as teachers, the next step is to ensure that they are also clear to our students. Learning Target (Essential Outcome) Student friendly learning target KUD
  • 22. ONTARGET Essential Outcomes  Learning Target  Student-friendly targets Example in Fashion: Essential Outcome: Students will 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.
  • 23. ONTARGET Essential Outcomes  Learning Target  Student-friendly targets Example in Fashion: Essential Outcome: Students will relate the fashion of the time to the cultural, social and political events of that time period. Learning Targets: I can explain how the cultural, social, political events influenced the fashion of the time.
  • 24. 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.
  • 25. 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 list the advantages and disadvantages of a proprietorship, partnership, corporations, and franchises.
  • 26. ONTARGET • Describe one activity or lesson you love to do with your students. • Create the learning targets for that lesson. Prompt
  • 27. ONTARGET Reflect on elements of your activity that can be improved to achieve one target that is clear. Reflect
  • 28. ONTARGET Do You Keep Targets Visible For The Entire Lesson?
  • 29. ONTARGET Keeping it visible all class!
  • 30. ONTARGET Brainstorm If NOT, How Can You Keep Targets Visible?
  • 31. ONTARGET Where Am I Going? Strategy 1: Provide students with a clear and understandable vision of the learning target. Strategy 2: Use examples and models of strong and weak work. Where Am I Now? Strategy 3: Offer regular descriptive feedback. Strategy 4: Teach students to self-assess and set goals. How Can I Close the Gap? Strategy 5: Design lessons to focus on one learning target or aspect of quality at a time. Strategy 6: Teach students focused revision. Strategy 7: Engage students in self-reflection, and let them keep track of and share their learning. STRATEGY 1 STRATEGY 5 The Seven Student–Centered Strategies of Formative Assessment
  • 32. 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
  • 33. 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)