Learning Targets Edi

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Learning Targets Edi

  1. 1. SOH Curriculum Camp July 2010
  2. 2. <ul><li>SUHSD - EDI - Learning Objectives </li></ul>
  3. 3. <ul><li>Content Standard : Describes what students will be taught over the course of a year </li></ul><ul><ul><li>Contain multiple Learning Targets </li></ul></ul><ul><li>Learning Target : Describes what students will be able to do successfully & independently at the end of a specific lesson as a result of your classroom instruction </li></ul><ul><ul><li>Describes what you will teach your students to do </li></ul></ul>
  4. 4. <ul><li>Many schools think they are covering all the standards because they have a pacing calendar identifying standards in their textbooks. </li></ul><ul><li>If you check off that students were taught the standard, not realizing it has ten separate Learning Targets, the worksheet you gave may have only covered one! </li></ul><ul><li>BIG IDEA : To maximize student learning (and raise test scores), teach your students all the Learning Targets contained in all the tested standards before the test date. </li></ul>
  5. 5. <ul><li>To produce great lessons </li></ul><ul><ul><li>Teacher knows what is being taught; Students know exactly what they are learning </li></ul></ul><ul><li>Instruction and Independent Practice are synchronized </li></ul><ul><ul><li>Students know how to do homework, more will do homework, more will learn, and test scores will go up </li></ul></ul>
  6. 6. <ul><li>Effective lessons are built on Learning Targets that ensure students are taught concepts & skills rather than completing worksheets </li></ul><ul><li>Students are more successful because Learning Targets focus teaching efforts on specific concepts & skills needed for the Independent Practice </li></ul><ul><li>Teachers are able to measure if students achieve the outcome of the lesson </li></ul><ul><li>Students are told what they are expected to do </li></ul><ul><li>Lessons, with correctly designed standards-based Learning Targets, will be on grade-level (high level of rigor) </li></ul>
  7. 7. <ul><li>Concept : Main Idea </li></ul><ul><ul><li>Must be taught </li></ul></ul><ul><li>Skill : Verb </li></ul><ul><ul><li>Must contain measurable skills (i.e. solve, identify, write, compute, describe,etc) </li></ul></ul><ul><ul><li>Bloom’s Taxonomy </li></ul></ul><ul><ul><li>Must always exactly match what students will do on the Independent Practice </li></ul></ul><ul><li>Context : Specific condition under which the Learning Target will be executed </li></ul><ul><ul><li>Describes the resources to be used </li></ul></ul><ul><ul><li>Can include the specific methods to be used </li></ul></ul>
  8. 8. <ul><li>By the end of the day/class/period , students will Verb/Bloom’s taxonomy to content/standard and will skill/showing verb on assessment/product . </li></ul>
  9. 9. <ul><li>Timeframe : Learning targets should be developed according to what is being accomplished on that particular day. (Chunk the unit/activity into a daily learning target.) </li></ul><ul><li>Verb/Bloom’s Taxonomy : Match the level of Bloom’s with the learning (i.e. introducing a topic would require verbs on the knowledge/comprehension level, while showing what they know would be on the application, synthesis, analysis, evaluation level) . Do not need to write “Students will be able to….” </li></ul><ul><li>Content/Standard : Specifically, what will the students take away from the lesson? </li></ul><ul><li>Skill/Showing Verb : Specifically, what will the students be doing? </li></ul><ul><li>Assessment/Product : Through what means are you checking for understanding of all students on that particular day? </li></ul>
  10. 10. <ul><li>By the end of the day , students will identify the structure and function of cellular organelles by making cell parts and jigsawing them into a giant cell diagram . </li></ul><ul><li>By the end of the class , students will compare/contrast the processes of mitosis and meiosis by summarizing the processes in a 5-sentence “exit ticket” paragraph . </li></ul><ul><li>By the end of the period , students will analyze data obtained during an enzyme activity lab in order to compose a conclusion to a lab report . </li></ul>
  11. 11. <ul><li>Select a grade-level content standard </li></ul><ul><li>Identify all the concepts and skills included in the standard </li></ul><ul><ul><li>Pay attention to any contexts that place conditions or restrictions on how the concepts & skills are to be taught </li></ul></ul><ul><li>Deconstruct, or break down, the standard into specific Learning Targets </li></ul><ul><ul><li>Use the same vocabulary contained in the standard </li></ul></ul><ul><li>Select or create matching Independent Practice </li></ul><ul><ul><li>To provide equal opportunity to learn, all students must be taught on grade level </li></ul></ul><ul><ul><li>To improve student achievement, you must teach the exact same grade-level content that the state tests assess </li></ul></ul><ul><ul><li>“ Schools that allow students to be taught below grade level become remedial schools, and students taught below grade level perform below grade level.” </li></ul></ul>
  12. 12. <ul><li>Present the Learning Target to the students </li></ul><ul><li>Have the students interact with the Learning Target </li></ul><ul><li>Check that the students can describe the Learning Target </li></ul><ul><ul><li>Students pronounce difficult words </li></ul></ul><ul><ul><li>Students read chorally </li></ul></ul><ul><ul><li>Pair Share </li></ul></ul><ul><ul><li>Key is use of student interaction (teacher to student, student to teacher, student to student) </li></ul></ul>
  13. 13. <ul><li>Ways NOT to teach Learning Targets </li></ul><ul><li>1. Writing the whole content standard on the board as a Learning Target </li></ul><ul><li>2. Teacher doesn’t refer to a Learning Target at all during the entire lesson </li></ul><ul><ul><li>Maybe on board, but it is never mentioned </li></ul></ul><ul><ul><li>Weekly agenda is posted, that may have page numbers or assignments, rather than a Learning Target </li></ul></ul>

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