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Engaged and Empowered Instruction Learning Targets...Going Deeper. Discovery Middle School Professional Development February 17, 2012. Target. Let’s determine the connection between the learning target and classroom instruction. Research-based Strategies. - PowerPoint PPT Presentation
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Engaged and Empowered Instruction
Learning Targets...Going Deeper
Discovery Middle SchoolProfessional Development
February 17, 2012
2
Target
Let’s determine the connection between the learning target and classroom instruction.
Research-based Strategies• Five research-based strategies that
significantly improve student learning:–Sharing criteria (clear learning
targets with success criteria)–Questioning–Feedback–Peer assessment–Self assessment
Students who can identify what they are learning significantly outscore those who cannot.
Robert J. Marzano
Clear Learning Targets• I can draw the front
of a penny.• Include as many
details as you can without looking at one.
• Compare with a partner.
What’s the target?
• In the patterns to the left locate and outline the five-pointed star.
• If I provide additional information (block out part of the picture) does that help you identify the target?
• If I provide even more information (block out more of the picture) does it help you identify the target?
• Rick Stiggins points out that “Teachers and students can hit any target they can see and will hold still.”
Learning Targets
Statements of what we want students to learn and be able to do.
Written in the common language of “Let’s or I can”
How do Learning Targets connect to our assessment
practices?
The single most common barrier to sound classroom assessment is the teachers’ lack of vision of appropriate achievement targets
within the subjects they are supposed to teach.
Rick Stiggins
• Are the student learning targets stated and easy to find?
• Are the student learning targets focused – are there too many?
• Are they clear?• Are they appropriate?• Do the stated learning targets reflect a
bigger plan to cover all important learning targets over time?
Teachers and 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?
A Mathematics Example• Math• Decimals• Page 152 in the book• Going on a decimal hunt• Read decimals and put them in
order
Subject
Activity
AssignmentTopic
Learning Target
Is this a Target?
• Complete a senior project• Build a bird feeder• Use a band saw safely• Analyze a lab report• Construct a diorama
Learning Targets
• Knowledge• Reasoning• Performance/
skills• Products
Knowledge Targets
Master of substantive subject content where mastery includes both
knowing and understanding it.
Knowledge Examples• Identify metaphors and similes• Read and write quadratic equations• Describe the function of a cell
membrane• Know the multiplication tables• Explain the effects of an acid on a base
Reasoning Targets
The ability to use knowledge and
understanding to figure things out
and to solve problems.
Reasoning Examples
• Use statistical methods to describe, analyze, evaluate and make decisions.
• Make a prediction based on evidence.• Examine data/results and propose a
meaningful interpretation.• Distinguish between historical fact and
opinion.
Performance/Skill Targets
The development of proficiency in doing something
where the process is most
important.
Performance/Skill Examples• Measure mass in metric and SI units• Use simple equipment and tools to
gather data• Read aloud with fluency and
expression• Participate in civic discussions with the
aim of solving current problems• Dribbles to keep the ball away from an
opponent
Product Targets
The ability to create tangible products that meet certain
standards of quality and present
concrete evidence of academic
proficiency.
Product Examples• Construct a bar graph• Develop a personal health-related
fitness plan• Construct a physical model of an
object• Write a term paper to support a
thesis
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?
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)
Shared Learning Targets and Criteria for Success
By setting out clearly in their own minds what they want the students to learn, the
teachers would be in a position to find out what the ‘gap’ was between the state of
students’ current learning and the learning goal and to be able to monitor that ‘gap’ as
it closed.
Assessment for Learning: Putting it into Practice