Network for New Science/Math Teachers

June 1, 2010Meeting 6

Lexington, KYUniversity of Kentucky

Partnership Institute for Math & Science Education ReformKentucky Department of Education

Welcome!Help yourself to some

refreshments and networking

Meeting 5 Review

Balanced Assessment:Learning Targets

Roadmap for Today

Instructional Strategies

LearningTargets

DeconstructingStandards

Review&

Preview

But First…..Let’s Play a Game!

A Little Housekeeping

Next Year Update• Meeting Dates

– Aug 30, Sept 27, Oct 25, Nov 29, Dec 13, Jan 31

• Make Up Dates– Feb 28 and Mar 28

• Funding questions should be directed to Michael Dailey at Michael.Dailey@education.ky.gov

Classroom Instruction That Works

LEADERSHIP

LEADERSHIPL

EA

DE

RS

HIP

LE

AD

ER

SH

IPVariables

School

Guaranteed and Viable CurriculumChallenging Goals and Effective FeedbackParent and Community InvolvementSafe and Orderly EnvironmentCollegiality and Professionalism

Teacher Instructional StrategiesClassroom ManagementCurriculum Design

Student Home EnvironmentLearned Intelligence and Background KnowledgeStudent Motivation

What Works in Schools, Robert J. Marzano

Classroom Assessment for Student Learning (CASL)

• Learning Goal– To deepen understanding

of Classroom Assessment for Learning.

• Learning Targets– I can identify the 4 types of

learning targets.– I can describe the process

of deconstructing standards.

Research-based Strategies

5 Research-based strategies that significantly improve student learning:Sharing criteria (clear learning targets

with success criteria)– Questioning– Feedback– Peer assessment– Self-assessment

Black and Wilam, 1998

PURPOSE

TARGET

ACCURACY EFFECTIVE USE

STUDENTINVOLVEMENT

DESIGN

EFFECTIVE COMMUNICATION

Keys to Quality AssessmentCASL, 2004

Learning/Achievement Targets

Statements of what we want students to learn and be able to

do.

Learning Targets

• Knowledge

• Reasoning

• Performance/ skills

• Products

Adapted from Stiggins et al, Classroom Assessment for Student Learning, Assessment Training Institute, 2004

Knowledge Targets

Mastery of substantive subject content where mastery includes both

knowing and understanding it.

Reasoning Targets

The ability to use knowledge and understanding to figure things out and to solve problems.

Performance/Skill Targets

The development of proficiency in doing something where the process is most important.

Product Targets

The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency.

What type of target is it?

• Working in groups of 2, sort the targets into the type of target each is: Knowledge Reasoning Skill Product

• How did you decide where to place each target?

• Do not use your verb sheet at this time.

Let’s Look at an ExampleI can apply the Pythagorean Theorem

– Is this clear to students? Why or why not?– Would this target help students that were struggling?– Do you think that students would know what this

learning target means?– Would a student be able to self-assess with this

target? Would they know when they “hit” the target?– How could this target be improved to help students

walk away with the intended learning?

What separates a good target from a poor one?

• Examine each target and sort into 2 piles: good and not so good

• Look more closely at the ‘good’ pile: What characteristics do good targets have?– Place each characteristic on a post-it

• Join with another pair and compare post its.

• What criteria would you use to determine if a target was a quality target?

But where do I get learning targets?

• The Standards!– Are these clear as is to teachers? To

students?– Most standards contain many learning targets

therefore the standards need to be “unpacked” or deconstructed into their appropriate knowledge, reasoning, skill and product targets.

Standard/Benchmark:

Produce writing to communicate with different audiences for a variety of purposes.

Type: Knowledge Reasoning Skill Product

Learning Targets:What are the knowledge, reasoning, skill, or product targets underpinning the standard?

Knowledge Targets

Skill Targets

Reasoning Targets

Product Targets

Know what a sentence is

Understand concept of word choice

Distinguish the uses ormeanings of a

variety of words (word choice)

Hold a pencil correctly

Print letters correctly according to DN methods

Space words

Use lines and margins correctly

Stretch out sounds in words to create a temporary spelling of the word

Write sentences with varied

beginnings.

FIRST GRADE

Stiggins, et al 2004

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?

Stiggins, et al 2004

Driving a Car with Skill

KnowledgeKnow the lawRead signs and understand what they mean

ReasoningEvaluate ‘am I safe’ and synthesize information to take action if needed

SkillsSteering, shifting, parallel parking, …

Products(not appropriate target for standard)

Stiggins, et al 2004

Weak and Strong Models

• Examine the weak deconstruction model– Would this be of benefit to teachers? – How would this impact student learning?

• Examine the strong model– Would this be of benefit to teachers?– How would this impact student learning?– For each target listed, identify where it would fit in the

standards.• Are all targets explicitly stated in the standards? Why or why

not?• What should you be thinking about when deconstructing?

Let’s Do a Think Aloud

• Examine the standards given.• Think about what knowledge, skills, reasoning,

or products students will need in order to meet that standard.

• Start with the skills column, then move to understanding, and lastly to core content.

• Do not think of how you will teach the standard or how you will assess it, ONLY about what students will need to know and be able to do.

• Let’s do this together!

Working within a group of 3

• Using the standards you have been given, deconstruct into K, R, S, and P targets.

• Refer back to your verb sheet to help you categorize and the strong model as an example.

• When finished, join another trio and compare your work.

Group Debrief

DHow did the process feel?

What is the value of going through this process?

What support materials are needed to facilitate the process?

Year in Review

Whole Group Information• Teaching Reading in Math or Science• Vocabulary Strategies: Frayer Model, Concept Mapping,

Talk-A-Mile-A-Minute, What’s My Word/Number?• Characteristics of High Quality Teaching and Learning

– Learning Climate• Classroom Assessment for Student Learning

– Why formative assessment? – Of vs For– Learning Targets– Deconstruction

• Formative Assessment Strategies• Ways to share information:

– Talking Partners, Gallery Walk, Carousel Walk, Jigsaw reading/group work, Think-Pair-Share

• Questioning Strategies —Think Trix & Thinking Questions• Instructional Strategies• Games and Reflective strategies

Year 2---Preview

• Continue with content breakouts

• Will focus whole group on…– Instructional Strategies —Classroom

Instruction That Works and The Strategic Teacher

– Balanced Assessment —Continue working with CASL and deepening understanding of formative assessment

For Next TimeFor Next Time

• Our next meeting will be: Aug 30

• Have a great summer!