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The Learning Target Framework For Domain 1November 5, 2013Planning for Active Learning

Jen - intro2Synergistic effect Learning Target (Overview)Criteria for SuccessPOFULearning TargetsDomain 1:Planning for Active Learning

Overview Learning TargetsPerformance of Understanding Criteria for SuccessDig deeper and applyLearning TargetsPerformance of Understanding Criteria for SuccessThree Learning SegmentsUltimate goalI do someYou do a little moreSegment 1:learning targetI can understand the three components of the learning target framework.

I can show this by demonstrating the differences between a learning target, a performance of understanding and the criteria for success.

Alicia6Weighing in

Pair up with two other people at your table for this activityOne person in each triad take out your smartphoneGo to TEXT MESSAGE

How would you best describe this statement? I can determine a trait of a character in a storyhttp://www.polleverywhere.com/multiple_choice_polls/TZDgIsU1KcszzUg8

How would you best describe this statement? I can complete a character wheel about the characters from the storyhttp://www.polleverywhere.com/multiple_choice_polls/gAnl7jjP8S3BqXB9

How would you best describe this statement? The character's face shows a trait based on evidence from the story.http://www.polleverywhere.com/multiple_choice_polls/iu3x2XyRM6EKHiZ10Learning TargetWHAT IS IT?What is the NEW LEARNING for the DAY?Its what I am teaching the mini-lesson content

HOW MIGHT IT BE WRITTEN?I can

Lisa11Learning TargetI can develop an understanding of how squares and cubes are related.

Lisa12Performance of understandingWHAT IS IT?What is the PRODUCT? What will the kids do, say, write, create, etc.?

HOW MIGHT IT BE WRITTEN?I can show this byLisa13Performance of understandingI can show and explain how the number of sides on a square and the number of faces on a cube are related.

Lisa14Criteria for successWHAT IS IT?What makes a HIGH QUALITY product? If your students did a perfect job on the POFU, what would that look like? Think of language you might use on a rubric

HOW MIGHT IT BE WRITTEN?I will know I am successful when ILisa15Criteria for successShow the correct number of sides for 5 squares.Show the correct number of faces for 5 cubes.Show/share an appropriate strategy.Describe to a partner how the number of sides on a square is related to the number of faces on a cube.

Turn and TalkWhich are Targets?Which are Performances of Understanding ?Which are Criteria for Success?How do you know???Amy17This is the statementWhich component is it?I can participate in an investigation directing a beam of light at different materials.I can explain the difference between opaque, translucent and transparent materials.I can explain how different materials refract light in different ways.I can explain what happens when light strikes transparent, translucent, or opaque objects.I can categorize materials as transparent, translucent or opaque.I can provide accurate and detailed responses to questions about refraction.POFUCSLTCSCSCSThis is the statementWhich component is it?I can complete # of problems on arrays and all partials independently.I can work with partners to multiply whole numbers using place value blocks and record my work using short hand notes and arrays. I can explain the solution to multiplication problems I can multiply multi-digit numbers by one, two and three digit numbersLT Learning Target CS - Criteria for Success POFU Performance of UnderstandingCSPOFUCSLTSegment 1:learning targetI can understand the three components of the learning target framework.

I can show this by demonstrating the differences between a learning target, a performance of understanding and the criteria for success.

Alicia203-2-1 Note card3 main components of the Learning Target Framework2 questions I still have about the components of the Learning Target Framework1phrase to describe my level of understanding of the components of the Learning Target Framework Alicia21YOU DOCreate a learning targetIn pairs, create a learning target one that you might teach in the next few days. Use your curriculum if needed

RECORD it on the poster and hang it up in the roomThe Connectionto domain i

Take out Domain 1Think about Learning Targets onlyHighlight the indicators in the Proficient column that are accomplished just by having and using a Learning Target

SEGMENT 2: Learning Targets Delving deeper into the Performance of UnderstandingNOVEMBER 5, 2013Learning TargetI can apply my understanding of the elements that comprise the POFU

To do this, you will need toCreate POFUs that are:Aligned to a Learning TargetAligned to the Rigor/Relevance FrameworkInclude opportunities for Differentiation

Performance of UnderstandingIt demonstrates a:Students understanding and skills; andProvides compelling evidence of students understanding and skills (formative assessment)

MakingSayingDoingWritingThe performance of understanding is what the students are:SynonymousLearning TaskLearning ActivityPerformance of UnderstandingGuiding QuestionsWhat performance of understanding will help my students develop their thinking and apply their new knowledge? What will students need to do, make, say or write to show that they understand the target, and how well will they have to do it?

ConsiderationHow Rigorous and Relevant is the Performance of Understanding (what students are making, saying, doing or writing) that you have designed for students?

Two ways to think about this. Looking at how Performance of Understanding tasks move through the rigor/relevance framework as part of the learning trajectory, meaning as each day of learning progresses; and how to increate rigor and/or relevance within a daily lesson.30Example Learning TargetI can accurately regroup when solving two digit addition problems.

So, lets take a learning target sample. First we will take this sample through a trajectory of learning process - about 4 to 5 days.31Example: Performance of Understanding

Given a pair of equations such as 24 + 48 = 72, and 48 + 24 = ___, apply a rule that would give the solution to the second equation of the pair without adding the factors.

As part of our study of Newington, plot three coordinates on our Newington map that youd like to visit on a field trip. The coordinates must be at least 14 miles apart. Determine how many miles it will take you to travel to all locations and back. You need to write a letter to the bus department explaining your field trip route, how many miles it will take, and why you think they should support this field trip.As part of our class survey, we found that fourteen students have a pet dog and seven students have a pet cat. What is the total number of dogs and cats?

SolveSolutionExample: Performance of Understanding

Given a pair of equations such as 24 + 48 = 72, and 48 + 24 = ___, apply a rule that would give the solution to the second equation of the pair without adding the factors.

As part of our study of Newington, plot three coordinates on our Newington map that youd like to visit on a field trip. The coordinates must be at least 14 miles apart. Determine how many miles it will take you to travel to all locations and back. You need to write a letter to the bus department explaining your field trip route, how many miles it will take, and why you think they should support this field trip.As part of our class survey, we found that fourteen students have a pet dog and seven students have a pet cat. What is the total number of dogs and cats?

SolveSolutionNow, how can we increase learning at the lowest level, such as in quadrant A. We know we have to teach there, but how we teach there is extremely important based on how we know the brain learns best.33-How about for Foundational Skills?-What Can We Do to Increase thinking, development and retention?Moving beyond independent worksheet performance of understandingWhat can you do to increate thinking, development and retention of concepts/skills? (Table Talk)

Have students work in pairs to discuss their solution to problems (cards and/or dice). Record their work in their Math Journal.Have students use a place value mat to show their understanding of solving the problem. Record their work in their Math Journal.In a game-like format, small groups work in the following roles:Banker exchanges moneyWorker Uses place value mat to ensure accuracy of bankerRecorder captures what worker is doing in writing as evidence of accurate bank accounting

Where Does DI fit in?Differentiation: An OverviewFocus on UnderstandingEngagementAssessment in DifferentiationInstruction and Differentiation

POFU: The Gateway to DifferentiationReview the DI Chart (2 min)

Discuss w/partner where POFU fitsWhere does the LT reside?Where does CS reside?

What implications for planning does this have?

LT POFU CSYOU DO!DEVELOPING THE POFUUsing the posted learning targets:Find a neighbors Learning Target within your content areaCreate one POFU for that target using the information we just reviewed (R&R, DI)Consider:What performance of understanding will help my students develop their thinking and applying their new knowledge? What will students need to do, make, say or write to show that they understand the target, and how well will they have to do it?

***Go to at least one LTs and create one POFUs (10 minutes)09000018765432159004987654321039876543210987654321021987654321098765432100HoursMinutesSecondsTime on TaskLearning TargetI can apply my understanding of the elements that comprise the POFU

To do this, you will need toCreate POFUs that are:Aligned to a Learning TargetAligned to the Rigor/Relevance FrameworkInclude opportunities for Differentiation

Stop Light Assessment Method

Green Light: What we learned in this segmentYellow Light: In this segment, I considered, a question, idea, consideration, or new perspectiveRed Light: Did anything stop your learning: During this segment, ______ stopped my learning

CONNECTING TO DOMAIN I

Take out Domain 1Think about POFU onlyHighlight the indicators in the Proficient column that are accomplished just through the POFUSegment 3: Criteria for SuccessI can apply my understanding of the essential elements that comprise the Criteria for Success

To do this, I will need toCreate CSs that are:Aligned to the LT and POFUClearMeasurable or Feedback richRelevant Amy43Criteria for SuccessThe criteria for success is how well I need to do something; or, the expectations what we are looking for to evaluate performance

CS In A Nutshell:LT: I can apply the appropriate techniques to shoot a mid-range jump shot (mini-lesson to teach technique)POFU: From outside the three point line, students will dribble to the 14 ft. marker and pull up for a jump shot (application of learning)CS: Jump straight up off the ground (approximately 1-2 feet)Shoulders square to hoopHands wide on ballEyes looking 1 inch above end of basketball rimShooting arm between a 45 to 90 degree angle Wrist and finger tips need to rotate toward rim as you follow-through the shot

Criteria for SuccessThe criteria for success is how well I need to do something; or, the expectations what we are looking for to evaluate performance

Another CS Exampe:LT: I can draw inferences from the text. (mini-lesson to teach inferences)POFU: I will read, identify, record and discuss the inferences I have found in chapter 6 with members of my reading group. (application of learning)CS: My inferenceMust be clearly articulated, both in writing and verbally, to the groupMust have at least three supporting pieces of textual evidence (use post-its in the book)Must be accompanied by at least one question Must be verified by a group memberInference is a conclusion based on all the facts.45Must Haves for CSsclear (articulated explicitly at the beginning of each performance of understanding--though they may well evolve over the course of the performance, especially if it is new to the teacher as well as the students).relevant (aligned to the learning target and meaningful to the student).public (everyone in the classroom knows and understands them).

*****CAN BE STUDENT or TEACHER CREATEDForms of Criteria for SuccessWhat are the forms of Criteria for Success?In your group, list all the different ways you can share CS (Chart Paper)

What did you come up with?

Developing the Criteria for SuccessUsing the posted LTs and POFUs:Find a neighbors Learning Target and POFU within your content area can be different than the learning target poster you already visitedCreate two CS for that LT and POFU using the information we just reviewed Consider:ClearRelevantPublic

***Go to at least one Poster and create two CSs (15 minutes)

CONNECTING TO DOMAIN I

Take out Domain 1Think about CS onlyHighlight the indicators in the Proficient column that are accomplished just through the Criteria for SuccessPlanning for Active LearningCollaboratively or Independently, you can now plan for active learning using the framework we focused on today.

Formula for Planning for Active Learning using this framework:Plan for a unit of instruction, or at least 10 15 days in advanceUse your curriculum to determine the essential learning outcomes by the end of this timeframeMap each learning target backwards to achieve those outcomesDesign the POFUs to match each learning targetIdentify the Criteria for Success for each POFU/LT

ESSENTIAL QUESTIONS:How will I know if students are successful?How am I meeting the needs of all learners in the classroom?My TAKE-AWAYS for YouThe three elements of Learning TargetsLearning TargetsPerformance of Understanding Criteria for Success

Domain 1 Alignmentrigorous differentiated tasks and activities anticipates student understandingspecialized instructional actively engage students to think critically, creatively and solve problems.clearly aligned to learning outcomes, standards and assessments.clearly builds on the previous piece and purposefully engages students.aligned with the CCSS to build students ability to understand and make meaningful connectionsto build students ability to represent, interpret and analyzeclearly aligned with instructional outcomes A variety of assessments tools and strategies aligned to curriculum Strategies are planned to engage students in developing and/or using assessment criteria to assess their own work.Assessment criteria are clearly articulated.Enjoy the Afternoon and

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