CCL 12017 Learning Targets Brain Breaks Kelly Rizzi

CCL 1/20/17 Learning Targets & Brain Breaks Kelly Rizzi Director of School and District Support Shasta County Office of Education

Learning Target I will learn about learning targets and brain breaks through active listening and collaborative conversations, and will verbally teach a neighbor what I know.

Learning Targets A GPS can't take you anywhere without a precise description of where you want to go. “Think of shared learning targets in the same way. They convey to students the destination for the lesson—what to learn, how deeply to learn it, and exactly how to demonstrate their new learning. In our estimation (Moss & Brookhart, 2009) and that of others (Seidle, Rimmele, & Prenzel, 2005; Stiggins, Arter, Chappuis, & Chappuis, 2009), the intention for the lesson is one of the most important things students should learn. Without a precise description of where they are headed, too many students are "flying blind. ” Knowing Your Learning Target ~Connie M. Moss, Susan M. Brookhart and Beverly A. Long

John Hattie’s research is based on over u 1, 000 meta-analyses, u 50, 000 studies and u 260, 000 students Purpose: to discover the most positive impacts on student achievement

John Hattie is the Professor of Education at Auckland University in New Zealand. Through thousands of studies, he developed a way of ranking various influences in different metaanalyses according to their effect sizes. In his ground-breaking study “Visible Learning” he ranked those influences which are related to learning outcomes from very positive effects to very negative effects on student achievement. Hattie reports that an effect size of 1. 0 is equivalent to advancing a student by two to three years, so an effect size of. 57 improves learning by one to two years over the period of one school year.

Learning Targets(. 56) They make clear to students the type or level of performance necessary Students understand where and when to invest energies, strategies, and thinking They provide the knowledge of where students are positioned along the trajectory towards successful learning Shasta County Office of Education

Learning Targets They should: Be Clear Provide guidance to the teacher about what to teach Help learners be aware of what they should learn from the lesson Form the basis for assessing what the students have learned and for assessing what the teacher has taught What we want students to learn in terms of: Knowledge Skills Understanding Attitude and values within a unit or lesson Shasta County Office of Education

Brain Breaks are short, energizing bursts of activity that boost blood flow, send oxygen to the brain, and help students better retain information. They also help to regulate students and to take them to the higher parts of the brain, which reduces behavioral issues. Research has shown that Brain Breaks increase students’ on-task behavior AND the amount of physical activity they get every day. Dr. Bruce Perry’s Trauma Academy recommends rhythmic, patterned, repetitive movements to help calm students and to help take them out of fight or flight mode.

Resources Go. Noodle- https: //www. gonoodle. com/ Mind Yeti- https: //www. mindyeti. com/ Dr. Jean Feldman- http: //drjean. org/ Brad Chapin- http: //www. selfregulationstation. com/ S’cool Moves- https: //www. schoolmoves. com/ Trauma Academy- http: //childtrauma. org/

Learning Target I will learn about learning targets and brain breaks through active listening and collaborative conversations, and will verbally teach a neighbor what I know.