Deconstructing Standards into Achievable Learning Targets 1 Setting

Deconstructing Standards into Achievable Learning Targets 1

Setting Group Norms § Group norms are agreed upon ways in which we will work together so that productivity is maximized. § They are posted and reviewed (verbally and in writing) at all meetings. § Let’s work together to abide by our Group Norms. 2

Group Norms § § § Be present and be engaged in the work Function as equal partners in this work Limit the use of cell phones and computers to breaks and at lunch § Be respectful by limiting sidebar conversations § Be on time for each segment of the day § Stay for the entire Cadre session 3

Developing Student. Friendly Learning Targets from Standards Modified from presentations by Mary Rudd, Stephanie Hatfield, Debra Cornett and Rina Gratz 4

Points to Ponder § How clear are you, to this point, regarding the following: § 1. Assessment Literacy and your role, § 2. The roll out/scale up of the new common core standards and your role, § 3. Characteristics of Highly Effective Teaching (CHET) and your role? § How clear are you regarding the Network 5 Approach to improving student learning?

Some of us felt like this man 6

Some of us felt like this 7

Or maybe like this ! 8

But, by the end of the day…. 9

Leadership Network Vision § Every school district in the commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning and assessment practices in every classroom, every day. 10

Content Leadership Network Goal § Ensure that every participant has a clear understanding of how to: § translate Kentucky’s Core Academic Standards into clearning targets in order to design high quality formative and summative assessments and § plan/select rigorous and congruent learning experiences. 11

Welcome Back to KLA/Administrator’s Leadership Network !! § Let’s talk. What have you done since we last met regarding assessment literacy, standards roll out and HETL that has worked? We will use an adaptation of the Success Protocol from Protocols for Professional Learning by Lois Brown Easton 12

T-Chart Time! 13

Deconstructing Standards into Achievable Learning Targets 14

Learning Targets for Day 2 § Through full participation, KLA members will be able to explain the rationale for deconstructing standards. § Through full participation, KLA members will understand the difference between standards, learning targets and activities and will be able to articulate the differences. KLA members will apply their understanding at the school/district level. 15

Why do we need to unpack or deconstruct standards? To identify what students need to know and be able to do To guide daily instruction and our assessment for learning. To enable my students to show mastery of the standards on our common assessments and on the state summative assessment 16

Handout: Talking Points about Learning Targets § Read and discuss these key points, Number 3, 4, 5 and 6, from the handout with your tablemates. 17

Turn to Page 59 of your Stiggins Assessment Balance and Quality § Highlight the first sentence under the section, Deconstruct Standards 18

An overview/orientation, The Leaders’ Role: Leaders will support teachers in: § Writing clear, concise, and studentfriendly learning targets § Understanding the effective use of learning targets for instructional planning § Applying learning targets to the design of a balanced assessment system 19

The Leaders’ Role according to Stiggins § Turn to pages 25 -26, read and highlight key points, Turn to page 23 to find Figure 2 -1 § On page 27, look at number 5, then turn to page 23 for a summary of the seven strategies § Now, turn to page 113 - 114 Activity 10 20

Standards give the teacher a destination. Learning targets are the route students take to reach that destination. 21

Without Clear Targets We Can’t Do Any of the Following… § Know if the assessment adequately measures what we taught. § Correctly identify what students know and don’t know and their level of achievement. § Plan next steps in instruction. § Give detailed, descriptive feedback to students. § Have students self-assess or set goals likely to help them learn more. § Keep track of student learning target by target or standard by standard. 22 § Complete a standards-based report card.

What Are Learning Targets? § Any achievement expectations we hold for students. § Statements of what we want students to learn and be able to do. 23

Standard vs. Learning Target • General • Written in technical language (designed for adults) • Not flexible • ? • guide instruction • expectations, desirable outcomes • ? • Immediate (short term) • Measurable, assessable and achievable • Teacher-generated • ? 24

Standard vs. Learning Target • General • Long term • Whole, rather than in pieces • Written in technical language (designed for adults) • Context for the learning targets • Expectations • Not flexible • Universal-everybody tries to meet • Measurable, assessable and achievable • guide instruction • about learning • expectations, desirable outcomes • element of time involved • Student friendly • Isolated piece of standard • Immediate (short term) • Language that students understand • Stepping stone toward meeting the standard • Smaller parts • Measurable, assessable and achievable • More flexible (change over time) • Teacher-generated • Personalized • Expectations 25

Learning Targets/Objectives Are: Statements of what we want students to learn or know or understand be able to do. 26

n Social Studies Subject n Map Skills Topic n Page 152 in the book n “Going on a trip around the world” n Assignment Activity Learning Target 27

Which is a learning target/objective? Use your pinch card. 1. I will know math. 2. Students will go on a decimal hunt. 3. Students will understand decimals and put them in sequential order. 4. Complete page 152 in the math book. 28

“Without the learning intention, children are merely victims of the teacher’s whim. ” “The sharing of learning intentions is, however, more complex than simply repeating what is in the teacher’s plan. ” Shirley Clarke in Unlocking Formative Assessment 29

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Which is a Clear Learning Target? A. Class will read a short story B. Complete page 119 C. Students will understand the elements of a short story and summarize the plot in chronological order D. Students will become proficient readers. 31

4 Keys to Creating Sound Learning Targets 1. Clear understanding of where you want the targets to take your students. 2. Identify only those components of the standard that are essential for today’s learning (daily learning target). 32

4 Keys Continued: 3. Each target is measurable/able to be assessed. 4. Targets are arranged in a logical progression. 5. Targets are stated/written in student friendly language. 33

T-Chart Time! 34

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Learning target example: Students will understand measures of central tendency and will be able to calculate mean, median and mode. 39

SS-08 -1. 3. 2 Students will explain and give examples of how, in order for the U. S. government to function as a democracy, citizens must assume responsibilities (e. g. , participating in community activities, voting in elections) and duties (e. g. , obeying the law, paying taxes, serving on a jury, registering for the military). DOK 40

Know description of Democracy Know the definition of responsibilities Know the definition of duties Compare rights vs. responsibilities Describe and list duties of citizens living in a democracy Describe the difference between responsibilities and duties. Describe the difference between the duties of a citizen vs. a noncitizen living in the United States. Describe and list responsibilities of citizens living in a democracy Describe the difference between responsibilities of a citizen vs. a non` citizen living in the United States. Analyze the pros and cons of how a citizen’s responsibilities and duties impact the US government’s ability to function as a democracy 41

A Mathematics Example § Math § Decimals Subject Topic Assignment § Page 11 in the book § Going on a decimal hunt Activity § I can read decimals and put them in order Learning Target 42

Clearning target or an activity ? § Complete Exercise 2. 1 with your elbow partner § Come to agreement with your table team 43

Clear targets Impact on students § More focus § Learning culture § Quality of work improves § Behavior improves § Persevere longer § Greater ownership of learning § Automatically self-evaluate § More enthusiasm about learning 44

Clear targets Impact on Teachers § More focused instructional planning § Sharpens teachers’ focus on the learning expectation § Expectations rise § Focus on quality rather than getting it done 45

Clear Learning Targets Impact on Teachers § Congruent activities § Relevant content specific vocabulary § Assists teachers in reflection regarding their lessons and learning that occurred § Strengthens connections with parents related to learning expectations for their child 46

Handout: Talking Points about Learning Targets § Read and discuss the handout’s key points found in Numbers 1 -2, 7 -11 with your tablemates. 47

Continue your Table Discussion Your handout contains a comparison between a traditional and a standards-based instructional plan. As a group, discuss and be prepared to share: 1) What value is added to the standardsbased plan by the inclusion of the learning target? 2) What differences do you see between the two plans and why is it significant? 3) Compare and evaluate the assessment strategies of the two plans. 48

The process of instructional planning § Traditional § Select topic § Design instructional activities § Design and give an assessment § Give grade or feedback § Move onto new topic 49

Standards Based Model Select the § Design an standard that assessment students need to congruent to the know standards and § Unpack the learning targets on standards which students will § Design congruent daily demonstrate their learning targets learning 50

Standards Based Model • Design congruent formative assessments • Plan congruent instructional strategies to assure that each student has appropriate learning opportunities § Use data from assessments to give feedback, re-teach or move to next level 51

T-Chart Time! 52

Classifying Targets 53

Turn to pages 115 & 117 in your Stiggins book Take a few minutes to become familiar with key words in types of targets 54

Kinds of Learning Targets. Knowledge Learning Targets § Stated using verbs such as list, name, define, identify and explain. 55

Learning Targets-Knowledge (cont. ) Examples Master factual and procedural knowledge § Recognize patterns § Explain the amendment process § List characteristics of U. S. citizenship 56

Kinds of Learning Targets -Reasoning/Thinking Includes mental processes such as: predicts infers classifies compares summarizes analyzes evaluates generalizes hypothesizes concludes 57

Learning Targets-Skill/Performance Examples • Reads aloud with fluency and expression • Participates in civics discussion with the goal of solving current problems • Uses simple tools to gather data 58

Learning Targets- Product Learning Targets § § § Writing samples Projects Artistic products Research reports Science exhibits 59

Learning Targets- Product Examples • Constructs bar graphs • Constructs physical models of objects • Creates a news article related to a historical time period. 60

Standards and Targets Underpinning the Standards Product Skill/Performance Reasoning Knowledge 61

Types of Learning Targets/Objectives Knowledge –The facts and concepts we want students to know Reasoning- Students use what they know to reason and solve problems Skills/Performance- Students use their knowledge and reasoning to act skillfully Product- Students use their knowledge, reasoning, and skills to 62

Handout: Exercise 3. 3 Read the learning targets. Classify each target collaboratively with your elbow partner 63

What Kind of Target Is This? A. Knowledge, B. Reasoning, C. Skill, or D. Product? Use your pinch card 1. Identify different types of maps 2. Create a physical map 3. Analyze and compare different purposes for maps 4. Know how to use a map for a specific purpose 64

Clear Statement of Learning Target Skill or concept to be defined: PREDICTION §A statement saying something will happen in the future. Student-friendly language for target: §I can make predictions. This means I can use information/evidence to describe what is likely to happen next. 65

T-Chart Time! 66

Handouts: §Talking. Points about Learning Targets Template Content Networks are Using Standard Progression 67

First, Classify a Standard Work collaboratively with a tablemate to come agreement on the standard’s classification Discuss with all your tablemates and come to consensus on the classification Write the standard’s classification on the template 68

Let’s Practice § Form groups of 3 -4 at your table § From the Progression Handout, pull out Standard 4 for 7 th grade § Write the standard on the chart paper § Collaboratively underline/highlight key words to determine the meaning of the standard § Begin writing a learning target with the same classification as the standard 69

Let’s Practice § Move to the next section to the right on the template. § Continue writing clear, measurable learning targets until you reach the far right on the template. 70

All KLA/Administrators’ Leadership Network Members, please close your power point handout. 71

Standard: Students will drive a car with skill Knowledge Reasoning Skill or Performance Product 72

Handout : Driving a Car template Please record your “drive a car with skill” learning targets in the template. 73

Self Assess using the Power point slide information Turn to pages 120 -121 in your Stiggins book 74

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? 75

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) 76

Student Friendly Terms I am learning to… Let me show you how I can… When I learn this I can… 77

“WALT” and “WILT” One way to think about writing studentfriendly learning objectives: We Are Learning To… When I Learn This… 78

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MATHEMATICS Identify and graph ordered pairs on a positive coordinate system scaled by ones, twos, threes, fives, or tens; locate points on a grid; and apply graphing in the coordinate system to solve realworld problems. § Graph the vertices of a triangle onto positive coordinate planes using different scales. § Analyze what changes in the figure affected by the changes in scales, and explain why. § Graph the vertices of the reflected image of a triangle. 80

MATHEMATICS § Graph the point (1, 6) in the first quadrant of the coordinate plane. § Design an alternate arrangement of your classroom space using 3 -dimensional scale models of the classroom and its contents. § 81

SOCIAL STUDIES Identify and explain the basic purpose of the U. S. Government as defined in the Preamble to the U. S. Constitution (establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, secure the blessings of liberty to ourselves and our posterity). DOK 2 § Explain how the U. S Government functions, as defined by the Preamble to the Constitution. § Using examples to justify your answer, explain why the powers of government established by the Preamble to the 82 United States Constitution are still significant today.

SOCIAL STUDIES § List the basic purposes of government in the United States (as stated in the Preamble to the United States Constitution). § Using multiple sources, research how the U. S. Government has used its powers (as defined by the Preamble to the Constitution) over a selected time period in US history. Explain, through a class presentation, the impact of these actions on our life today. 83

Implications for the Work § Begin with the end in mind – standards and final assessment § Know where students are – pre-assess before unit ( Stiggins: pp. 23) § Let students know where they are going – communicate specific and student-friendly learning targets (Stiggins: pp. 23) § Use time wisely – depending on where students are, decide how much time you will spend on which activities/strategies 84

Implications for the Work § Ensure the distinction between congruent to correlated with respect to learning targets § We must let go of activities and materials that do not directly lead students to learning target mastery 85

Next Steps and Future Learning for KLA Don’t wait until the end of the unit…. Ongoing formative assessment is the KEY Before, during, at the end, after Best practice instruction (learning targets, strategies, grouping, interventions, reteaching, etc. ) Assessment for learning Involve students in tracking their own learning 86

Learning Targets for Day 2 § Through full participation, KLA members will be able to explain the rationale for deconstructing standards. § Through full participation, KLA members will understand the difference between standards, learning targets and activities and will be able to articulate the differences. KLA members will apply their understanding at the school/district level. 87

An overview/orientation, The Leaders’ Role: Leaders will support teachers in: § Writing clear, concise, and studentfriendly learning targets § Understanding the effective use of learning targets for instructional planning § Applying learning targets to the design of a balanced assessment system 88

Final Thoughts § Teaching to greater depth of understanding prepares students to retrieve and apply knowledge and skills §. § Targeting instruction to promote enduring understandings (how, why, so what, what if, what then) provides the context for deep and rich learning. 89

T-Chart Time! 90