Learning Targets and Scaffolding the Standard Using Learning

Learning Targets and Scaffolding the Standard Using Learning Targets Effectively in the Classroom Presentation Adapted from PIMSER By Jenny Ray

Research-based Strategies 5 Research-based strategies that significantly improve student learning: ü Clarifying and sharing learning intentions and O O criteria for success Effective Questioning (Engineering effective discussion, questions, activities, and tasks that elicit evidence of learning) Descriptive Feedback that moves learners forward Peer assessment (Students as instructional resources for one another. ) Self-assessment (Activating students as owners of their own learning. )

Difference Between Learning Target and Learning Objective (Teacher Target) Learning Targets are short term goals written from the Student’s Point of View O I can perform operations with radicals. O I can solve systems of equations by substitution. Learning Objectives are written as a goal the teacher wants the student to accomplish. O The student will perform operations with radicals. O The student will know how to solve systems of equations by substitutions.

Get Your Note Guide

ts e rg a T 3 d L e AL e N or ! s f ea r A Learning Targets Reasoning Targets Knowledge Targets (Conceptual) Knowledge

Perform a Close Read of the Standard a. Identify the type of Standard b. Identify the concepts (nouns) and skills (verbs/verb phrases)

DOK Matrix!

The Level They Are Assessed Will Always Be the BOLD Parts of Standard! O MGSE 9 -12. S. CP. 5 Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. If we only teach the Elements they will not be ready for Milestone!

Let’s Make Some Learning Targets! a. Establish Mastery Level Targets that match the intent of the Standard O MGSE 9 -12. G. MG. 3 Apply geometric methods to solve design problems (e. g. , designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

Establish Entry Level Targets (Concepts/Nouns)! O MGSE 9 -12. G. MG. 3 Apply geometric methods to solve design problems (e. g. , designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios). These MUST be MODELED!

Establish Intermediate Level Targets (Reasoning/Verbs)! O MGSE 9 -12. G. MG. 3 Apply geometric methods to solve design problems (e. g. , designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

Establish Scaffolding! Where we enter on the Entry Level depends on YOUR STUDENTS and Pre-test scores! file: ///C: /Users/gclark/Downloa ds/G. MG. 3. pdf

Establish Scaffolding! Teach the “Concepts” TOGETHER! Entry, Intermediate, Mastery Don’t teach all Entry Level at the same time It’s a Cyclic! http: //www. doe. nv. gov/Standards_Instructional _Support/Nevada_Academic_Standards/Math/ Resources/

Scaffolding Example! Entry- I can recognize author’s argument in a text. Intermediate- I can recognize and trace the development of an author’s argument in a text. Mastery- I can analyze how the author distinguishes his or her position from that of p others. m u j ! s T ’ ie t N i DO activ to

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