LEARNING TARGETS DAY 1 Carla DahlinMedford k 12

LEARNING TARGETS DAY 1 Carla. Dahlin@Medford. k 12. or. us Carla Dahlin Staff Development, Secondary Proficiency Medford Professional Development Adapted from Classroom Assessment for Student Learning Doing It Right – Using It Well Pearson Assessment Training Institute

The 3 learning targets for this course: 1. 2. 3. I can define the four types of learning targets: knowledge, reasoning, skill, and product. I can categorize learning targets into one of the four types: knowledge, reasoning, skill, or product. I can deconstruct a priority standard into type-specific learning targets.

Derived from Priority Standards and written in student-friendly language “I can…” statements It’s easy to hit a target if “I can” see it! Should be posted and explained at the beginning of a lesson and referred to during the lesson Clear Learning Targets Consists of specific content (nouns), specific skills (verbs) Measurable results through Rubrics and Assessment H

I CAN DEFINE THE FOUR TYPES OF LEARNING TARGETS: KNOWLEDGE, REASONING, SKILL, AND PRODUCT. LEARNING TARGET #1

WHY CATEGORIZE LEARNING TARGETS? � 1. By categorizing targets by type we can determine if they are clear enough. Is the intended learning clear? � 2. When you have to deconstruct a standard into smaller teachable parts, knowing the target types will help ensure your targets are accurate as well as help you determine how many targets you may need to teach the standard. � 3. Knowing the target types is essential to selecting the appropriate assessment method. I can define the four types of learning targets: knowledge, reasoning, skill, and product.

Knowledge Targets factual information, foundational knowledge, procedural knowledge Usually stated using verbs such as: Knows Lists Names Identifies Recalls I can define the four types of learning targets: knowledge, reasoning, skill, and

EXAMPLES OF KNOWLEDGE TARGETS Math- I can recognize acute, obtuse, and right angles. English- I can use subject and object nouns correctly. Social Studies- I can explain the difference between power and authority. Science- I can describe where mitochondria and chloroplasts come from. Health/PE- I can identify factors that determine the reliability of health information. The Arts- I can identify and describe the elements of a design in a work of art. I can define the four types of learning targets: knowledge, reasoning, skill, and product.

Reasoning Targets They specify thought processes students are to learn in a subject. Students use reasoning to solve problems, make inferences, draw conclusions, form and defend judgments. Usually stated using verbs such as: predict infer classify hypothesize compare draw conclusions summarize estimate solve analyze evaluate justify and generalize I can define the four types of learning targets: knowledge, reasoning, skill, and

Patterns of Reasoning Inference: Making a reasonable guess based on information or clues � Analysis: Examining the components or structure of something � Comparison: Describing similarities and differences between two or more items � Classification: Sorting things into categories based on certain characteristics � Evaluation: Expressing and defending an opinion, a point of view, a judgment, or a decision � Synthesis: Combining discrete elements to create something new � I can define the four types of learning targets: knowledge, reasoning, skill, and

EXAMPLES OF REASONING TARGETS Math- I can identify shapes as two-dimensional or three dimensional. English- I can delineate and evaluate the argument between illustrations and the story in which they appear. Social Studies- I can evaluate the strengths and weaknesses of candidates in the terms of the qualifications required for a particular leadership role. Science- I can use characteristic properties of liquids to distinguish one substance from another. Health/PE- I can use criteria to set goals for improving health and fitness practice. The Arts- I can compare purposes of chosen musical examples. I can define the four types of learning targets: knowledge, reasoning, skill, and

I CAN CATEGORIZE LEARNING TARGETS INTO ONE OF THE FOUR TYPES: KNOWLEDGE, REASONING, SKILL, OR PRODUCT. LEARNING TARGET #2

QUIZ TIME! Mark next to each target a K for knowledge or an R for reasoning I can use data from a random sample to draw inferences about a population with an unknown characteristic of interest. q I can identify the major reasons for the rapid expansion of Islam during the 7 th and 8 th centuries. q I can describe the relationship between illustrations and the story in which they appear. q I can describe how organisms interact with each other to transfer energy and matter in an ecosystem. q I can recall the influences that promote alcohol, tobacco, and other drug use. q I can use characteristic properties of liquids to distinguish one substance from another. Iqcan. I categorize learning targets one of the knowledge, skill, it. or can evaluate the into quality offour mytypes: own work reasoning, to refine q

Skill Targets Where a real-time demonstration or physical performance is required (cognitive skills may be a prerequisite) Usually stated using performance verbs relative to the subject area I can define the four types of learning targets: knowledge, reasoning, skill, and product.

EXAMPLES OF SKILL TARGETS Math- I can measure the length of an object twice, using length units of different lengths for two of the measurements. English- I can pronounce , blend, and segment, syllables in spoken words. Social Studies- I am able to greet people from other countries. Science- I can measure properties of objects using balances and thermometers. Health/PE- I can perform CPR correctly. The Arts- I can Integrate voice into character I can define the four types of learning targets: knowledge, reasoning, skill, and development. product.

Product Targets Describe the learning in terms of artifacts where the creation of a product is the goal of the learning. The specifications of the quality of the product are the focus of the teaching and assessment. Usually stated using verbs specifically outlined in the standard: Makes Creates I can define the four types of learning targets: knowledge, reasoning, skill, and Develops product.

EXAMPLES OF PRODUCT TARGETS Math- I can construct the inscribed and circumscribed circles of a triangle. English- I can create a visual display to use in a presentation to enhance the message. Social Studies- I can create a timeline to show the order of early explorations and settlements. Science- I can create an accurate, complete, and organized display of data obtained through scientific investigation. Health/PE- I can develop a home fire escape plan. The Arts- I can create a scripted scene based on improvised work. I can define the four types of learning targets: knowledge, reasoning, skill, and product.

Should each subject’s curriculum have all four types of targets in it? � Academic subjects generally have far more knowledge and reasoning targets than skill or product targets. � Performance-based disciplines, such as music, PE, and other performing arts, have many skill targets. � Product-based disciplines such as fine arts have many skill and product targets. • (They all have knowledge and reasoning targets as well, but the balance shifts more to the skill and product levels in some subjects. ) I can define the four types of learning targets: knowledge, reasoning, skill, and product.

I CAN CATEGORIZE LEARNING TARGETS INTO ONE OF THE FOUR TYPES: KNOWLEDGE, REASONING, SKILL, OR PRODUCT. LEARNING TARGET #2

QUIZ TIME! Mark next to each item K for knowledge , R for reasoning, S for skill, or P for product q q q q I can compare and contrast points of view from an historical event. I can draw conclusions from experimental results. I can perform songs using appropriate expression to reflect music. I can write opinion pieces on topics or texts, supporting a point of view with reasons and information. I can evaluate health and fitness information. I can create drawings demonstrating one- and two-point perspectives. I can propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas. I can recall the remainder theorem for polynomial division. I can make pictographs to describe observations and draw conclusions. I can produce maps to scale. I can identify notes on a treble clef. I can use laboratory equipment safely. I can draw a bar graph to represent a data set with up to four categories. I can dribble to keep the ball away from an opponent; pass and receive on the move. I can categorize learning targets into one of the four types: knowledge, reasoning, skill, or

I CAN DECONSTRUCT A PRIORITY STANDARD INTO TYPE-SPECIFIC LEARNING TARGETS. LEARNING TARGET #3

X X These are the two REQUIRED learning targets that were marked required in the grade book. These are the required ones because they are the same type (Reasoning) as the Priority Standard. X X These are the four SUPPORTIVE learning targets because they literally support the REQUIRED learning targets that accurately measure the standard. I can deconstruct a priority standard into type-specific learning

X X I can deconstruct a priority standard into type-specific learning

MS-ESS 2 -4. DEVELOP A MODEL TO DESCRIBE THE CYCLING OF WATER THROUGH EARTH’S SYSTEMS DRIVEN BY ENERGY FROM THE SUN AND THE FORCE OF GRAVITY. Learning Target type: � PRODUCT Learning Target: � I can develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity. I can deconstruct a priority standard into type-specific learning

MS-PS 3 -3. APPLY SCIENTIFIC PRINCIPLES TO DESIGN, CONSTRUCT, AND TEST A DEVICE THAT EITHER MINIMIZES OR MAXIMIZES THERMAL ENERGY TRANSFER. Standard and Learning Target type: � PRODUCT and SKILL Learning Target(s): � I can apply scientific principles to design a device that either minimizes or maximizes thermal energy transfer. � I can apply scientific principles to construct a device that either minimizes or maximizes thermal energy transfer. � I can apply scientific principles to test a device that either minimizes or maximizes thermal energy transfer. OR combine the first two if that is how you are teaching it, as one not happening without the other. � � I can apply scientific principles to design and construct a device that either minimizes or maximizes thermal energy transfer. I can apply scientific principles to test a device that either minimizes or maximizes thermal energy transfer. I can deconstruct a priority standard into type-specific learning

LET’S GET TO WORK! v v Please gather your gradelevel PLC and sit together. You may want to move to a different location in the room, but wait until I say “GO” Out of the Priority Standards that you each brought, please choose one that your grade-level PLC would like to deconstruct today. Use the templates at your tables to deconstruct the chosen standard. You may want to refer back to your note packet I can deconstruct a priority standard into type-specific learning for clarification.

Did you hit the 3 learning targets for this course: q. I can define the four types of learning targets: knowledge, reasoning, skill, and product. q I can categorize learning targets into one of the four types: knowledge, reasoning, skill, or product. q I can deconstruct a priority standard into type -specific learning targets.