Outdoor Learning Progression StandardsBased Assessment Hidden Valley Elementary

Outdoor Learning Progression & Standards-Based Assessment Hidden Valley Elementary, November 5, 2018

We acknowledge, recognize and respect that we are working and learning together on the traditional territory of Kwanlin Dün First Nation and the Ta’an Kwäch’än Council. 1

Partner Portrait • Step one • Pick a partner • Step three • Interview questions • Weekend highlight? • Step two • Sketch them without looking down! • How familiar are you with standards-based assessment? 2

Learning Intentions • Revisit outdoor learning progression • Learning Standards & Learning Targets • Learning Maps • Understand the principles of Standards-Based Assessment 3

Outdoor Learning Progression Curricular Comp Activity/ Content Core Competency

Assessment Option Spoken or written reflection Assessment Option Curricula r Comp Curricular Competency Communicate observations and ideas using oral or written language, drawing, or role-play Activity/ Content Core Competency Outdoor Activity/Content Teambuilder Lava Pit Personal & Social I can persevere with challenging tasks

Core Competenci es Activity Learning Target Content + Curricular Competency =

Clarity 7

Standards vs Targets Learning Standards Learning Targets Learning Standards are what we want students to be able to know (content) and do (curricular competency) at the end of any given learning period Learning Targets are the combination of content and curricular competency written in student-friendly language. Learning Targets are specific to the lesson or unit and directly connected to assessment. I can ask questions that help me understand why there are so many different animals living in Yukon. 8

Diving into Learning Targets • Learning targets: • Answer the questions “What are we doing today? ” and “why are we learning this? ” • Explicitly connect the knowing with the doing by improving student understanding of the learning goals of a lesson or unit • Are used in the process of formative and summative assessment 9

Learning Targets • Learning targets: • Are written in student-friendly language • Are framed as I statements (I can, I am able, etc. ) • Each learning target combines at least one curricular competency and content piece 10

Learning Targets 11

Learning Targets I statement Curricular competency I am able to think and ask questions about how other people and cultures Content are similar and different. 12

Learning Target Practice • Work with a colleague to create a few learning targets that each include: • one content piece • at least one curricular competency 13

Learning Maps • A learning map is a graphic organizer that pulls together the learning targets for a lesson, unit or course Learnin g Target 2 Learnin g Target 3 Learnin g Target 1 • Learning maps are used to guide learning and assessment for Learning Map students 14

Sample Learning Maps 15

Learning Target Grade Book 16

Ken O’Connor 17

Standards-Based Grading 18

Resources • Communicating Student Learning (the i. Book) • Website: www. lss. yukonschools. ca 19

• Feedback 20