SMART Learning Goals Kelly York Julie Hall Cedar

SMART Learning Goals Kelly York & Julie Hall Cedar Hall Community School February 9, 2017

Do Now Please take a moment to silently and independently answer the following question: How do you measure the success of a lesson?

Objective By the end of the PLC, teachers will be able to craft SMART Learning Goals by using a provided learning target in conjunction with the SMART Learning Goal Template.

Thoughts. . .

Agenda • • • Do Now, Discussion (4 minutes) Backwards Design (2 minutes) SMART Goals (15 minutes) Student Evidence (3 minutes) Integrated Practice (8 minutes)

Evolution of the Backwards Design Model of Instruction

SMART Learning Goals S: Specific M: Measurable A: Attainable/Achievable R: Relevant T: Time-Bound

SMART Learning Goals ❏ Specific: Did we use clear, direct language to tell the learner what he/she will learn and do as a result of/after the lesson? ❏ Measurable: Is the task/practice quantifiable/can we measure it? (Objective, rather than subjective) Can the students complete the task/practice in the proposed time frame? ❏ Attainable: ❏ Relevant: Does the task/practice align specifically to the desired learning target? ❏ Time-Bound: When will this task/practice be accomplished?

Learning Target v. SMART Learning Goal Learning Target A bite-sized “chunk” of learning pulled directly from the standard that states what the student is expected to learn or do. SMART Learning Goal A measurable goal focused on the specific, daily learning target that communicates precisely how a student will be able to demonstrate learning/understanding of new material. Your learning target is the focus of your SMART Learning Goal.

SMART Learning Goal Template By (time frame) ___________, students will be able to (action verb - content) _____________ and will demonstrate this by (“showing” verb - student evidence) ______________________.

Student Evidence A variety of intentional, pre-planned, measurable methods in which students can prove (or disprove) their learning of a specified learning target.

Student Evidence - Examples ❖ ❖ ❖ ❖ ❖ Nonlinguistic Representation Exit Ticket Observation Checklist Group/Independent Task Everybody Writes Demonstration Slates/Dry Erase boards Formative/Summative Assessment Highlighting/Underlining . . . It does NOT have to be a separate test or activity for you to “grade”

Student Evidence - Non-Examples • • Thumbs up/down Self-Report Cold Calling on a handful of students to assess whole-class understanding Student Checkers Yes/No Questions Teachers doing all of the work/thinking for students Homework

SMART Learning Goal Examples Standard 4. RN. 2. 2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Learning Target Explain how provided key details support the main idea of a text. SAMPLE 1: By the end of the class period, students will be able to explain how the provided key details support the main idea of a text and will demonstrate this by summarizing the text SAMPLE 2: By the end of the class period, students will be able to explain how the provided key details support the main idea of a text and will demonstrate this with a short writing response (“Everybody Writes 4 minutes”)

Integrated Practice Standard Learning Target 1. NS. 1 Count to at least 120 by ones, fives, and tens from any given number. In this range, read and write numerals and represent a number of objects with a written numeral. Represent a number of objects up to 120 with a written numeral. 3. RL. 2. 3 Describe characters in a story (e. g. , their traits, motivations, or feelings) and explain how their actions contribute to the plot. Explain how a character’s actions contribute to the plot. 5. C. 6 Explain why multiplying a positive number by a fraction greater than 1 results in a product greater than the given number. Explain why multiplying a positive number by a fraction less than 1 results in a product smaller than the given number. Relate the principle of fraction equivalence, a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1. (CCSS 5. NF. 5 b) Draw a conclusion about the following rule: multiplying a fraction greater than one will result in a product greater than the given number. 7. RL. 2. 1 Cite textual evidence to support analysis of what a text says explicitly as well as inferences drawn from the text. Given an analysis of a text, provide textual evidence

Integrated Practice • Select one of the provided learning targets • With a shoulder partner, craft a SMART Learning Goal to be used in conjunction with your learning target.

Let’s Reflect WOW! How About? On a sticky note, write a “WOW”—something you learned that was important to you. On another sticky note, write a “HOW ABOUT? ” question or other idea you might have.

Independent Practice • • • As a PLC team, please select a content area to focus on. Look at your upcoming plans for the next week. Each team member should pick one day’s lesson to write a SMART Learning Goal for. • Each PLC member selects a different lesson Submit to Kelly’s or Julie’s mailbox by tomorrow, Friday, February 10 SE and Title: Please choose a grade level you support in some way and also have a common plan with Feedback/Follow-up PD scheduled for next Tuesday, February 14