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0_Barb1_LearningTargets.ppt - browenhorst - Wikispaces

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					                         October 21, 2008




Barb Rowenhorst, ESA 7
   Debrief Achievement Series
   View the final Assessment System information
   Review the 7 assessment strategies
   PCL: Stages of Responses to Change
   Understand the five types of learning targets
   Determine learning targets for content
    standards
   Determine the underpinning learning targets
    for focus standards (using eMetrics)
Successes?



Questions?



Next Steps?
   Teaching … is never perfect.

   Professional learning never ends…it’s a
    career-long endeavor.

                              Charlotte Danielson, 2008
Change
 to exchange, substitute, or replace something
 Signifies the end/death of something which
  results in the beginning of a grieving process

Transition
 a process in which something undergoes a
  change and passes from one state, stage,
  form, or activity to another – implies there is
  not an end to something
The Way We See the Problem…Is the Problem
The Way We See “Change” ….

If you have a problem, the actual problem is that
you are looking at it as a problem.

It could be something else, such as an
opportunity. When it rains lemons, make
lemonade.
                   Stephen Covey, Circle of Concern/Circle of Influence
Manning & Curtis, Art of Leadership, 2007
Manning & Curtis, Art of Leadership, 2007
Negative responses to change can be avoided in favor
of proceeding directly to effective responses to
change when people:
      Believe the change is the right thing to do.
      Have influence on the nature and process of the
       change.
      Respect the person who is championing the
       change.
      Expect the change will result in personal gain.
      Believe this is the right time for change.
   First (OK) and Second Order (Huge) Change
    (McREL)
   Where are you on the continuum?
   How can you help yourself?
   How can you help others?
What we know today does
not make yesterday wrong,
it makes tomorrow better.

             Carol Commodore
Find a partner for each
type of assessment on
your handout.

Sign each other’s
assessment type.

Then find another
partner for each of the
other assessment types.
   Find your “Report” assessment partner




   Determine who is Partner A and who is
    Partner B

   Partner A come and get the directions
   Partner B follows the directions that Partner A
    gives as best you can.

   When all the directions have been completed,
    turn in the paper to Partner A for scoring.
“You can enhance or destroy students’ desire
   to succeed in school more quickly and
permanently through your use of assessment
 than with any other tools you have at your
                 disposal.”
                               Dr. Rick Stiggins
Where am I going?
1. Provide a clear and understandable vision
   of the learning target.
2. Use examples and models of strong and weak work.

Where am I now?
1. Offer regular descriptive feedback.
2. Teach students to self-assess and set goals.

How can I close the gap?
1. Design lessons to focus on one aspect of quality at a time.
2. Teach students focused revision.
3. Engage students in self-reflection and let them keep track
   of and share their learning.
Students can hit any target that they can
    see and that holds still for them.
In the pattern
to the left
locate and
outline the
five-pointed
star.

 1 minute
   If I provide
    additional
    information
    (block out part
    of the picture)
    does that help
    you identify
    the target?
    45 seconds
   If I provide
    even more
    information
    (block out
    more of the
    picture) does
    it help you
    identify the
    target?
    30 seconds
Rick Stiggins points
out that “Teachers
and students can hit
any target they can
see and will hold
still.”


What is the
relationship between
this statement and
the activity you just
participated in?
   What happened to the number of correct
    responses when I provided more
    information?
   What does this activity have to do with ‘clear
    targets’?
   What happens when the targets is not shared
    (clarified)?
   What are the implications for teachers?
1.    Provide a clear and understandable vision of the
      learning target.


     “Teachers who truly understand what they
     want their students to accomplish will almost
     surely be more instructionally successful than
     teachers whose understanding of hoped-for
     student accomplishments are murky.”

                                     W. James Popham
   A learning target defines success – it is
    any achievement expectation we have for
    students.

   It states what we want the student to
    learn – in student-friendly language.

   In order to build clear learning targets
    we need to understand that there are
    actually five kinds of learning targets.
1. Knowledge

2. Reasoning

3. Skill

4. Product

5. Disposition
   Number off at your tables from 1-5

   Each choose 1 type of Learning Target

   Take notes




   Share with your table group
Learning Targets - Types
                  The facts and concepts we want
   • Knowledge    students to know and understand

                  Students use what they know to
   •Reasoning     reason and solve problems

                  The student uses knowledge and
   •Skill         reasoning to act skillfully

                  The student uses knowledge, reasoning,
   •Product       and skills to create a product.

                  The student’s attitudes and feelings
   •Disposition   about school and learning.
         Standard     Underpinning Learning
        Target Type          Targets
Product               Product + S + R + K

Skill                 Skill + R + K

Reasoning             Reasoning + K

Knowledge             Knowledge
   Knowledge
       Know the law
       Read signs and understand what they mean
   Reasoning
       Analyze road conditions, vehicle performance, other
        driver’s actions, with knowledge of previous experiences
       Evaluate ‘am I safe’ and synthesize information to take
        action if needed
   Skill
       Steering, shifting, parallel parking, signaling, automaticity
        of driving actions
   Products
       (not appropriate target)
Knowledge
    ◦ Know vocabulary: facts, opinions, stereotypes and how to identify them
    ◦ What it means to compare and contrast things
    ◦ The criteria on which to compare and contrast (events, people,
      conditions, consequences)
Reasoning
    ◦   Distinguish facts from opinions in the context of news reporting
    ◦   Recognize novel stereotypes
    ◦   Find the correct information on which to compare and contrast
    ◦   Compare and contrast the historical information specified on the
        criteria.
   Skill
   Products
Assessment OF
Learning (Core)




Assessments FOR
Learning (Diary)

 Learning Targets
   Work with standards you have at your table.

   Using Stiggins “Learning Target Key Words”
    handout, highlight the key vocabulary that
    identifies the standard as a knowledge,
    reasoning, skill, or product target.

   Determine the type of learning target for 3
    focus standards.
   Choose a subject and grade level.

   Select 3 standards.
      eMetrics data
      DOE Standards (content & unpacked) http://doe.sd.gov

   Determine the standard’s learning target.
      Knowledge, reasoning, skill, or product

   Brainstorm a unit you could teach for this standard.

   Practice writing learning targets.
      Identify its underpinning learning targets
      Check the unpacked standard
         Standard     Underpinning Learning
        Target Type          Targets
Product               Product + S + R + K

Skill                 Skill + R + K

Reasoning             Reasoning + K

Knowledge             Knowledge
        DECONSTRUCTING STANDARDS/OUTCOME
Standard/Outcome:



                                       Learning Targets
 What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?


Product Targets               Skill Targets          Reasoning Targets          Knowledge Targets
Standard/Outcome:
Produce writing to communicate with different audiences for a
variety of purposes. (gr. 1)

Type:        Product              Skill           Reasoning                Knowledge

                                       Learning Targets
 What are the knowledge, reasoning, skill or product targets underpinning the standard or benchmark?

Product Targets               Skill Targets          Reasoning Targets               Knowledge
                                                                                      Targets
                             (see & hear)
Write sentences        Hold a pencil correctly        Distinguish the           Know what a
with varied                                           uses or meanings          sentence is
                       Print letters correctly
beginnings                                            of a variety of
                       according                                                Understand
                                                      words (word
                                                                                concept of word
                       Space words                    choice)
                                                                                choice
                       Use lines and margins                                    (vocabulary)
                       correctly
                       Stretch out sounds in
                       words to create a
                       temporary spelling of a
                       word…
                    Math


            Correct payment of restaurant check including tax
 Product       and tip



  Skill     Computes percentage


            The similarities and differences between percents,
Reasoning      fractions and decimals and when to use each


            Describes what percents are
Knowledge
   Determine a subject and grade level.

   Select a standard within that grade level.
      eMetrics data
      DOE Standards (content & unpacked) http://doe.sd.gov

   Determine the standard’s learning target
      Knowledge, reasoning, skill, or product

   Brainstorm a unit you could teach for this standard.

   Practice writing a learning target for each category.
      Identify its underpinning learning targets
“Do we really
have to take the
time to do this?”
Deconstructing allows teachers to…

 Define mastery: What do students need to know and be
  able to do?

 Identify the prerequisite skills and academic vocabulary
  needed to master the standard.

 Differentiate learning experiences for diverse learners.

 Select appropriate assessments to monitor and measure
  achievement.

 Develop deeper understanding about standards as part
  of a continuous improvement culture.
“Once we know what our learning targets are and
 have defined how we will assess them, we are
 able to think clearly about what combination of
 instruction and experiences will prepare
 students both to know what they need to know
 and to demonstrate their learning.”



Stiggins, Arter, Chappuis, and Chappuis: Classroom Assessment for Student Learning (2004)
   Specify clear expectation in your classroom.
   Do so in writing and publish them for all to
    see.
   Eliminate the mystery. If they can see it, they
    can hit it.
   If they cannot see it, their challenge turns
    into pin the tail on the donkey – blindfolded

                                          Stiggins, 2008
                  Student Friendly


Knowledge/      I can describe what a percent is and how to
Understanding       determine it.



                I can evaluate an event and determine whether to
Reasoning           use percents, fractions or decimals.


  Skills        I can determine what the percent is for any number.


                I can make the correct payment on a restaurant
 Product            check by calculating and adding the tax and tip.
  When students are involved in the
assessment process, they are required
  to think about their own learning,
 articulate what they understand and
  what they still need to learn—and
        achievement improves.
Black & Wiliam, 1998; Sternberg, 1996; Young, 2000
   Learning targets are useful to our thinking
    about classroom assessment because they
    have clear links to different methods of
    assessment.

   The quality of assessment rests on the clarity
    of the assessors understanding of the
    learning target to be assessed.
   Some people are missing yet!

   Directions
    ◦ www.sdesa7.org
    ◦ browenhorst.tie.wikispaces.net
   Debrief Achievement Series
   View the final Assessment System information
   Review the 7 assessment strategies
   PCL: Stages of Responses to Change
   Understand the five types of learning targets
   Determine learning targets for content
    standards
   Determine the underpinning learning targets
    for focus standards (using eMetrics)

				
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